Discusses a literacy-enhancement program for undereducated university staff members tutored by college students taking a composition course on literacy. Focuses on the essays of one college student to illustrate how the sequence of writing assignments in the course fostered the reading and writing processes of academic literacy. (SR)

Argues that technical communicators must be prepared to communicate via multiple media, including video. Describes a technical scriptwriting course that develops skills useful in several media. Discusses pedagogical strategies, three major assignments, reading assignments, client assignments, production diary assignment, and new technology. (SR)

Discusses a survey sent to 502 institutions who have a one-year, non-calculus physics courses. The survey return rate was 50%. Comments on survey results concerning enrollment, reasons for changing textbooks, the top nine textbooks being used, and laboratory manuals. (MVL)

Outlines topics for a five-day course for first-year yearbook advisors. Lists several ideas for end-of-the-year projects. (SR)

Reviews the origins of grandparent education with a free course offered at senior centers and churches in Phoenix, Arizona. Describes elements of a national grandparent curriculum, which includes two courses: "Becoming a Better Grandparent" and "Achieving Grandparent Potential." Notes the curriculum's adoption in nations…

Considers the benefits that professional, "real world" writing instruction can have in the English classroom. Describes the objectives, methods, curriculum, and results of a graduate seminar entitled "Writing for the Public." (HB)

Describes one way of systematically teaching critical thinking skills in a journalism-mass communication program. Begins with a general discussion of critical thinking. Proceeds to the theory and structure underlying the course as it is taught at the Ohio State University School of Journalism. (RS)

Describes the sharing of authority that occurred during a collaboratively taught course for basic writing students, supported by real-time computer exchanges. Discusses the computer classroom, curriculum, assignments, collaborative teaching, and student responses to the course. (SR)

Presents a master syllabus describing a communication course designed to (1) maintain a hands-on internship experience for students; (2) provide a method for integrating theoretical principles into "real-world" settings; and (3) offer an avenue for faculty supervisors to receive credit for time spent teaching and administering…

Proposes a course in business communication that includes international or global perspectives in its philosophy, content, and assignments. Includes a syllabus, a scheme describing how the course is taught, a communication audit plan, a capstone project, and a sample reading list. (SR)

A variety of units (e.g., word, structure, notion, function, and situation) are used in synthetic syllabi, but task has recently appeared as the unit of analysis in three primarily analytic, Type B alternatives: procedural, process, and task syllabi. Descriptions and limitations of each are presented. (138 references) (Author/LB)

Proposes a three-course sequence of research courses for master's degree programs in journalism, to better prepare journalism graduate students to understand quantitative research. (SR)

Describes strategies used in teaching Black women's studies courses to predominantly White classes at Denison University. Provides suggestions on the selection and sequence of texts, especially novels, that merge Black and female concerns and promote exploration of the issues of race, gender, and class. (DM)

Shares an alternative (and tested) approach to teaching the small group communication course, which includes discussions of race, gender, and class as important communication variables within various social and interpersonal communication. (SR)

Offers an outline of the social studies methods course taught at Gonzaga University in Spokane, Washington. (SR)