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Zalaznik, Patricia Weller – Illinois Teacher of Home Economics, 1979
The author discusses the rationale for death and loss education and its place in the home economics curriculum. Curriculum units, strategies for course development and approval, and possible problems are also covered. (SK)
Descriptors: Course Content, Curriculum Design, Death, Family Life Education

Zucker, Lynne G. – Teaching Sociology, 1984
Social psychology has separate sociological and psychological approaches that must be bridged in undergraduate courses. One possible course format is to cover a variety of theories, then their substantive applications. Two texts, detailed handouts, and demonstrations, including simulations and field problems, help students to understand and…
Descriptors: Course Content, Course Descriptions, Curriculum Design, Curriculum Development

Dumbleton, Susanne M.; Soleau, Jeffrey K. – American Journal of Pharmaceutical Education, 1991
A discussion of liberal studies in the pharmacy curriculum argues that integration throughout the baccalaureate program is needed, and teaching methods and goals, not course content, are primary factors in building coherent curriculum. Strategies used at Albany College of Pharmacy to avoid separation of the curricula are offered as illustration.…
Descriptors: Course Content, Curriculum Design, Higher Education, Interdisciplinary Approach

Bartlett, Jimmy D. – Journal of Optometric Education, 1986
Considerations to be made in designing an optometry curriculum for treating patients with eye diseases are reviewed, including the scope of practice and specific areas of instruction in the biomedical, basic vision, and clinical vision sciences. (MSE)
Descriptors: Clinical Experience, Course Content, Curriculum Design, Diseases
Roundy, Nancy – Technical Writing Teacher, 1981
Describes the organization and the benefit of using the team-teaching approach in a technical writing course for chemical engineering students. (RL)
Descriptors: Course Content, Course Organization, Curriculum Design, Engineering Education

Imwinkelried, Edward J. – Journal of Legal Education, 1991
Although statutes, not common law, have become the dominant source of law in the United States, the time and intellectual energy most law schools devote to legislation and interpretation is inadequate. Teachers of evidence courses are uniquely positioned to change this through creative instructional use of the Federal Rules of Evidence. (MSE)
Descriptors: Classroom Techniques, Course Content, Curriculum Design, Educational Strategies

Tanford, J. Alexander – Journal of Legal Education, 1991
A course devoted to trial law and procedure would be useful in the law school curriculum. It is a meaningful contribution to law students' core education, and there are educational costs in not teaching it. Simply adding a trial law component to existing advocacy courses would not serve the purpose. (MSE)
Descriptors: Advocacy, Course Content, Court Litigation, Curriculum Design

Soper, Mary Ellen – Cataloging and Classification Quarterly, 1987
This discussion of the inclusion of descriptive cataloging as part of library education describes the descriptive cataloging segment of the curriculum at the University of Washington, including the sequence of courses and the content and objectives of each course. (CLB)
Descriptors: Case Studies, Cataloging, Course Content, Course Objectives

McKenzie, Scott – Australian Science Teachers Journal, 1976
Described is the science course syllabus utilized for secondary science education in Queensland, Australia. Included are educational aims, course design, and assessment procedures. (SL)
Descriptors: Course Content, Curriculum, Curriculum Design, Curriculum Guides
Millington, Clayton – Journal of Business Education, 1983
Proposes a content sequence for an economics education program that would take into account its three dimensions: consumer economics, career guidance, and citizenship education. (SK)
Descriptors: Career Education, Citizenship Education, Consumer Education, Course Content

McDowell, Earl E. – Communication Education, 1979
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)
Descriptors: Communication Skills, Course Content, Course Descriptions, Curriculum Design
Cohen, Sandra B. – Academic Therapy, 1990
The paper introduces the articles in this special issue, which addresses curriculum for learners with mild handicaps, the curriculum modification process, general modification techniques across subject areas, and content-specific modifications. Curriculum development is viewed as a process of modification rather than as a unique and separate body…
Descriptors: Course Content, Curriculum Design, Curriculum Development, Elementary Secondary Education

Page, Frances M.; Dyke, Lane – Design for Arts in Education, 1990
Discusses the changes made by the North Carolina General Assembly in the state school system with the Basic Education Plan (BEP). The plan focuses on curriculum, class size, spiral curriculum, and competency examinations. Reports that the BEP views the arts as basic to education. (GG)
Descriptors: Art Education, Course Content, Curriculum Design, Curriculum Development

Boudah, Daniel J.; Lenz, B. Keith; Bulgren, Janis A.; Schumaker, Jean B.; Deshler, Donald D. – TEACHING Exceptional Children, 2000
This article argues that teachers need instructional techniques that do not simply water down content learning for students with disabilities, but are effective. It describes one research-based teaching technique, Content Enhancement and the Unit Organizer Routine, and illustrates instructional procedures, offers practical tips, and cites…
Descriptors: Academic Accommodations (Disabilities), Classroom Techniques, Course Content, Curriculum Design
Levine, Judith R. – 2000
Activities and lessons, based on the theory of active learning and designed for a course to promote student involvement, are discussed in this document. Each activity is described and followed by an evaluation that students completed immediately following the activity. Students were asked about how interesting, useful, and relevant each of the…
Descriptors: Active Learning, Adolescent Development, College Students, Course Content