Outlines nine techniques to use in recruiting students for journalism programs. (GT)

Offers tips to journalism teachers on finding guest speakers for their classes and on preparing the speakers, the students, and themselves for the speakers' appearances. (GT)

Argues that journalists and other mass communication specialists must take a humanistic approach to communications; discusses factors involved in such an approach, including open-mindedness, altruism, direction, and perspective. (TJ)

Tells the value to the author of working as an intern at a television station during the summer after his/her graduation from high school. (GT)

Describes five teaching units designed to broaden students' understanding of the many ways in which things may be seen, to teach about analogies, and to teach the use of analogies in generating ideas in advertising. (GT)

Describes projects for students in a journalism class, including researching journalism history, interviewing their parents, critiquing exchange newspapers, writing a term paper about journalism, working with outside agencies to plan a charity project, and publishing such school-related publications as football programs and play programs. (GT)

Describes grading systems used in student publications production classes at several Texas high schools; includes a copy of the contract used in one contract grading system. (GT)

Presents the remarks of several broadcasters who spoke to journalism students about how to get into broadcasting and what being a broadcaster is like. (GT)

Suggests three beginning exercises for a yearbook staff: respond to and discuss an attitude survey about yearbooks, complete a self-evaluation form, and get to know the names of people who fill important positions at the school. The survey, self-evaluation form, and list of positions are included. (TJ)

Provides a mini-unit on editorial writing for journalism advisers to use directly with staff members in an independent study situation. (TJ)

Describes a program at the University of Central Florida at Orlando that acquaints minority group high school students with career opportunities in mass media and gives them a taste of the college-level training required. (GT)

Outlines a unit on the Black press for high school and college courses in journalism and mass communications; includes a list of helpful resources. (GT)

Tells how an Austin, Texas, high school principal fought and won a battle to permit media students to videotape varsity athletic events. (GT)

Notes the need for media education and argues that the journalism course is the natural place for media study. Describes types of critical reading and thinking skills that a journalism course can promote and reports on projects that teach students about newspaper writing and make them into better newspaper readers. (GT)

Questionnaires completed by students at the beginning and end of an introductory mass communications course indicated that student opinion did not move in the direction of perceived instructor bias, that students' conclusions were independent of "correct" journalistic responses, and that students applied First Amendment considerations differently…