Discusses the curriculum design and instructional goals of an undergraduate urban anthropology service course with a heterogeneous student composition. Compares the pedagogical techniques used with Bruner's theory of instruction. (CJM)

Reviews the "risks" and "benefits" inherent in the field-oriented urban anthropology courses described in the preceding articles and recommends the development of more long-term large-scale research projects within such courses. (CJM)

Reports on an attempt to relate academic models of urban communities to actual housing and community development for a student population of mixed graduate/advanced undergraduate levels and anthropology/urban studies majors. (CJM)

Discusses the needs for urban anthropology teachers dealing with students of architecture and urban planning to understand and incorporate the assumptions, clients, preferred roles, and data needs of those disciplines into the curriculum content of urban anthropology courses. Urges a practical, applied, project-oriented course. (CJM)