Asserts that the most basic types of understandings that students should gain from the beginning anthropology course could be grouped into two broad categories based upon two very important precepts of anthropology: overcoming anthropocentrism and combating ethnocentrism. Using this as a guide, two lists of course objectives were compiled and the…

Discusses the need to prepare library school graduates for bibliographic instruction responsibilities, and describes the background, development, implementation, and evaluation of a course offered at the University of Illinois which combined bibliographic instruction theory and practice. Recommendations for future education in bibliographic…

A six-step method was used to evaluate and revise a computer literacy course for preservice teachers at Kansas State University. Sex equity concepts were integrated into all aspects of the course as a means of influencing attitudes and behavior. (MT)

Describes a course prepared for the Open Learning Institute of British Columbia to provide educators and trainers with the knowledge and skills to design and implement distance education programs. Course content covers distance education systems; creating, adapting, and acquiring instructional materials; delivery of instruction; and theory of…

Initiates discussion of a coherent set of objectives for semi-vocational English instruction and courses. (TO)

This course, developed at student initiative and designed to relate to student experience in the contemporary social and political scene, is a new required course in the School of Social Studies at the University of Sussex. (IR)

Argues against the thesis that a thorough study of the language used in the relevant professional environments is necessary and sufficient to produce adequate instructional materials for special purposes language courses. Maintains that this purely functional approach to language teaching ignores fundamental communication needs and impairs student…

Describes units included in a high school chemistry course for mathematics-shy students. Includes rationale for developing and maintaining the course. (SK)

Necessary elements for curricular guidelines developed by sections of the American Association of Dental Schools and approved by the association are outlined. Elements include course interrelationships, objectives, prerequisites, content outlines, sequencing, faculty and facility needs, bibliography, statement of authorship, and committee members.…