Presents an approach to the basic course in interpersonal communication based on the need to teach principles that cut beneath cultural diversity and function as a heuristic for the explanation of unique contexts. Proposes a logic of conversation, explains the major theoretical principles, and provides specific classroom applications and…

Describes the use of extended role play in a social simulation as a major teaching strategy for a family communication course. The strategy provides the students with a safe but challenging set of family systems for analyzing communication interaction. (JMF)

Outlines four lessons as supplemental lectures in beginning argumentation classes. Encourages students to develop an appreciation of the interaction between culture and communication generally and a sense of argumentation's suitability in our own culture. (JMF)

Describes instructional objectives, resources, and student projects for four units of a course on women and communication: (1) intrapersonal communication: socialization and self-concept; (2) interpersonal relations between the sexes; (3) females' communication in structured groups; and (4) public communication: female orators. (JMF)

Argues for the inclusion of a unit on visual communication in the basic course in communication. Provide suggestions for content, exercises, assignments, and resources for such a unit. (SR)

Explores the coordination, evolution, and expansion of the Communication in Instruction Master of Arts program taught throughout West Virginia. Describes the program--its development goals, course offerings and structure, and evaluation techniques used to assess its effectiveness. (SR)

Offers a description of a capstone course for undergraduates (majoring in either organizational or interpersonal communication) designed to help students understand and manage the interconnections between their personal and work lives. Discusses course assignments and evaluation as well as student response. (SR)

Describes a communication course in organizational models and metaphors. Discusses teaching philosophy and six course units, including an exercise in organizational fieldwork. (SR)

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 the goals, content and classroom procedures for making an undergraduate course in rhetoric relevant within a recently restructured collegiate environment. (MH)

An experimental method for teaching about power in groups, using an adaptation of the Tavistock method, is described. Course assumptions, methods, goals, and evaluation are discussed. (JMF)

Presents a rationale for designing and teaching communication courses for women and provides examples of how the rationale has been applied. (MH)

Describes four units in an undergraduate course that examine aging from interpersonal, intrapersonal, and mass communication perspectives. Includes readings. (PD)

Discusses the planning, goals, and content of a course in interracial communication at North Carolina State University in Raleigh. The laboratory design of the course allows students to learn about their own and others' racial attitudes and behaviors and to practice new interracial communication skills. (JMF)

Presents an overview of how the computerized group analysis technique using PRONANA5 is aiding group communication instruction at the University of Oklahoma. (JMF)