This paper revisits the skills agenda and suggests that in light of shifts from supply-side to demand-led provision within the UK higher education sector, there is a need to think more critically about the role and place of skills within university curricula. It suggests that if universities are to respond effectively to sector changes, then the…

Suggests that university students will benefit from a work experience program which involves them in the city activities and allows them to make connections with city officials. (Author/DB)

Discusses efforts by the National Center for Geographic Information and Analysis (NCGIA) to develop introductory college level courses in geographic information systems (GIS). Explores a year-long evaluation of the curriculum development project. Describes the objectives, components, and results of the evaluation. (SG)

Decisions about the assessment of courses in higher education directly influence the structure of the curriculum. Tables and diagrams based on educational theory can help incorporate instructional and expressive objectives into assessment and curriculum design. For journal availability, see SO 506 593. (Author/AV)

Maintains that philosophy has become an integral part of geography education at the university level. Considers the value of textbooks in teaching and learning about philosophy in geography. Reviews textbook treatment of the topic and provides a list of 25 textbooks that explore geographic philosophy. (CFR)

Compares emphases of the American High School Geography Project with the West German curriculum development project. Notes the German project's stronger relationship to social issues and political education. Concludes that the German geography project has lost momentum, but that the ideas have reached most teachers. Journal availability: see SO…

Discusses the practice of first-person accounts in curriculum examinations of race and ethnicity. Refutes the essentialist notion that only members of a particular group can address issues concerning that group. Argues that nonmembers can contribute to a productive examination as long as they have some knowledge of their limitations. (MJP)