An elective course intended to prepare the pharmacist as an educator on fertility control is outlined in some detail, and its text, examinations, and instructional methods are briefly noted. The course's popularity and student evaluations suggested that it was a valuable addition to the curriculum at the University of Nebraska. (MSE)

An instructional approach to pathogenic microbiology appropriate for dental medicine, which was developed by the University of Texas, is described. This approach is perceived by the students as relevant to their needs, and it increases the instructor's awareness to emphasize the oral aspects of the infectious diseases. (Author/MLW)

Describes and evaluates college level political science at the University of Santa Clara which promotes social science research as an integral part of the baccalaureate program. (Author/DB)

A first aid course for the mentally retarded is described. It adapts the standard American National Red Cross Course to the specific needs of the mentally retarded by use of a multimedia approach. (JMF)

To remedy problems with a weekly lecture format, a course in the behavioral sciences for preclinical medical students was restructured and presented as a full-time, five-week block at the end of the first year. Morning lectures are followed by afternoon clinical sessions. Academic performance, attitude change, and feedback are evaluated. (LBH)

Describes a continuing education course for French teachers in Germany, based on various kinds of games which are played by the teachers and then used in the classroom. (AM)

Describes a multidisciplinary course in the sciences, humanities, and engineering that teaches the use of evidence in problem-solving. The guided design teaching method is used, in which the instructor circulates among small discussion groups to advise them on problem-solving. (MLH)

Discusses the logistics and pedagogical approach of a cell biology course devised at Emory University in Atlanta, GA for a class containing as many as 100 students. An important component of this course is the division of each class session into halves to allow for a 30-minute small-group presentation on a current research article. (AIM)

Describes a critical thinking course in which students perform ongoing critical analyses of themselves. Argues that developmental students lack internalized knowledge. Discusses four questions that students answer throughout the course: "Who are you?""How did you get that way?""What do you want to become?" and "Who are you now?" (AJL)

Describes a problem-based human biology course for undergraduate nonscience majors. Discusses the nature of problem-based learning, effectiveness of problem-based learning in a nonmajors' science course, course development, and implications. Contains 14 references. (JRH)

Argues that social language should be delayed in a second language course until a core of factual language has been built up. The article presents an account of verb-form clustering and of some of the problems caused by discrete treatment of verb forms. It also suggests how to implement verb clustering within the context of syllabus design. (11…

Presents a method for assessing three major objectives in the teaching of vocational and technical courses: material assimilation, application to real practical problems, and resourcefulness of the student. Provides examples of questions developed and compares them with questions normally used. (YP)

Describes a graduate course for teaching therapists about the contributions that have been made to the understanding and treatment of substance abuse by family researchers, theorists, and clinicians. Delineates course purpose, student selection, instructional methods, and course content. (Author)

Outlines the objectives and content of three new diagnostic/remedial graduate courses covering classroom diagnosis of reading problems, remediation of comprehension problems, and remediation of reading and writing vocabulary problems. Discusses the reasons for the choice of course topics and emphases. (RS)

A methodical approach to teaching that can be used with almost any class style and with any instructional media is described. Planning courses, designing a syllabus, teaching strategies, the use of office hours, test construction, and personal interaction with students are discussed. (KR)