Describes a model for a law school class in factual analysis and case evaluation. The class does not follow the contemporary law school model dealing with the law and rules of evidence, but rather explores the science and philosophy of evidence, thereby exposing students to the mechanics of judicial reasoning about facts. (EV)

Outlines a professional writing course based on a proposal format that ties the classroom to the student's world. Suggests teaching document forms such as memos, letters, and reports in the context of a comprehensive proposal format. Argues that the proposal can serve as the basis and motivation for an introductory professional writing course. (SG)

Introduces a molecular biology course designed for environmental engineering majors using 16S ribosomal ribonucleic acid-targeted technology that allows students to identify and study microorganisms in bioreactor environments. (Contains 17 references.) (YDS)

Describes a course that focuses attention on the position of the actor, especially the star actor, in cinematic and television signification. Divides the course into three sections: "The Star System,""Stars as Images," and "Star Performance." (RS)

Describes an advanced composition course for liberal arts students based on the connections between private and public writing. Argues that knowledge is socially constructed and that writing can forge both personal and professional identities within academic communities. (RS)

Describes a poster assignment developed by the teaching assistants at the University of Washington (Seattle) for use in introductory geography courses. Discusses the purpose, design, implementation and value of the exercise in the instruction and promotion of geography. (Author/LS)

Discusses the need to teach methods of materials conservation to library and information science students and proposes an ideal syllabus. The feasibility of the ideal is examined and two realistic syllabi, one for all students and one for specialists, are suggested. (Author/CLB)

Describes the curriculum, philosophic perspectives, and student products related to teaching Geographic Information Systems (GIS) and landscape planning by examining a college course in the GIS and landscape instructional area taught at the University of Michigan. (JRH)

Discusses a literacy-enhancement program for undereducated university staff members tutored by college students taking a composition course on literacy. Focuses on the essays of one college student to illustrate how the sequence of writing assignments in the course fostered the reading and writing processes of academic literacy. (SR)

Argues that technical communicators must be prepared to communicate via multiple media, including video. Describes a technical scriptwriting course that develops skills useful in several media. Discusses pedagogical strategies, three major assignments, reading assignments, client assignments, production diary assignment, and new technology. (SR)

Discusses a survey sent to 502 institutions who have a one-year, non-calculus physics courses. The survey return rate was 50%. Comments on survey results concerning enrollment, reasons for changing textbooks, the top nine textbooks being used, and laboratory manuals. (MVL)

Outlines topics for a five-day course for first-year yearbook advisors. Lists several ideas for end-of-the-year projects. (SR)

Reviews the origins of grandparent education with a free course offered at senior centers and churches in Phoenix, Arizona. Describes elements of a national grandparent curriculum, which includes two courses: "Becoming a Better Grandparent" and "Achieving Grandparent Potential." Notes the curriculum's adoption in nations…

Considers the benefits that professional, "real world" writing instruction can have in the English classroom. Describes the objectives, methods, curriculum, and results of a graduate seminar entitled "Writing for the Public." (HB)

Describes one way of systematically teaching critical thinking skills in a journalism-mass communication program. Begins with a general discussion of critical thinking. Proceeds to the theory and structure underlying the course as it is taught at the Ohio State University School of Journalism. (RS)