Views the spectrum of opinions on curriculum issues as ranging from advocacy of measurable, programed, teacher-prepared objectives to advocacy of a flexible, limited, pupil-oriented framework. Also discussed are structuring the learning environment, existentialism vs behaviorism, process vs product, and other issues. (BP)

An improved curriculum for physical education majors is described. (JD)

Instructors send different messages to students in their course structure and in their evaluation of students' papers. (DD)

Describes some rules which might form the six-part framework for the grammar component of a composition course. (DD)

Interviews with University of Washington students majoring in 24 areas revealed tremendous variety within and across disciplines in the amount of writing they were asked to do for their courses. (DD)

The tounge-in-cheek article describes a proposal to label college courses in such a way that prospective students can determine their nature and content. (JR)

The findings of a study of comparative politics core course syllabi offered by a sample of political science departments in the United States are summarized. The purposes of the study were to assess the state of the subdiscipline and to help with an exchange of ideas between teachers. (BSR)

Points out that existing communication courses can be updated and expanded to accommodate topics on the new technologies. (PD)

Describes a course on the sociology of the male experience, explains its logic and orgnization, analyzes the composition of the first group of students to take it, assesses the responses to the experience, and details the reactions of the university community and the general public. (Author/BL)

Contends the task of men's studies is to recapture experiences of masculinity as specific male phenomena, rather than as assumed universal norms. Discusses how and why this new men's studies can augment a women's studies curriculum. (Author/BL)

Presents a framework for developing principles to clarify the intellectual problems and materials that constitute the core concerns of Black Studies. Defines two key concepts: "systematicity" (transformation and historical periodism) and "thematicity" (duality and pre-generic quest-myth of freedom and literacy. (Author/KH)

Hegel's teaching is often omitted or considered summarily in political philosophy courses. In order to reduce these difficulties, an introductory discussion of Hegel's political thought in the context of a dialogue is presented. (RM)

Technocratic rationality emphasizes manipulation and control of variables, predictability of outcomes, and efficiency of means. Whether discipline-based art education represents an acquiescence to technocratic rationality for the sake of survival is discussed. (RM)

Describes a course designed to achieve a balance between exposing students to (1) advanced topics in transport phenomena, pointing out similarities and differences between three transfer processes and (2) common methods of solving differential equations. (JN)

The article describes one instructor's delivery of a graduate level course on exceptional learners in regular classrooms as well as the positive effects enjoyed by participating school personnel, many of whom entered this inservice training with negative attitudes. (Author/CL)