The findings of a study of comparative politics core course syllabi offered by a sample of political science departments in the United States are summarized. The purposes of the study were to assess the state of the subdiscipline and to help with an exchange of ideas between teachers. (BSR)

A battery of test was given to 1,240 students at the junior and senior high school and college level to assess their academic aptitude, self-efficacy, achievement orientation, and course-specific study activities. (RB)

Training in tests and measures and attitudes toward testing were related to teacher's use of tests. Results support the contention that teacher's use tests extensively, but that they do not produce high quality tests. Results are discussed in terms of curriculum changes. (RB)

Describes a course on the sociology of the male experience, explains its logic and orgnization, analyzes the composition of the first group of students to take it, assesses the responses to the experience, and details the reactions of the university community and the general public. (Author/BL)

Presents a conceptual framework for planning and conducting the first session of an adult education program. Indicates that the purpose, expectations, roles, and content of the course should be presented to the students at the beginning. (JOW)

An assistant professor of Education at Indiana State describes the unique organization of a course teaching the selection and operation of audiovisual equipment to prospective secondary school teachers. (LS)

Describes an industrial design course for advanced drafting classes. (MU)

Essay urging that the systems approach be used in preparing a course on systems analysis and suggesting how such a course be formulated. (LS)

Offers advice on structuring the college technical writing course. (RL)

Contends that German film has had uncinematic handling in American universities. Presents alternative approach and counter proposal surveying crucial highlights of Germany's film heritage. (BK)

This article describes the content of a high school forensic science course. Discusses the definition of forensic science; how the course was started; the course strategy; invited speakers' and the use of mock crime scenes. Provides a sample outline of seven forensic science units. (LZ)