Summarizes participants' responses to skills taught, availability-desirability of experiences, and changes desired in an undergraduate reading methods course for elementary teachers at Western Michigan University. (MB)

Describes two educational programs designed to assist disadvantaged adults in personal development and social adjustment. (SB)

Graduates of a correspondence course in clinical communication were surveyed about their general communication attitudes and practices, providing a profile of past communication training, perceived need for training, and the part communication types play in his practice. Analysis by sex, length of practice, and type of practice are also provided.…

Describes the Agricultural Technical Institute of Ohio State University's human sexuality course, which uses team teaching and various instructional techniques including small group work, lectures, independent study, and individual presentations. Found the approach effective in increasing factual knowledge and personal participation. (DMM)

Suggests seven questions community colleges should ask when considering a prospective telecourse, which relate to the telecourse package, how the course is organized, the target audience, instructional goals and objectives, course content, product quality, and course integration. Advocates extensive assessment and evaluation prior to telecourse…

This report presents the findings at the Committee on the Undergraduate Program in Mathematics (CUPM) Panel on mathematics appreciation courses. A philosophy, things to stress and avoid, approaches to course organization, and examples of topics are all discussed. References are suggested that relate mathematics to science and society. (MP)

Discusses development of a computer science education course for teachers leading to a Diploma in Professional Studies in Education (Computer Education). Includes course aims/content, selection of candidates, and experiences during the first year the course was taught. (JN)

Whether student ratings, of course effectiveness, given immediately after the final, would be biased by the presence of unfair questions on that examination was investigated. Data indicate that ratings of course and instructor characteristics, unrelated to testing, remain unbiased by an examination designed to be and recognized as unfair.…

Describes a study which synthesized findings from 16 research reports on the relationship of student course ratings to student achievement. Analysis of the findings supports the validity of student ratings as a measure of teaching effectiveness in psychology courses. (AM)

The types of comments students make in an end-of-course evaluation were examined and compared with those identified in earlier studies on the ideal teacher. Congruent validity of such comments were documented with overall ratings of instructor/course quality as measured by fixed alternative items. (Author/GK)

This longitudinal study of a one-semester credit course of bibliographic instruction for undergraduates reveals lasting student appreciation that frequently increases following course completion. (RAA)

Reasons for and against teaching integrated social studies courses and a case study of one such high school course. This course is a limited success and provides no evidence to support the fears of those who oppose integrated courses. For journal availability, see SO 507 291. (Author/CK)

Instructor/course evaluations had an impact on election of four political science courses by university students. The course rated most highly was elected more frequently by those who had reviewed ratings even though it was rated as requiring more work. (Author/AEF)

Proposing a scale of experientiality which can be used to scale learning events according to degree of experientiality potential, this article presents each of the scale's five modes (receptive, analytic, productive, developmental and personal growth) which encompass qualities of the scale's predecessors and add a further dimension of quality. (DS)