Analyzes the success of a unit system, devised and implemented in the department of History at Princeton University, that recognizes the full complex of functions in allocating faculty time. (Editor)

Arguments for releasing supervisors from all teaching duties. (SP)

As an experiment, an English teacher assigned each student to teach a class allowing them assign homework and evaluate the other students. Student reaction to the experiment was not favorable. (AP)

Discusses how teachers can use literature to teach students to gather basic materials for writing better compositions. (SW)

Discussion of the following commonly accepted myths: 1) man is a rational being, 2) standards must be maintained, 3) a lot of work is better than a little, 4) basic skills must be given priority in a curriculum, 5) small classes are better than large classes, 6) reading ability is related to intelligence. (Author)

Students in colleges of education are usually not properly trained in ways to teach cooperation. More group assignments should be employed, as well as grading policies that encourage student interaction and help develop interpersonal skills. (Author/RW)

A program to improve student ability to perform intellectually demanding tasks might reasonably focus on four types of objectives: abilities, methods, knowledge, and attitudes. (Author/MLF)

Presents strategies to increase the flow of writing so that students become more attuned to the usefulness of words in capturing thoughts, feelings, and impressions. (RL)

Outlines an assignment for technical writing students in which they write a critique of a professional journal in their chosen major field. Notes the positive aspects of this writing assignment. (RL)

Presents guidelines for an efficient class trip: pre-visit the site with the parent chaperones; delegate groups of students to carry out specific assignments during the field trip; and plan class follow-up activities. (SJL)

Advocates using the case approach in college writing classes. Suggests that asking students to play the roles of participants in a situation, whether real or imaginary, helps them learn to address a particular audience with a clear purpose. Offers a case approach with discussion questions and possible assignments. (RL)

Describes a way to give word-processed feedback on business communication assignments. Describes some advantages of this mode over both handwritten and audio comments, and identifies limitations of this method. (SR)