Describes the New Jersey Writing Project, a total immersion in writing, theory, and practices offered as two three-credit summer courses at Rutgers University. Suggests that the power and authority people gain from writing workshops is so dramatic that once teachers have experienced it they have no choice but to learn to use workshops in their own…

Describes the outcomes of an intensive one-month mathematical modeling course and the use of posters in peer assessment of student work. (Author/ASK)

Discusses survey results that examined whether distance education programs at universities offering courses in advertising and/or public relations make use of the Internet/Web pages to inform potential students about courses taught via distance education. The survey and list of Association of Education in Journalism and Mass Communication (AEJMC)…

Presents information obtained from department heads of 148 communication departments in four-year colleges and universities across the United States. Examines data related to departments' current, expected, and desired course offerings. Suggests that communication departments are making moderate efforts to cover a broad range of…

Looks at an innovative organizational tool for syllabus design of English-as-a-Foreign-Language, computer-assisted language learning writing classes that is borrowed from the interdisciplinary field of information architecture. The tool around which this syllabus design is structured is the Location-Alphabet-Time-Category-Hierarchy (LATCH), to…

Argues that, within the study of cognitive psychology, the theme of intelligence provides a powerful way of unifying the disparate material of a wide-ranging course. Discusses historical perspectives on intelligence, how it unifies cognitive psychology, and classroom activities to link cognitive psychology to intelligence. (DSK)

Provides a retrospective update of a 1974 profile of the English Department at St. Louis's Forest Park Community College. Describes the campus, English department, internal governance, courses taught, professional activities, and departmental spirit in relationship to its 1974 profile. (SC)

Gives objectives for and an outline of topics covered in a course designed to examine the dynamics of death and dying. (WRM)

Presents a learning activity for students in a sociology-of-education course in which they produce their own critical-education autobiography. Describes how to prepare students for the project, the assignments used, samples of student commentary and evaluation, and potential uses and risks of this approach. (DSK)

Identifies the specific, unique, and important elements of audio education required by film professionals. Presents a model unit to be included in a film studies program, either as a separate course or as part of a film production or introduction to film course. Offers a model syllabus for such a course or unit on sound in film. (SR)

Presents the need for a systems and process perspective of logistics, and develops a template for a logistics education course. The template addresses functional, process, and supply chain needs and was developed by a number of university partners with core skills in different traditional disciplines. (Contains 31 references.) (Author/WRM)

Reports the results of a survey of course Web sites and online syllabi used by students and faculty at higher education institutions across the country and offers suggestions for ways of incorporating relevant and often overlooked links to other sites. Discusses email, course topic links, administrative links, and disability support. (LRW)

Reports on a long-term, large-scale study of a one-semester, conceptually-based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Finds that novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge…

Describes how the author used sequenced assignments (and a range of other strategies) to engage students in genuine inquiry; to remove as much of the fear as possible from the research process; and to put the emphasis on process, not on product. (SR)

Describes how a high school English teacher in Toronto took a class for gifted students called "Third World Literature" and reshaped it into a class on "Postcolonial Literature." Discusses students' initial resistance; describes the activities and projects by which students engaged with this literature; and notes their eventual…