Focusing on the teaching of alternative dispute resolutions at universities, Claudia L. Hale and Leda M. Cooks argue that mediation should be taught primarily as a communication process that involves the joint efforts of mediator and disputants. Teachers of mediation should begin by distinguishing mediation from other forms of dispute resolution, explain the steps of the mediation process, and the need for an impartial mediator. In an article describing the creation of a master's degree program in dispute resolution at Wayne State University, Marvin Zalman explains the difficulties of identifying interested faculty across the disciplines and establishing new courses with limited resources. The curriculum established at Wayne State included eight core courses--Democratic Theory and Conflict Resolution; Roots of Social Conflict; Negotiating Theory and Practice; Neutral Intervention Theory and Practice; Communications, Culture and Conflict; Human Diversity and Human Conflict; Practicum in Dispute Resolution; Seminar in Dispute Resolution. Arguing that teachers in business schools should introduce students to mediation as a way of avoiding legal costs and negative publicity, Elizabeth V. Swenson offers role-playing strategies that illustrate the advantages of mediation to business. Other articles present ideas for teaching law and society courses from a design perspective and for applying the law as a teaching tool in non-law sociology courses. (JD)