Suggests that journalism departments should develop courses in the history of journalism and presents four historical themes. (RB)

Presents a structure for a film and video production course, with emphasis on three types of literacy: visual, verbal, and technical. (HTH)

Condenses the report made by the Commission on Public Relations Education to the Public Relations Division of the Association for Education in Journalism, recommending steps to improve college public relations curriculums. (RB)

Reports on a survey of journalism schools and departments to evaluate their courses in current events and issues. Suggests that journalism-taught current events or contemporary world affairs courses should be sanctioned without being counted in the 25% limitation on journalism courses. (HTH)

Describes steps taken to standardize seven sections of a beginning newswriting course and includes the basic grading scale used, with explanations. (CRH)

Outlines a course experiment in which a public affairs reporting class utilized cable television facilities to produce a magazine show and thus learn the differences between working in print and an electronic medium. (CRH)

Reports on survey data revealing the changes in advanced reporting courses, particularly those focusing on investigative reporting and specialized reporting (urban affairs, business, law, education). (RL)

Discusses the need for courses about community journalism in college journalism programs. Provides a composite course outline from those supplied by 30 schools or departments of journalism, with suggestions about assignments, projects, discussion topics, and textbooks. (RL)

Ward Welty notes that the standard advertising course could be improved by including a unit of study in rhetoric, especially Aristotelian rhetoric. Bruce Vanden Bergh reports on research on the differences in creating advertising copy for radio versus the visual media of magazines, newspapers, and television. (RL)

Shows teachers how to help graduating students to synthesize what they have learned and to prepare for the future. (RL)

Laments journalism students' lack of general world knowledge and describes an abbreviated general knowledge curriculum implemented in a newswriting course. (HTH)

Describes a mastery-based learning design developed for an advertising skills course. Discusses the benefits of mastery-based learning for students and teachers. (MG)

Five journalism educators report on surveys examining (1) the hiring of teachers and the course content needed for the public relations curriculum; (2) the study of journalism history; (3) the structure, purpose, and content of photojournalism courses; and (4) problems created by the increased use of electronic laboratory equipment in journalism…