The use of undergraduate liaison students in a lecture/laboratory course and in a lecture course is described. Facilitating laboratory procedures, helping students with academic material, and advocating student needs were among the activities of the liaison students who served as links between the class and instructor and/or subject matter. (JMD)

Six characteristics, including structure, rapport, the ability to be stimulating, and objective evaluation, are suggested as important for effective teaching. A program for personal development, designed to make the challenge of improving teaching a practical and rewarding experience, is proposed. (JMD)

Data gathered from a questionnaire survey of prospective teachers who had completed student teaching and of randomly-selected experienced teachers are reported. Areas examined were: classroom routine, teaching methods, materials and resources, planning, relations with parents, evaluation, and discipline. Implications for teacher preparation…

Two questions are addressed: (1) What set of courses, in terms of theme and content, should a student be exposed to in order to achieve his general education? (2) By whom should general education courses be taught? Measures for maintaining the quality of the general education staff and its teaching effectiveness are discussed. (LBH)

An orientation course for incoming freshman is proposed that combines some creative writing and thinking exercises with a personalized psychology course. An appendix of writing exercises is included, and a team teaching approach is recommended. (LBH)

Efforts at Richmond College, City University of New York, to make economics instruction more interesting, relevant, and attuned to present-day students and more attractive to those majoring in fields other than economics are reported. Focus is also on ways of restructuring economic education on the undergraduate level. (LBH)

The pedagogical system for programmed teaching consists of four components: (1) specify what is to be learned; (2) specify procedures in instruction; (3) observe acquired information; and (4) consequate student performance. Suggestions for achieving these objectives are offered. (LBH)

The evaluation process as it affects teacher improvement was examined at Carleton College. Assumptions were made regarding the nature and use of student evaluation of teaching and from them a series of procedures was created for securing student evaluations in written form. (LBH)

Some of the implications of the failure of graduate schools to help students find constructive solutions to societal problems are considered. This issue is seen as a crucial one since graduate students are not only teaching assistants, with a major share of the burden of undergraduate education, but become university professors and secondary…

Recent studies show that universities generally are credited with doing a good job in training graduate students in research, but not in preparing them to teach. Implications and examples of training programs are discussed. (LBH)

The effects of a structured instructional approach and of an inquiry-based instructional approach on the abilities of teachers to read and interpret research literature in education were examined in a study using 69 graduate students. Both methods proved effective, and the results indicate that improved interpretation skills can be taught. (LBH)

To assist educators to develop improved instructional television presentations, research is needed to assess the instructional effects of stimuli emitted by various types of visual illustrations. (IR)

Thirty-six high-achieving students at San Jose State College were surveyed on the quality of the university's instruction, with the intent of compiling a monograph of the results to stimulate campus-wide student-faculty discussion of ways to improve teaching. The questionnaire is included. (MSE)