Originally presented as a speech at the Association for Education in Journalism convention, this article discusses the role of journalism educators, the importance of freedom of the press, and the need for good public relations by the press. (RB)

Describes the highlights of the 1976 convention of the Association for Education in Journalism. (KS)

Describes the Association for Education in Journalism's reaction to a proposed federal law intended to inhibit free and open inquiry. (RB)

An exercise requiring students in an introductory mass communications course to comment on issues in a freedom of speech case revealed that students may be more supportive of freedom of speech than is sometimes thought. (RL)

In response to an award by the American Society of Journalism School Administrators for William O. Douglas' service in defense of freedom of information, the author spoke of Douglas' legal philosophy at the award ceremony. (RL)

Investigates how student television and cable stations in higher education are governed, who is involved in the process, and how students are acquainted with their station's rules and policies, particularly the day-to-day application of free speech parameters. (SR)

Discusses three Supreme Court decisions which offer journalism and mass media educators good case studies for teaching students to distinguish between decisions that threaten the workings of a free press and decisions that properly hold media responsible for abusing their liberties. (SR)

Suggests that challenges to the free press are best dealt with through credible and responsible reporting. (RB)

Explores the role of journalism education in maintaining the consent of the governed, in balancing press freedom with press responsibility, and in educating--not just training--journalism students to defend the nation's liberties. (HTH)

Suggests that the teaching of free expression may be the highest calling of a communications or journalism professor. Argues that freedom must be tempered by a sense of ethics. Calls upon teachers to encourage students to analyze the questions surrounding free expression. Describes techniques for scrutinizing journalistic myths. (SG)

Describes Mary Baldwin College's course designed to prepare students to face the changing international press environment and to participate in the international debate on press freedom. (CRH)

Describes an American journalism history course that is organized around a theme--development of attitudes toward freedom of the press throughout history, with particular emphasis on attitudes of government and society. (HOD)

Argues that the advertising industry's influence on the press is primarily indirect and that journalism educators should divert student attention from the negative aspects of advertising's role in the press. (RL)

Describes the manner in which decisions in the cases of "Gertz" and "Firestone" can clarify some of the basic issues underlying libel law. (KS)

Explores students' need for team experiences, advantages of teams to learning and to course management, methods of team and project management practiced in industry, and adaptation of industry's methods to projects focusing on freedom of expression. Describes the usefulness and lasting value of resulting student work. Suggests unusual ways to…