Outlines an EFL program designed for French-speaking, non-specialist undergraduates in their fourth year of study in a European school of economics and business. (RL)

An innovative approach to introductory sociology is based on the perspective that knowledge be viewed as an emergent process derived from the classroom situation. Three basic problems for the instructor are reviewed, covering details of textbooks, discussion techniques, and paper topics. (KM)

The article focuses upon an experiment in a university class designed specifically to teach geographic concepts. Attention is placed on the degree certain concepts can be learned and some factors which affect the degree of learning. (Author)

Describes a contract grade system utilized in the Essex County College, New Jersey freshman chemistry course. A time extension provision is designed to permit students to complete activities. (TS)

Content/format and instructional strategies used in an adult education computer course are described. Instructions were patient, descriptive, and nonthreatening. Presentations were visual and included hands-on experiences. In addition, grades and examinations were eliminated. (JN)

Describes a nonfiction literature unit offered in journalism and lists suggested titles. (AEA)

Suggests that college professors might improve their U.S. history survey courses by using a teaching method called "alternativing." The author describes how he uses the technique to help students begin to see and feel the dynamics of history. (RM)

Describes a graduate history course at Colorado State University designed to increase the accessibility of archival materials while providing graduate students with readily applicable training in basic professional skills. (Author/CK)

This report described a developmental psychology course for undergraduate nurses. The course covered 10 life stages: pre-natal to old age. For each stage, students applied background information to a classroom interview with a panel of people who typified the stage. Later, students compared their pre-interview expectations with their empirical…

Provides a detailed description of an upper level college English course, including texts, assignments, grading, and method of administration. (AEA)

Describes a college level history of psychology course designed to use art and music as a means of aiding students in recognizing the relationship between their present research and service interests and psychology's past. The course approached history in a less abstract fashion and stressed the interrelationship between the development of…

Proposes a teaching/learning strategy for college level sociology courses on problem solving. The method involves directing students to assess the logical adequacy of statements selected from common sense, journalism, and sociology. Evaluation of a course based on this method indicates that it can help students develop rational thinking skills.…

Criticizes the type and extent of statistical training given to undergraduate students in psychology courses on the college level and suggests ways of improving this training. Suggestions include introducing broad concepts of differential and inferential statistics at the beginning of the course and presenting introductory information on…

Describes a psychology course on the college level which provided an interdisciplinary academic experience for students, a public forum for the community, and an opportunity for the five-person psychology department to team-teach a topic of shared interest. (DB)

Discusses how an undergraduate introductory comparative literature course used the study of the social function of literature to bring linguistic, structuralist, and Marxist research into the classroom. (DD)