Although teaching is an old and noble profession, teacher training institutions are not professional schools. Pedagogy is a clinical rather than a theoretical study and should not be confused with general education or with graduate study. Ideological divisions dissipate the energies that would be better used to attain a new pedagogical design. (FG)

Reports on the positive effects of coordinating a journalism research course emphasizing survey methodology with upper-level courses in news writing. (RL)

A training course for negotiators is presented, based upon models of learning processes, negotiation behaviors, and learner expectations. Course structure, the importance of practice and feedback, the place of concept formation, and evaluation are discussed. (SK)

Presents results of an analysis of the academic programs of students who have completed undergraduate degrees through Illinois statewide nontraditional programs in order to determine student preferences and needed changes. Outlines the components of typical programs designed by students. Provides guidelines for universities developing a…

Analyzes some of the issues involved in the adaptation of science curricula. Identifies situation variables that affect "adaptedness," classifies these variables, and outlines the type of curriculum modification implied. Summarizes using a flow-chart indicating the sequence of questions preceding curriculum selection decisions. (GS)

This article summarizes the existing curricular models on death education for health professions students. A proposed course design for allied health professions students modified from Bloch's medical education objectives for a thanatology course is presented. The development of listening skills is given special emphasis. (Author/CT)

Expresses the concern that the qualifications demanded of Black Studies program administrators are often not rigorous. Analyzes the characteristics of 53 applicants for the position of Head of the Department of Afro-American Studies at the University of Cincinnati. Points out that most applicants did have qualifications for the job. (BE)

Described is the course of study for a physics major at Eastern Illinois University, Charleston, Illinois. The program varies from the typical physics curriculum in that classical mechanics is taught in the sophomore year rather than waiting until the junior year as seen in the typical physics major's curriculum. (DS)

Colleges of education need to take an active leadership role in developing programs for education professionals serving in broad areas of community life. Recommendations are made for designing programs for future educators working in a nonschool setting. (JD)

The author posits five general goals of a liberal arts education, describes each briefly, tells how they are implemented in a curriculum, and explains how the attainment of these goals, singly and in combination, contribute a beneficial and humanizing effect to one's life. (Author/SJL)

Describes a course in interpersonal communication offered at the University of Minnesota in which four instructors taught a single section course. Each instructor taught a part of the course based on his area of expertise. (JMF)

Research was conducted from the viewpoints of students, teaching staff, and industry in relation to mathematical abilities of students taking hotel, catering, and institutional management courses, content and structure of Higher National Diploma and Final Membership courses, industrial applications, and learning strategies. (CT)

Posits that youth unemployment is not an educational problem but an economic and political one. Any response must be economic and political in nature. While education must recognize and respond to youth unemployment, its contribution to the solution is a modest one. (JOW)

Described is the Technician Education Council (TEC) format, and philosophy of physics courses for technicians in industry education. (DS)

Identifies and analyzes major factors that affect industrial arts: (1) shortage of qualified teachers, (2) difference in the rate of change between technology and education, (3) lack of professional leadership, and (4) teacher education programs using a dichotomized approach to prepare teachers. (CT)