Semiotics and its role in the college curriculum are discussed. Semiotics is defined as an interdisciplinary field that focuses on the study of those entities that effect communication between interpreters of signs. Specifics of the discipline are discussed through examples from various fields. (SF)

Provides teaching tips for a visit to the zoo. Includes zoo manners, background information on vertebrates, and activities to do during and after the field trip. (MA)

The law schools' traditional three-year program of "generalist" training is being criticized as being either too lengthy or inefficient in preparing students for specialized practice. It is argued that student specialization in the general degree program can bring about both curriculum reform and increased collaborative activity among…

Describes an interdisciplinary course on physics and history. The major goal of the course is to examine and compare history and physics in order to illuminate the implicit assumptions underlying the two disciplines. (MLH)

Surveys the literature, curricula, materials and resources relating to Aerospace Education. Suggests methods for development of curricular materials, resource banks, and teaching and inservice resources. (CS)

Discusses the preparation of teachers who will teach literacy to migrant workers in France. The basic requirement is that this preparation be interdisciplinary. (Text is in French.) (TL)

Describes the development of a broad program of studies in law designed to meet the general needs of liberal arts undergraduates for an understanding of legal processes and institutions. The faculty, students, and curriculum of the interdisciplinary major are compared and contrasted with more typical undergraduate programs and with those of a…

Focusing on integration of the humanities and the social sciences, the core curriculum of the undergraduate Law and Justice program at the University of Massachusetts at Boston includes an interdisciplinary team taught semester course and clusters of minicourses jointly planned by members of different departments. Philosophy and course development…

An undergraduate major in Law and Society was developed at the University of Minnesota through instituting one core course in which students designed individual programs drawing on a variety of courses already taught which were directly related to the study and understanding of law from a humanistic and social science standpoint. (JT)

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)

Article is a description of history, organization, aims and activities of this research center. A bibliography of significant publications of the center is included. (RW)

Examines the reasons for the introduction of interdisciplinary courses in secondary school curriculum. Discusses the method necessary for effective utilization of such curriculum development and how it affects student learning. (RK)

A personal account of a course called "Themes in 20th Century History" at Monash University, Melbourne, is offered. Cooperative group work was encouraged, and the course focused on the major social and cultural themes that impacted the twentieth-century person. The central problem was the "I/World" relationship. (LBH)

A modified systems program has been developed at the University of Ottowa that incorporates advantages of the systems approach into whole-class teaching without increasing demands on staff. A total of 387 lecture and laboratory hours previously assigned to organ pathology and clinical departments are allocated to committees representing 12…

By presenting preliminary results of joint experiments conducted by speech pathologists and linguists, this article discusses the possibility of further neuropsycholinguistic research. (Text is in French.) (CLK)