The normative and mastery grading systems are characterized and some assumptions basic to each are contrasted under the headings of knowledge, teaching, and students. Teachers, it is suggested, can work to avoid destructive influences of the teacher-student-grading relationship by careful subject matter preparation, grading system selection, etc.…

A course called "Economics of the Environment," included in the curriculum of New York University, is described as an effort to tackle the issue of the environment at a holistic level. The content of the course covers cosmology, ecology, population, economics, government regulation, philosophy, etc. A reading list is provided. (MLW)

The criteria and methods for evaluating faculty who teach undergraduates only are discussed with special emphasis on those teaching at lower-division campuses. It is suggested that there would be more effort expended to teach well if faculty knew that effort and performance as teachers were respected and rewarded. (MLW)

Teaching history is seen to require direct communication from historian to group and back again. Modified Socratic inquiry, it is suggested, accomplishes this goal by involving students more actively in the classroom. It presupposes close reading of material and dialogue as effective as lectures. (MLW)

A study is discussed that examined: the instructional weaknesses and strengths of a teacher education curriculum course, the specific teaching behaviors that students liked and disliked, and specific recommendations which students felt would promote greater teacher effectiveness and improve learning. (Author/MLW)

Regardless of how easy a course is made for nonscience majors, few attempts have been made to use students' abilities within the academic context to enhance their appreciation of science. The teaching of nonscience majors must be viewed by the science teacher as important as the teaching of science majors. (MLW)

A teacher should assist others to participate in the life of the mind rather than to be mere spectators. A teaching strategy called the metaphorical technique is described. The ability to see the universal in the particular is necessary for the mastery of any discipline. (MLW)

As writing spreads across the curriculum, faculty members are becoming aware of the extent to which writing is a mode of learning, a way of incorporating new knowledge and of interpreting and analyzing. Effective ways in which a teacher can respond to student writing are discussed. (MLW)

Demand for college composition courses has made it necessary to adopt departmental standards to ensure fairness to students and to faculty. This fairness doctrine promises that certain minimum requirements are being established and are being met. (MLW)

Research on the communication demands that local industries require of technicians and the writing responsibilities of the technicians are described. Responses from a questionnaire and information from personal interviews are included. (MLW)

Two common challenges in teaching large lecture courses are student anonymity and student heterogeneity., An innovative approach to meeting these challenges was implemented in a human physiology course at the University of Nebraska-Lincoln. The use of an automatic telephone answering machine is described. (MLW)

The Knowledge of Network of the West Communication Authority in British Columbia was formed in 1980 to offer postsecondary institutions a telecommunication system for delivering courses by cable television and satellite transmission. In 1982, broadcasting facilities had been decentralized, enabling the University of Victoria to originate…

Some of the common characteristics of remedial students are described and their relation to difficulty in mastering course content and completing course requirements are discussed. Teaching techniques are suggested that will afford students a greater opportunity to succeed. (MLW)

A chief administrative officer in a public system of higher education offers perspectives on what can be done to support and enhance elementary and secondary instruction. A collaborative model of school-university partnerships was developed by the University of Wisconsin-Milwaukee, and the Milwaukee Public Schools. (MLW)

Partnerships between schools and universities consist of an agreement on mutually acceptable goals and objectives, as well as on means of achieving them. Three types of partnerships are identified: programs to pair schools and colleges, to integrate high school with college, and to provide professional development. (MLW)