Outlines an introductory course that combines filmmaking experience with theoretical and critical film studies. Approach combines traditional aesthetic emphasis with practical understanding of how films are made. (MS)

Discusses participant characteristics, course content, teaching strategies, and follow-up activities of two inservice teacher computer training programs responsive to needs of beginners (providing basic skills to teachers with no familiarity and computer anxiety) and advanced users (dealing with issues of systematic classroom integration of…

Describes a course in which technical writing students write letters to themselves stating goals they want to accomplish within the next 10 years, which the teacher promises not to read and to mail to them in exactly 10 years. Discusses purposes and actual results of assignment. (EL)

Describes a course that documents in often laborious and relatively uncritical detail the history of the Canadian press and its American and British antecedents. Describes a course on the contemporary press consisting of various forms of press criticism. (HTH)

Strategies that may be useful in helping undergraduates develop a critical view of sport are presented in this article. Several ethical problems that may arise from teaching sociology of sport in a way that contradicts typical assumptions about sport are discussed. (Author/DF)

Describes an integrated approach to teaching broad-based theatre skills, including script analysis, research, design, directing, and acting. (PD)

Discusses how property records served as the basis for assignments in one news reporting course. (RB)

The author has succeeded in holding students' interest in poetry by comparing and contrasting traditional poets with familiar modern, even pop'' poets. (PG)

Center course around pupils' problems and surroundings; turn classroom into problem-solving laboratory. (Editor)

Greatest needs of business education for 1971 include (1) need to lift our educational goals to higher levels and define them lucidly, (2) need to scrutinize content of every course to determine its relevance, power, and criticalness, and (3) need to determine viable alternatives to the in-school methods of educating students for work. (Author)

Proposes that college students and instructors become more future oriented by studying classical utopian thinkers, futurists, and science fiction based on societal projections and fantasized future technology. Contends that futurism raises philosophical questions of determinism and freedom, ethics, theology, and the nature of man. (DMM)