High school biology textbooks feature little coverage of cancer, so that college students are not generally informed about the condition. At the same time, there has been a dramatic increase in the number of young people who survive cancer, which means that college instructors are likely to have students who have or have had cancer. Instructors must now consider: (1) the effects of cancer and cancer treatment; (2) the relevancy of cancer in the classroom; and (3) effective strategies to use when encountering students with cancer in class. Generally the effects or side effects of cancer treatment can be divided into three categories; the physical, the cognitive, and the psychosocial. Physical side effects include hair loss, headache, nausea, skin irritation, and mouth sores. Chemotherapy and radiation therapy have also been known to cause a decrease in cognitive abilities. Problems with self-image, especially in younger children, are not uncommon. Since many students may have had some contact with cancer but still not know as much as they would like to about it, public speaking classes offer an excellent opportunity for filling in gaps in students' medical education. Informative speeches, for instance, could most aptly take on the topic. In confronting students with cancer, teachers should ask the student what he or she needs, if anything. Alleviate general student fear with facts through presentations. Also, provide an address for students who would like to send a letter to a student in the class with cancer. (Contains a table and 16 references.) (TB)