Issues and illustrative material are presented from a project evaluating modular courses at McGill University from 1972 to 1976, with the overall intent of aiding instructors to produce instructional modules. Questions related to the nature of modular instruction at McGill, how modular instruction developed, and how it operates are examined.…

The author discusses the planning and implementation of a course in international business communication. Topics covered include (1) planning the course, (2) developing an outline, (3) assembling course materials, (4) planning teaching strategies, (5) evaluating students, (6) recruiting students, and (7) planning for advanced courses. (CH)

Discusses the planning, implementation, and evaluation of a large-scale undergraduate psychology conference as conducted through a special two-term course. Course requirements and structure are discussed as are specific details pertaining to the conference itself. The author's experiences are related to the literature on undergraduate psychology…

A method for introducing estates in land to first-year law students is presented in detail. A key element is its use of transparencies to graphically represent crucial concepts and appropriate language. The concepts are introduced in a systematic fashion to allow students to build an understanding gradually. (JMD)

This special issue explores alternative approaches to teaching the college introductory economics course. Using insights gained from learning theory, suggestions from the Joint Council on Economic Education, and trial and error, several faculty members at the Florida State University experimented with various techniques and approaches designed to…

The conditions necessary and the standards of quality to be met for programs leading to the Doctor of Philosophy degree are described in this policy statement. The doctoral program is defined as being designed to prepare a student for a lifetime of intellectual inquiry that manifests itself in creative scholarship and research often leading to…

Describes and provides suggestions for organizing a gemology course for both geology and non-geology undergraduate majors. Includes a sample outline for the course and identifies equipment needed and specimens. Lists recommended supplementary course materials. (TW)

This is a guide for instructors in community, junior, and four-year colleges who are not trained extensively in the field of linguistics but who are interested in designing an introductory course in language and linguistics. Among the variables that may affect the nature of the course are the students' and the instructor's backgrounds and…

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classrooom settings. The guide…