Future science curricula should recognize the interaction of science, technology, and society and should give students the skills for learning and applying scientific knowledge, an awareness of ethics and values in science, and a future perspective. The organization of science courses should vary with the type of learning desired. (Author/RW)

Offers arguments for the use of published textbook material as a basis on which to mold the unpredictable interactions necessary to classroom language learning. Suggests that textbooks are useful for orientation and independent study and describes the gradual process of replacement by which new textbook materials evolve. (Author/MES)

The use of computers as a control device for large numbers of students is described in its five phases of operation: registration, instruction, examination, termination, and evaluation. Flow charts are included. (RAO)

Describes the rationale for planning, teaching, and subsequent revision of a course in health science information skills and media management practices presented as part of a curriculum in medical illustration training. (FM)

Describes a successful approach to teaching poetry to reluctant students. (HTH)

Reports on a teaching technique that emphasizes the logical, sequential developments involved in business report writing by having students follow a model business report as they work on their own research projects. (RL)

Four main areas of concern in team teaching are organizing course material, managing time, remaining in contact with students, and establishing good relationships among team members. (LH)

Multivariate analysis of variance revealed a significant relationship between student ratings of instruction and curriculum area but not between ratings and course format. The technical and practical ramifications of these findings are discussed. (Author/JKS)

Secondary-level history instruction for the low ability student is considered, especially the interrelated issues of language, attitude, and course components. (SJL)

Presents concerns expressed by instructors teaching university courses on women in politics: course organization, interdepartmental communication between instructors of women's courses, field focus of course, question of role of sex in politics, instructor's pedagogical style, consciousness-raising, and methodological implications. (ND)

Discusses the need for a geometry course in a two-year college mathematics program. Provided are guidelines for developing the geometry course separately or integrally with current curricular pattern. (25 references) (YP)

Provides a general strategy for planning, developing, and teaching applied courses, suggesting that a variety of sociology courses can be designed around an applied focus. Describes the various stages of creating the applied course, illustrating exemplary actions to be taken. (KO)

Discusses a course focusing on fluid mechanics and physical chemistry of suspensions. Describes the main themes of the lectures and includes a list of course outlines. Possible textbooks and many journal articles are listed. (YP)

Describes the impetus behind the development of an undergraduate entrepreneurship course for environmental and business students that examines the role of business in the environment. Discusses course structure, evaluation, and team projects (development of an environmentally based business), as well as learning themes. (LZ)

Discusses the development of adult literacy services, particularly in libraries, and describes a course developed at San Jose State's School of Library and Information Science that provides education as well as practical training for librarians who work with adult literacy services in libraries. A list of intern placement literacy sites is…