Where does course content fit into the context of modern theories and practices of a liberal arts education? Two camps within the academic community are described: those who feel responsible for the personal growth of their students and those who see themselves as dispensers of information. (LBH)

Considers some approaches in the area of specific academic course work opportunities in the development of a comprehensive human sexuality program. (Author/RK)

Racial social work is defined by four alternative models: For One Race Only, For One Race Mainly, Cosmopolitanism, and Egalitarianism. The construct and its conceptual models can be used as guides to curriculum modification and practice innovation in social work addressing the social ill of racism and those abused by it. (Editor/JT)

Discusses the changing role of the cataloger and the lack of comprehensiveness in cataloging and classification courses offered in graduate library programs. The information that should be covered in introductory courses is outlined and the value of such courses to catalogers and noncatalogers is explored. (36 references) (CLB)

Explains considerations weighed during the development of a communications curriculum, particularly with regard to the conflict between a student-centered and a content-centered emphasis. (GW)

Greater attention to the needs of students and to teaching methods is urged, and specific suggestions are given. (IM)

Students do not use the nursing process properly when they engage in patient care; to remedy this problem, all nursing content should be taught within the framework of the process. (TA)

Defines critical thinking and its relationship to knowledge, intellectual discipline, and intellectual values. Identifies elements and domains of thought and traits of mind that should be cultivated in students. Offers guidelines on teaching for critical thinking and on incorporating critical thinking in the curriculum. (DMM)

Outlines the courses offered by the Department of Library and Information Studies at Manchester Polytechnic, and describes the use of a database management system to teach aspects of information science. Details of a number of specific applications are given and future developments are discussed. (CLB)

Steps to improving introductory courses to keep the appropriate liberal education emphasis include: teach less, restructure testing, relate course content to problems in the outside world, pursue ethical issues, balance facts with other forms of knowledge, teach the arts of discussion and critical thinking, and help students develop wisdom. (MSE)

Introductory psychology courses are often designed as technical, preprofessional courses for majors, but they should instead offer a view of human nature. A Wesleyan University course was designed on the notion of the psychological human, and covered the functions of perception and memory, cognitive processes, the social dimension of human nature,…

Teaching the large introductory science course is a challenge, but when the objective is seen not as covering the field but uncovering part of it to illustrate principles common to the whole, the facts are no longer the end result but tools with which the disciplines can be further explored. (Author/MSE)

Compares a college-level senior seminar at Christoper Newport University (VA) to a rite of passage for new members in the field. Describes the structure, content, and assignments used in the course. Lists criteria used to evaluate student papers and presentations. (CFR)

Faculty beliefs about educational purpose and the nature of their academic field strongly influence how they plan introductory courses. Significantly different conceptions of educational purpose among faculty in different fields may inhibit agreement on plans for curricular coherence and ways of communicating expectations to students. Interviews…

Discusses the Ursuline Studies Program, a new core curriculum at Ursuline College designed to improve women's learning and intellectual and ethical development. Describes the program's emphasis on analysis and synthesis, effective communication, social interaction, value-based decision making, response to beauty, problem solving, and social…