Accountability based solely on behavioral objectives accomplished in classrooms is immoral and incomplete. Individual needs, interests and experiences are ignored in attempts to formulate behavioral objectives for the class as a whole. Humanistic aspects which determine the course of an individual's behavior are largely unmeasurable by the usual…

Authors discovered significant correlations between couse ratings and variables representing commitment and course-end attitudes toward the course; conclusions suggested steps an instructor might take to improve his ratings.'' (Authors)

Presents the procedures, results and conclusions of a study designed to (1) construct and test an evaluation instrument for student teachers in science and (2) determine if a relationship exists between teaching success as measured by the instrument and the grade received by the student teacher in a science methods course. Subjects were 17 student…

Author argues that Freshman English is a humanities course and as such ought to be concerned with values, not formulas; he describes how his department was able to change the conventions" surrounding the course. (SP)

Reports the instructor's experiences with open-end introductory physics laboratories. Students' reactions to the course are summarized. Organizational details and changes in the organization made for 1969-70 are also included. Bibliography. (LC)

Letters written by students evaluate the college course and teacher. (IR)

Part of an eight article review of "Student Involvement .

Presents a model of an integrated psychology course for teacher education programs that combines cognitive, behavioral, and affective components. Follow-up indicated that students taking the course developed more confidence in their teaching role, greater understanding of psychological concepts, and had high levels of class participation. (CS)

Evaluates an adult education course designed to provide information and promote attitudinal change regarding bereavement, terminal illness, the hospice movement, and ability to talk about death and dying. Pre- and posttests were administered. Three of the four attitudinal changes were obtained. (RM)

The purpose of this paper is two-fold: first, it identifies a number of needs assessment issues and, second, it describes the operationalization of a needs assessment project based in one particular college setting. It confronts the realities of practice with the ideals of instructional modeling. (CE)

Discusses problems that may be encountered when evaluating a major course in educational technology and makes pragmatic suggestions for small-scale evaluations on such dimensions as informal/formal, formative/summative, case-study/generalizing-study, internal/external, holistic/analytic, and process/product. Fifteen references are listed. (LLS)

Describes the development and implementation of a Buchanan-type microeconomics course for first-year students in a Master of Business Administration program. The course is based on the recommendation of economist James Buchanan that economics should once again place its teaching emphasis on the various institutional arrangements that arise as a…