Describes a course that exposes students to experiential learning process to help them acquire a wider professional perspective, intercultural sensitivity, and skills in the field of comparative analysis. The course's principle objective is to make students self-directive in adjusting to the needs of persons from other cultures. (Author)

This article describes the objectives, teaching methods, and subject content of a fourteen-week group piano course for mentally retarded adults, entitled "Exploring Music through the Piano," that was presented by the author at the University of Kansas in the 1978 spring semester. (SJL)

An undergraduate course given at the University of California at Berkeley using a conceptual rather than rote learning approach is described and outlined. Student perceptions of the course design and content are featured, and the study is illustrated with course flow charts and sample drawings. (MSE)

The author considers the appropriate content of a "music appreciation" course and how both the diversities and commonalities of the world's musics can be presented in terms of the basic concepts of rhythm, harmony, melody, timbre, intensity, and form. (SJL)

Reports on a high school honors seminar that focuses on a single author each semester. Provides details of the semester during which Ernest Hemingway's work was studied. (JT)

A course in consultation is increasingly becoming part of the required graduate curriculum of counseling psychologists/counselors who are training for employment in mental health and educational settings. This practical model for teaching consultation skills includes didactic presentations, demonstrations, and simulation experiences. (Author)

Proposes that the study of the short story should have a prominent place in any high school English curriculum. Provides suggestions for such a course. (RL)

Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course. (JD)

Discusses techniques utilized by some science education researchers to assess and represent information in an individual's cognitive structure such that it can be compared to the subject matter structure taught. The author recommends caution in utilizing such techniques. (HM)

This article describes the course, sequence and instructional materials of the Advanced Placement Art History course of the Cleveland Museum of Art. The benefits of a cooperative museum/high school course are also discussed. (SJL)

An experiment randomly assigned youth workers to a training or a control group and measured the effectiveness of the training by a questionnaire given to both groups. Results of the questionnaire were related to content analysis of the training sessions, which differed in some respects from the intended content. (CTM)

One way in which changing attitudes toward scientific knowledge and technology can be made the focus of attention in a college literature course is suggested by this analysis of Christopher Marlowe's "Doctor Faustus," Mary Shelley's "Frankenstein," and Friedrich Durrenmatt's "The Physicists." (JMD)

Providing an overview of two North Carolina Outward Bound School (NCOBS) "High Ropes Courses," this article includes descriptions of course design, equipment, site selection, events, student preparation, instructional techniques, and emergency procedures. Journal availability: see RC 503 504. (SB)

Describes a clinical approach intended for use in introductory sociology courses. The approach centers on student-centered teaching methods such as self-disclosure, small group experiences, and workshops. (Author/DB)

Suggestions are given for dealing with "senioritis" in high school students. These include offering college-level courses at a reduced cost. A description of introducing the college freshman biology course at Syracuse University into a high school program is given, with guidelines to promote success. (Author/SA)