Describes the development of a writing program that offers diverse sources of instruction beyond the English department. (AEA)

Describes a college level economics course in which economic history, statistics, and theory were intertwined. The course involved lecture, hand-outs, debates, filmstrips, student reports, team reports on economic development, biographical sketches of entrepreneurs, and discussion of causes of the Great Depression. (DB)

CONDUIT distributes eight packages of computer-based instructional materials in its physics series; three are simulations of physical phenomena, and the others require students to write programs to solve physics problems. Specialized versions are being developed for microcomputers with graphical output and modern computer languages. (CMV)

Describes "The Ascent of Man," a course emphasizing science and human values. Detailed are some chemical topics covered in the course, and how these topics are used in other traditional chemistry courses. Topics discussed include alchemy, the chemical revolution, steam engines, the Manhattan project, and several bioethical problems. (CS)

The article examines a language arts course for gifted six- and seven-year-old children. After exploring some characteristics of giftedness, the author discusses the course, which incorporates reading, literary awareness, and creative writing. (PHR)

A high school course presenting career opportunities relating to physical education is described, and a list of career fields in this area is presented. (JMF)

A course in mathematical model-building is described. Suggested modeling projects include: urban problems, biology and ecology, economics, psychology, games and gaming, cosmology, medicine, history, computer science, energy, and music. (MK)

Summarizes the importance of multidisciplinary collaboration in professional ethics, describes in detail the distinctive aspects of two University of Illinois ethics courses (Engineering Ethics and Professional Ethics), and discusses the pedagogical value of the collaborative fieldwork assignment in both courses. (EV)

Discusses a course aimed at helping students in a professionally oriented program to think critically about journalism by watching movies about it. (RS)

Describes how a public relations sequence at the University of Georgia in Athens "adopted" the offices of development for the University and its own college as the "clients" for students enrolled in a Public Relations Campaigns course. Discusses how students conducted research among donors and nondonors. Suggests a variety of…

Describes a model for a law school class in factual analysis and case evaluation. The class does not follow the contemporary law school model dealing with the law and rules of evidence, but rather explores the science and philosophy of evidence, thereby exposing students to the mechanics of judicial reasoning about facts. (EV)

Outlines a professional writing course based on a proposal format that ties the classroom to the student's world. Suggests teaching document forms such as memos, letters, and reports in the context of a comprehensive proposal format. Argues that the proposal can serve as the basis and motivation for an introductory professional writing course. (SG)

Introduces a molecular biology course designed for environmental engineering majors using 16S ribosomal ribonucleic acid-targeted technology that allows students to identify and study microorganisms in bioreactor environments. (Contains 17 references.) (YDS)

Describes the curriculum, philosophic perspectives, and student products related to teaching Geographic Information Systems (GIS) and landscape planning by examining a college course in the GIS and landscape instructional area taught at the University of Michigan. (JRH)

Discusses a literacy-enhancement program for undereducated university staff members tutored by college students taking a composition course on literacy. Focuses on the essays of one college student to illustrate how the sequence of writing assignments in the course fostered the reading and writing processes of academic literacy. (SR)