Two papers explore feminist strategies for adapting traditional humanities and English courses to the needs of nontraditional and professional students. The first paper, "A Feminist Approach to Teaching Humanities to Non-Traditional Students" by Mary Mason, discusses a "public humanities" course, that is, a course for returning students who hope to find practical applications for their academic experiences. This course, entitled "Women in Transition," applied strategies originally developed in women's studies programs to provide a meaningful humanities course for women reentering the work force. Goals established for the course were to use literature and art to help women identify common problems, develop a sense of community, and develop a better sense of self and capacity for decision-making. Innovative strategies borrowed from women's studies courses included interdisciplinary content, peer teaching, and diversity of instructional methods and materials. The second paper, "A Feminist Perspective on English for Professional Students" by Martha Chew, discusses the necessity of adapting required English courses to meet the needs of professional students. The problems of student and faculty suspicion of humanities as too radical, student lack of interest in content, and student attitudes that such courses are not serious or valuable are addressed. One such attempt to offer an English requirement with personal relevance for professional students was a course developed around the theme of survival. This course attempted to introduce students to real human problems through the use of the literature by women and minorities rather than the accepted classics of male authors. (LP)