Uses faculty interviews, student surveys, and analysis of written materials, texts, and examinations to analyze literacy requirements of History 113, a high-demand, high-attrition introductory course. Finds that its key literacy requirement is integration--of writing with reading and of in-class with out-of-class learning. (SR)

The hourglass model approach to public policy issues in extension education includes (1) selection of mega-issues; (2) formation and reporting of study groups; (3) a symposium; (4) synthesis and revision of symposium and study group outcomes; and (5) extension/outreach to broader audiences. (SK)

Describes an advanced composition course involving individual projects which encourage collaboration. Outlines the class, describes how selected students have responded to different elements of it, and comments on what the teacher has learned from it. (SR)

Data from 13 of 50 physicians participating in continuing medical education refresher courses on hypertension and analysis of questions asked of medical information service databank were used to alter the delivery of refresher sessions. (SK)

Describes methods of approaching Toni Morrison's novel, "The Bluest Eye," for the secondary classroom. Suggests that it was the students' responses to the novel that showed to the teacher the importance of this controversial work. Provides numerous examples of students' written responses to the novel. (HB)

Provides four practicing teachers' written responses to Carolyn Henly's article entitled "Reader Response Theory as Antidote to Controversy: Teaching "The Bluest Eye," which appears in the same issue. (HB)

Investigates and outlines three approaches for foreign language writing instruction. It is argued that a combination of computer-assisted language learning and conference teaching would best provide a maximally goal-directed writing course tailored to the specific needs and learning styles of individual students with authentic material input and…

Examines the relationship between the development of authority and the voice in which it is expressed in ethnographic writing. Argues that ethnographic research provides a way of helping students gain the authority that comes from the inquiry process. (FMW)

Discussed is the complexity of the issue concerning the use of live animals as subjects in laboratory tests. Included is a column written by Dr. Suzanne L. Epstein that discusses some of the advantages and disadvantages of use of tissue culture to replace laboratory animals. (CW)

Focuses on Allan Bloom's perception of a classic text and his belief that there are no classic texts in the social sciences. Contends there are definitive works in economics and develops a list of six criteria to determine them. Discusses economics books that might be considered classic works, and lists textbooks that refer to these classics. (NL)

Finds in a national survey that introductory business communication courses in different departments differ in many aspects, yet are similar in topics covered, sequence of topics, and amount of time necessary to assure a minimum level of competence. (SR)

Maintains that perspectives of cultural diversity and gender are appropriate for courses in mass communication and society. Describes the academic techniques (a focus on culture and media studies) and the instructional techniques of such a course developed at Stanford University. Notes the need to deal with zero-sum perceptions of such endeavors…

Advocates the interpretive communities approach to teaching political communication. Discusses philosophical issues in the teaching of political communication courses, and pedagogical techniques (including concepts versus cases, clustering examples, C-SPAN video examples, and simulations and games). (SR)

Offers recommendations for development of an undergraduate desktop publishing course. Discusses scholastic level and prerequisites, purpose and objectives, instructional resources and methodology, assignments and evaluation, and a general course outline. (SR)

Considers the emergence of the so-called culture wars in contemporary American society. Contends that, in the context of such cultural conflict, the English classroom is a particularly important battleground. Considers how English teachers might structure their classes to address the culture wars. (HB)