"Why Teach Robotics?" (Waddell) suggests that the United States lags behind Europe and Japan in use of robotics in industry and teaching. "Creating a Course in Mobile Robotics" (Doty) outlines course elements of the Intelligent Machines Design Lab. (SK)

Describes a standalone undergraduate course in nursing history in terms of rationale, purpose, and content. Discusses arguments for inclusion of nursing history in the curriculum and problems associated with teaching it. (SK)

The revised standards for technology education will specify what students from grades K-12 should know and be able to do in technology and will identify the knowledge and processes essential to technology that should be taught and learned in school. (Author/JOW)

Guidelines for developing Web-based course materials include considerations of available resources, how technology aids in meeting curricular goals and objectives, Web-site design and construction, and Web-course evaluation. (SK)

Members of the Information Industry Association (n=108) identified important content areas for information systems curricula: telecommunications, operating systems, systems analysis, local area/wide area networks, and business communications. (SK)

Describes how the Standards for Technological Literacy provide identity, recognition, organization, and direction to the field of technology education. (JOW)

A Delphi panel of 15 identified 5 critical elements of an internationalized extension system: (1) understanding of global and national interdependence; (2) emphasis on the impact of international forces on agriculture; (3) international perspectives in ongoing activities; (4) extension agents' awareness of the relationship between international…

Explores specific places where a component of ethical decision-making can be incorporated into the undergraduate chemistry curriculum and the effect on students' moral development. Presents several case studies. (SAH)

Describes uses of "Prime Time," a weekly newspaper column on aging, in a gerontology course. Lists activities and course projects based on column content. (Contains 52 references.) (SK)

Surveyed medical schools to determine the scope and content of required, formal ethics components in their curriculums. Found that ethics education is far from homogeneous among medical schools in both content and extensiveness. (EV)

A survey of 196 theological seminaries with various religious affiliations received 131 responses. Several have added a course on older adults' needs and concerns. However, gerontological content is a minor part of the overall curriculum, and only 21% planned to modify programs to include such content. (SK)

Investigates the commonalities and differences of graphics programs among nine universities in the United States by analyzing the course structure and reviewing attendance and course syllabi. (Author/YDS)

Reviews research on Holocaust education in terms of (1) curriculum context (subjects, age phase); (2) curriculum process (micro-history, empathy, neutrality); and (3) curriculum content (existing knowledge of Judaism, history of antisemitism, bystander response, other genocides). Makes suggestions for teachers observing Britain's Holocaust…

A review of curriculum and course descriptions of 67 Web-based electronic commerce master's programs showed that the number of programs grew 76% over 8 months. More nontechnical than technology-centered courses are offered. Business schools are apparently viewing e-commerce as a completely new discipline. (Contains 26 references.) (SK)

Outlines a course to prepare adult and community educators to teach about global and sustainable development. Describes key principles and concepts (interdependence, citizenship/stewardship, needs and rights of future generations, diversity, quality of life, sustainable change, and uncertainty). (SK)