Educators in the humanities must begin to seek some common ground with technicians in business and industry, by relinquishing their love affair with abstract ideals and clarifying what their disciplines should and realistically can accomplish for energy managers, businessmen, secretaries, and social workers. To respond to the challenges of new programs and new constituencies, educators must concentrate not only on methods of communication but also upon what is communicated. The sophomore literature course at University College (UC) in Ohio was revised to adapt traditional course content to new programs being developed in response to community needs. It now investigates literary approaches to such topics as: (l) The American Ethnic Experience; (2) Culture and Counter Culture--American Life Styles; (3) Divinity: Affirmation or Denial; (4) Utopia: The American Dream of Perfectability; (5) Conformity--Nonconformity: The Individual versus Society; and (6) The Paradox of Material Success. Revision of traditional courses is only one way to integrate technical and humanities courses. Other methods that have proven successful at UC include joint programs with local industry representatives; Project Assert, which involves senior citizens in the educational process; and the Playhouse in the Park program, where students earn a portion of their grades by providing the playhouse with needed services. (DR)