Describes the 1986 Summer Institute in Global Education held on the campus of New York University. Through simulation, participants "traveled" to two of four global areas: China, Africa, Latin America, or South Asia. This article reports on the presentations, readings, and learning experiences offered on the China and India…

Discusses the approach to curriculum development used in the Global Studies Summer Institute held on the campus of New York University in 1986. Maintains that the process was unique in that it was truly a cooperative, democratic process which merged the talents of global scholars and expert teachers. (JDH)

Introduced is a course to teach integrated product development and to help make the shift from university to real practice. Discusses the course "Teaching Creative Machine Design," practical course guides, two examples of projects, and some consequences of the course. (YP)

A course to develop medical students' capacity to read medical journal articles critically is described. The course's background, organization, and aims; faculty members' impressions of the course; and students' responses to an evaluation questionnaire are discussed. (MLW)

Describes a methodology which analyzes courses described in university catalogs in order to produce a database used in the compilation of a collection development policy statement. Each step of the analysis is described, and tables are used to track sample data through the entire process. (CLB)

Three interactive approaches used in teaching aging content are described, including a review of the literature and a discussion of four propositions that the interactive approach addresses. Implementation recommendations are given. (Author/MH)

This article reports the results of a two-week minicourse designed to teach seventh graders about exceptionalities. Concludes that the unit provided an encouraging demonstration of the receptivity of students at this age to a program designed to teach about differences. (JDH)

Describes a course designed to train students to read original empirical articles independently and critically. Uses a case-study approach to help students develop data-reading skills and a coherent writing style. Includes methods for teaching the course and guidelines for the critical reading of empirical articles. (Author/GEA)

Presents an overview of an undergraduate course that employs a comparative approach in assessing technological problems. Attention is directed to the influence of cultural values, attitudinal elements, and resource availability on the use of technology. Topic areas considered in the course include transportation, energy, pollution, and health…

Discusses how the communication between supervisor and subordinate is taught in undergraduate business communication courses. Describes the theory and principles of the management process, outlines a teaching unit for developing better communication skills, and presents a series of in-class activities illustrating three needs in…

A freshman course at the College of Liberal Arts at the University of Tennessee is described that mixes the academic and personal experiences in three areas: career exploration, human development, and the history of universities. (Author/MLW)

Describes a course developed by a speech instructor and instructional librarian at Spoon River College, Illinois, to foster the students' ability to orally present information in a coherent and understandable fashion and their ability to access information effectively. (CBC)

Describes the bibliographic instruction program at Columbia State Community College's Learning Resource Center, which involves a mini-course taken in conjunction with freshman composition. Provides a syllabus and course outline. (DMM)

Describes how humanist sociology informs the teaching and practice of social research in an undergraduate course. Includes a description of student research projects and teaching strategies which support a humanist sociological perspective. (JDH)

Advocates the use of active learning experiences in introductory sociology classes. Describes the use of an active learning module and reports results of students' learning. Concludes that students in the active learning condition did worse on a concept/definition test, but performed better on subjective measures of sociological thinking. (JDH)