According to 59 responses from 214 technology teacher education programs, most courses are very technical; many used textbooks (often dated) designed primarily for industrial education; and 44% of courses were offered to technology, vocational, and training majors combined, a potential dilution of focus. (SK)

A survey of 498 nursing faculty showed that knowledge and beliefs about pain and the content of nursing curriculum on the topic were less than optimal. Particularly lacking areas included pain relief, pharmacological interventions, and differentiation of acute from chronic pain. (SK)

In a course titled Computerized Consumer Responses and Information Systems, Purdue University students operate a consumer hotline for their school. They must promote its existence, answer calls, develop reports, produce training manuals, and set parameters for the computer system. (SK)

Presents a master syllabus describing a communication course designed to (1) maintain a hands-on internship experience for students; (2) provide a method for integrating theoretical principles into "real-world" settings; and (3) offer an avenue for faculty supervisors to receive credit for time spent teaching and administering…

Reviews and summarizes the literature and reports the results of a survey of 42 business schools regarding what they have done to incorporate information about the nature of acquired immune deficiency syndrome and the rights of its victims into the curriculum to prepare managers to deal with it effectively. (JOW)

Proposes a course in business communication that includes international or global perspectives in its philosophy, content, and assignments. Includes a syllabus, a scheme describing how the course is taught, a communication audit plan, a capstone project, and a sample reading list. (SR)

Proposes a three-course sequence of research courses for master's degree programs in journalism, to better prepare journalism graduate students to understand quantitative research. (SR)

Finds that traditional aspects of writing, such as outlining, revising, and audience analysis, rated highest in a ranking by technical communicators of 67 possible topics of an undergraduate course. Notes that other fundamentals, such as style and mechanics, were close behind. (SR)

Shares an alternative (and tested) approach to teaching the small group communication course, which includes discussions of race, gender, and class as important communication variables within various social and interpersonal communication. (SR)

Of the 200 respondents to a survey of 400 marketing professions, 40% believed the business etiquette skills of college graduates had worsened, only 24% had received etiquette training in the workplace, and 80% thought business etiquette should be part of the business school curriculum. (SK)

Presents an overview of the issues, trends, and rationale for teaching the Diagnostic and Statistical Manual of Mental Disorders, Third Edition, Revised (DSM-III-R) in counselor education programs. Also presents foundation for other articles in this issue that deal with techniques for teaching counselors how to use the DSM-III-R effectively.…

Provides examples of ways to integrate legal and practical public relations concerns into the mass communication law course. (SR)

Outlines the structure and approach of a high school course in theater history. Includes suggestions of plays for scene work, ideas for interdisciplinary lesson plans from selected periods, and a list of books for additional reading. (SR)

Describes a group project from a course on rural, countercultural communitarians' attempts to create utopian communities. Explains that the project gives students the opportunity to integrate material from a variety of sources and to apply it to a group term paper. Suggests that the project utilizes experiential methods for learning abstract…

Describes an exercise for the last day of class that provides a sense of closure to the course. Explains that the instructor discusses major themes of the course, then evaluates his perfornamce along with the students'. Includes questions that students answer: what they will remember most about the class, and one thing they learned. (DK)