Outlines beliefs underlying training for career-development professionals: career-development content is valid and valued; the scientist-practitioner model is preferred; programs should be informed by current research and technology; skills are foundational to effective career counseling; career is personal; and decision making is difficult. (SK)

Presents a structure for a course that highlights the best cinemas of Eastern European countries, in order to acquaint students with cinematic traditions of the region. Discusses course activities, coursework and evaluation, and resources. Advocates structuring the course around the film of experience of Eastern Europe, and presents and discusses…

Encourages the use of constructive controversy as a teaching method that combines cooperative learning with structured intellectual conflict. Contrasts the controversy teaching format with recitation and group discussion, and explains the method's five-step process, which moves from preparing the best possible case for a given position to dropping…

Analysis of terminal education degree programs at 50 Holmes Group universities did not find any major differences in content, research methods, minors, or comprehensive examinations. Type of dissertation was the only significant difference. The distinction between doctorates in education and in philosophy therefore may not be necessary. (SK)

Developers of teacher researcher courses must address purposes, definitions, audiences, assessment and rigor, course content and sequence, methodological choices, and responses to student writing. (SK)

Content analysis of 84 syllabi from information technology courses in accredited business schools and responses from 36 faculty identified 18 key topics for core courses. Course attributes and assessment methods differed for graduate and undergraduate courses. Over half the courses on both levels used teamwork. (SK)

Discusses how a growing number of universities, responding to the needs of the profession, are adding spirituality--minus specific religious tenets--to the curriculum of graduate programs in social work. (EV)

Briefly presents reasons for unwarranted acceptance of complementary and alternative medicine (CAM), gives highlights of survey findings about CAM in the curricula of U.S. medical schools, and describes a course at Stanford University School of Medicine that approaches CAM with skepticism and critical thinking. Concludes with thoughts about needed…

Reports on curriculum developments in complementary and alternative medicine (CAM) in Germany, Canada, and the United States that illustrate various approaches to the question, "What should be taught in a CAM course?" In most cases, the approach is to teach about CAM therapies, although some curriculum planners are integrating such…

Responses from 164 of 294 accredited business schools provided a profile of minority/international student enrollment and international business communication course content, level, length, frequency, enrollment, textbooks, and emphases. These courses were more associated with master's and bachelor's programs; 30% of schools have offered them for…

Of 108 business colleges with computer information systems/management information systems majors, 43 responded to a survey. Curricula appear slow to respond to current needs. COBOL programming is still very popular. Only one management-type course is offered. (SK)

Reviews literature on emotional intelligence and presents a model for incorporating it into business curricula in four phases: preparation, training, transfer and maintenance, and evaluation. Assessment tools and experiential exercises for emotional intelligence are compared. (Contains 42 references.) (SK)

Results of a survey of the 81 colleges of pharmacy affiliated with the American Association of Colleges of Pharmacy regarding requirements of physics in the pre-pharmacy curriculum are presented. The author concludes that colleges that do not currently require a course in physics in their pre-pharmacy curriculum should consider adding one. (Author)

Describes the development and evaluation of a sexual health communication skills course for fifth-year medical students. Documents students' limited experience in discussing sexual health issues with patients. Contains 25 references. (DDR)

Suggests that if students are to study enzyme kinetics they should do more than just gloss over the surface. Adequate time should be given for the student to thoroughly study the mechanisms to development a complete understanding. (MVL)