Describes the work model construct for instructional design that is used to improve the designer's approach to curriculum or syllabus construction and as the basis for assessment systems that act in a complementary manner with instruction. Several examples of its use in syllabus construction are provided. (Author/LRW)

Describes the requirement (at the Penn State School of Communications) that public relations majors pass a tough journalism gatekeeper course. Discusses briefly the course, its usefulness to public relations students, and the advantages to journalism majors of the presence of public relations students. (SR)

Describes the development and maintenance of the Association of Teachers of Technical Writing's (ATTW) Web site for course syllabi ranging from communication theory to Web design at Texas Tech University. Examines the rationale behind a central site; site design issues; updating method; and software used--Rich Text Format (RTF), RTFtoHTML, Fetch…

Discusses the use of case analysis methods as an entire semester course in aviation. Provides a description of the course as taught at the University of Nebraska at Omaha including the pros and cons of conducting the class and a review of how students evaluated the course. (Author/JOW)

Describes in detail the development of a course at the Syracuse University College of Law titled General Counsel Applied Learning Course. Its aim is to meet the need of corporate America for new lawyers versed in the functions, techniques, and legal environment of in-house counsel. (EV)

Describes the features of and assessment instruments for a new conceptual physics course for non-science majors called 'Wonders of Technology', developed at the Virginia Commonwealth University. (Author/KHR)

Describes an eight-day high-intensity speed reading course offered in a high school as an alternative to classroom reading instruction. (SR)

This article describes the content of a high school forensic science course. Discusses the definition of forensic science; how the course was started; the course strategy; invited speakers' and the use of mock crime scenes. Provides a sample outline of seven forensic science units. (LZ)

Describes a graduate-level seminar involving professors and students at Indiana University and Michigan State University in a joint distant-education venture. Discusses background, evaluation goals, instructional strategies, attitudes toward technology, other attitudes, and confounding features. Offers concluding comments and recommendations. (SR)

Argues that librarianship is intimately connected to the structures and thought patterns of bibliographic control and that bibliographic control should be the theme for all practical coursework in library education. A sample syllabus is proposed. (EA)

Discusses philosophical and pedagogical issues in teaching a family communication course. Suggests a syllabus and some techniques for teaching, terminating, and following up the course. Lists selected resources. (SR)

Study aimed at finding specifically how much information students (n=152) can recall from course syllabus, how often they refer to it, which part of syllabus they refer to the most, and whether differences exist in recall, reference, and usage between students responding early in the term and those responding later. Results confirmed that students…

Discusses fundamental problems in selecting an approach to organizational communications; the purpose of an organizational communication course; the structure and content of organizational communication coursework; and teaching strategies used in the basic course in organizational communication. (RS)

Describes steps the authors went through to develop an innovative course in fundamentals of management communication that derives from competency-based instruction. Describes how they reviewed administrative and course parameters; identified instructional modules and generated competencies for each one; and created objectives, achievement levels,…

Describes a project to introduce waste-minimization education into four disciplinary-based courses. Provides a model for the introduction of the broader concepts of environmental education. (Author/CCM)