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Stahle, Renee Beth; McGukin, J. Drew – 1993
A study assessed the status of the undergraduate general communication theory course at small and large colleges. Questionnaires were mailed to 261 programs in the United States listing a communication theory course in their catalogues. A total of 62 questionnaires were returned, for a response rate of 24%. Results indicated: (1) a clear…
Descriptors: Communication Research, Communication (Thought Transfer), Course Content, Higher Education
Masse, Roger E. – 1983
At New Mexico State University, technical communication teachers have developed a course to teach editing processes to graduate students who take the advanced workshop in technical and professional communication. In this seminar group, students work on writing processes; editing processes; written, edited, and tested products; and oral processes…
Descriptors: Course Content, Course Descriptions, Editing, Graduate Study
Peer reviewedRoland, Charles G.; Cox, Barbara G. – Journal of Medical Education, 1976
Describes a course required for Mayo Medical School students that includes a self-instructional test on 15 common writing faults, a minithesis, and a clinical laboratory research project prepared as a paper submissible to a scientific journal and critiqued by professional editors. (JT)
Descriptors: Course Content, Course Descriptions, Higher Education, Medical Education
Schrey, Helmut – Fremdsprachliche Unterricht, 1975
Area studies should not be systematically pursued as such, but should be an all-pervading feature of all literature courses, designed according to level, using learning games, etc. The article starts with a brief historical account of different approaches to, and content of "Englandkunde." (Text is in German.) (IFS/WGA)
Descriptors: Area Studies, Course Content, Cultural Awareness, Educational Games
Donovan, Thayer – School Shop, 1975
To keep students motivated in a first year auto shop, an industrial arts teacher uses a "live shop" in which all automobiles and parts are restored to working condition, thus creating a positive learning situation for the students. (BP)
Descriptors: Auto Mechanics, Course Content, Industrial Arts, Mechanics (Process)
Peer reviewedSchwartz, Rudolph – Social Science Record, 1975
Thirteen activities developed through Project ECOS for elementary through high school environmental education courses are presented. (DE)
Descriptors: Community Involvement, Course Content, Curriculum Development, Elementary Secondary Education
Peer reviewedKing, Ann – System, 1975
Two experimental bilingual classes in French begun in Somerset, Scotland, in September 1973 are described. Included in the course are the study of the language itself and of geography and French civilization through the French language. (RM)
Descriptors: Bilingual Education, Course Content, Culture, Elementary Secondary Education
Peer reviewedHorn, Pierre L. – Modern Language Journal, 1975
Descriptors: Course Content, English, French, Higher Education
Peer reviewedEpstein, Richard – Social Studies, 1975
An outline of a unit used to teach the political science concept of model-building to both average and above-average high school students is provided. (DE)
Descriptors: Course Content, Curriculum Development, Foreign Policy, Models
Coombe, Christine A. – 1990
Global education, an attempt to provide students with information and perspectives on diverse countries and cultures so that they may be knowledgeable and responsible members of the world community, is becoming a key concern of foreign language educators. While foreign language education has often included some cultural and historical elements,…
Descriptors: Course Content, Cultural Awareness, Cultural Traits, Curriculum Design
D'Antonio, W. V. – 1982
Undergraduate introductory sociology courses should actively engage students in learning the concepts, theories, and research methods that comprise the core knowledge of the discipline. The course should introduce the social theorists Durkheim, Marx, Mead, and Weber. Social concepts of the human group, social system, and social organization;…
Descriptors: Course Content, Educational Needs, Educational Objectives, Higher Education
Botan, Carl H.; Ziegelmueller, George W. – 1986
Parliamentary procedure might best be taught in a context specific format; it would be better understood by students if not taught as a "stand alone" subject. Since the basic concepts of argumentation theory--propositions, stasis, and presumption and burden of proof--are reinforced by the rules of parliamentary procedure, instructors can…
Descriptors: Course Content, Course Organization, Debate, Higher Education
Miller, Richard B. – 1986
This paper argues that if thinking skills are to be integrated into the curriculum two needs must be addressed: (1) the manner of teaching content must be revised so that thinking skills are used and reinforced during the learning process, and (2) courses whose primary focus is the improvement of thinking skills must be offered. A comparison is…
Descriptors: Cognitive Processes, Content Analysis, Course Content, Diagnostic Tests
Maiorana, Victor P. – 1985
The facts and ideas of subject matter are of little or no value unless such facts and ideas are used to promote thoughtful discourse. Those who teach with this idea in mind can be said to be thinking-skills centered or procognitive; those who teach without this idea in mind can be termed content-centered or procontent. The procognitive viewpoint…
Descriptors: Course Content, Critical Thinking, Educational Strategies, Individualized Instruction
Zanot, Eric J.; Maddox, Lynda M. – 1982
Claims that the academic community ignores the subject of subliminal advertising led to a study designed to ascertain the degree to which the topic is introduced in the classroom, what opinions professors offer concerning it, and the source with which they acquaint their students. A questionnaire containing a series of open- and close-ended…
Descriptors: Academic Education, Advertising, Course Content, Higher Education


