Discusses the education of future theater teachers. Describes teacher models, course content, improvisation, and the context of theater departments. (PRA)

Suggests that business communication instructors cannot and must not avoid teaching students the importance of computers. Urges teachers to press their institutions to make available the computing facilities needed. (RS)

Suggests that business communication teachers not yield to the temptation to teach software in business communication courses. Suggests that, in such courses, the primary focus is on communication strategies and that teaching software packages eats up valuable time. (RS)

Argues that business communication teachers must keep abreast of technological advances and inform students of software packages that enhance effective communication. Suggests that the depth in which software is covered must be guided by overall course objectives and computer availability. (RS)

Surveys business communication instructors to gain more information about selected trends in business communication. Presents data on the following: in what administrative unit the courses are taught; what course titles are used; how many class periods are allocated to international topics; and how many international topics assignments are given.…

Critical issues for technology education (TE) identified by a 25-member Delphi panel were identification of the knowledge base, curriculum development approaches, interdisciplinary approaches, and teacher education reform. Problems identified included inadequate marketing/public relations, teacher shortage, lack of content consensus, and…

A survey of social work baccalaureate program directors in Virginia (n=13) and Louisiana (n=6) and 524 undergraduate programs nationally found that 64% planned to increase gerontology in the curriculum. However, gaps were found in research and field practicum components; few faculty had gerontology expertise. (SK)

Discusses how freshman English separated from other courses. Considers many different points of view regarding the development of freshman English versus composition and communication. Ponders what composition would be like in the last half century had it incorporated communication. Concludes that when freshman English won the "Turf…

Presents appropriate freshman seminar topics and related activities geared toward meeting 13 objectives of the National Business Education Standards. (SK)

Outlines beliefs underlying training for career-development professionals: career-development content is valid and valued; the scientist-practitioner model is preferred; programs should be informed by current research and technology; skills are foundational to effective career counseling; career is personal; and decision making is difficult. (SK)

Presents a structure for a course that highlights the best cinemas of Eastern European countries, in order to acquaint students with cinematic traditions of the region. Discusses course activities, coursework and evaluation, and resources. Advocates structuring the course around the film of experience of Eastern Europe, and presents and discusses…

Encourages the use of constructive controversy as a teaching method that combines cooperative learning with structured intellectual conflict. Contrasts the controversy teaching format with recitation and group discussion, and explains the method's five-step process, which moves from preparing the best possible case for a given position to dropping…

Analysis of terminal education degree programs at 50 Holmes Group universities did not find any major differences in content, research methods, minors, or comprehensive examinations. Type of dissertation was the only significant difference. The distinction between doctorates in education and in philosophy therefore may not be necessary. (SK)

Developers of teacher researcher courses must address purposes, definitions, audiences, assessment and rigor, course content and sequence, methodological choices, and responses to student writing. (SK)

Content analysis of 84 syllabi from information technology courses in accredited business schools and responses from 36 faculty identified 18 key topics for core courses. Course attributes and assessment methods differed for graduate and undergraduate courses. Over half the courses on both levels used teamwork. (SK)