Calls for an end to aridity in the general education curricula of 2-year colleges by promoting a much closer link between the study of traditional disciplines and the community which surrounds academe. (JT)

Contending that college curriculum is best defined by a limited set of ideas which may serve as a useful means of structuring the association of the student and the teacher toward the end of individualized programs, the author outlines principles for use by curriculum developers. (JT)

To bridge the schism between academic and student life departments and produce programs offering opportunities for both cognitive development and personal growth, Brooklyn College developed a formal content oriented course, Basic Training for Peer Counselors, as part of a training program for student volunteer counselors in the Drop-In Center. (JT)

Compares the professional effort and rewards of classroom teaching as opposed to teaching through writing, e.g. the writing of textbooks, etc. Notes that teaching by writing is generally considered higher on the totem pole of values. (JT)

In discussing the need for combination of theory and practice in the college accounting curriculum, the author presents a conceptual framework for the body of knowledge which teaches the student principles and puts them into practice through illustrations. (JT)

The accountability of faculty for teaching is discussed with reference to the comprehensive course syllabus (an agreement on course content between faculty members and between teachers and students with course objectives states behaviorally), determination of the means of measuring the agreed-upon accomplishments, and responsibility of the…

Data from a control group experiment show that the use of handout skeleton notes distinctly improved student learning. Use of mimeographed copies of detailed lecture outlines for a comparative physiology course allowed students to interact with the lecture material at the time it was presented. (JT)

A review of research on student note taking shows no evidence that note taking activities have positive effects on learning. Recent findings are presented which bring previous negative conclusions into question. Suggestions of further research needs emphasize types of note taking strategies and the use students make of notes. (JT)

In response to evidence of concern for student academic learning activities outside the classroom, the author discusses the implications for learning in four general settings in which faculty and students interact: gathering and evaluation of information, dissemination of information, faculty-student committee work, and personal relationships. (JT)

Reports a study to determine reader reliability of a research brief scoring system used in having students abstract research articles published in professional journals. Reliability estimates were found to be of sufficient strength to justify use of the system (included in the appendix) for individual student grading. (JT)

Describes a method used in the first class periods of a foundations of education course of 20-35 students to introduce students to each other and develop the interpersonal climate necessary for an effective discussion course. Involves breaking up into groups of five strangers for personal introductions and later class presentations. (JT)

An experimental study showed that the present 5-factor formula (high school rank, personality rating, verbal and quantitative scores, and interviews) for admitting teacher education candidates to New Jersey State Colleges remains more effective than a method based largely on the recommendation of the secondary school. (JT)

A study is reported which demonstrates a strong bias in course and instructor evaluation related to student perceptions of satisfaction with the availability of instructors outside of class. (JT)

A 2-semester undergraduate sociology course in empirical techniques and computer analysis is described which permits the student maximum freedom in his choice of a research problem while encouraging him to use both a statistical design and a computer analysis to test his hypotheses. (JT)

Media specialist competencies developed by the Alabama Commission for the Preparation of Educational Media Personnel are outlined under six major categories: instruction, management, organization and circulation, design and preparation, selection and acquisition systems, and pacesetting and innovative instructional systems. (JT)