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Lists the top-ranking doctorate-granting institutions in communication studies in the United States. Combination of the National Communication Association and International Communication Association awards from 1994 to 1998; Use of the rankings to assess the programs of particular doctoral institutions.

The National Institutes of Health Academic Research Enhancement Award (AREA) program introduces research funding into regional universities and liberal arts colleges where hurdles to successful pursuit of research programs are substantial. Nevertheless, the authors of papers in this issue competed successfully and have benefited undergraduates in their respective institutions, as evidenced both by heightened retention rates and the numbers of student assistants who advance to graduate school. We discuss the role of a summer institute in helping to advance the work of these investigators, and suggest that the network which evolved may be extended as a model for collaborative and interdisciplinary research. We also describe details of the AREA program and where to obtain additional information about it. [ABSTRACT FROM AUTHOR]

This paper was part of qualitative research that sought to explore motivations of Masters-level students (n = 53) in taking an elective course in international social work at a large public university in the Southeastern US. A review of the literature includes the foundational aspects of globalization and its relationship with social work education. Through content analysis, results show comportment of students' stated motivations for taking the course and the contemporaneous literature on globalization. Themes expressed are the historical context of globalization, concern about global inequalities, and the varying impacts of globalization around the world. Discussion is directed towards exploring ways of effectively infusing globalization content in the social work curricula. [ABSTRACT FROM PUBLISHER]

This is the third in a series of three papers exploring undergraduate teaching in American institutions of higher education, and the norms that surround or confine it The central problem addressed it why, despite the obvious functional significance of teaching for all institutions, and the well-documented opinions of American faculty members that it is more important than research, the same faculty members alto support the fully-institutionalized norm that research publication is the most important criterion of academic merit. The paper discusses institutional and personal motives far a "research ethic" and concludes that the answer to the paradox it "resource accumulation" for both persons and departments, and then outlines the educational costs entailed: devaluation of undergraduate instruction and those who perform it, and massive transfer of funds from undergraduate fees to support graduate education, resulting in the proliferation of less-than-robust graduate programs and trivial research. Suggestions are made for ways in which faculty can begin to reform the situation. [ABSTRACT FROM AUTHOR]

Over the past two decades, a growing number of criminologists have conducted rigorous research on state crime and have tried to disseminate it widely by developing academic courses that specifically address crimes of the state. However, teaching this subject, like other controversial matters, is not as straightforward as some might expect. This paper presents a framework for understanding the teaching of state crime in undergraduate and graduate programs in American universities. In order to convey the current experience, the authors surveyed colleagues who have conducted research on state crime and taught courses on this subject matter, and then analyzed the results. Based on these findings, the writers conclude that the demands of the criminology and criminal justice curriculum, the focus on "mainstream" street crime in these course offerings, and the general practitioner-oriented goals of our students prevent the wide-scale adoption of classes on state-crime and serve to have it marginalized in the typical American university. [ABSTRACT FROM AUTHOR]

As demands increase for accountability in business education, marketing educators may find that input from employers on desirable skill sets will provide the needed information to assess their current curriculum and guide course and curriculum development. This paper describes the results of such a survey and offers suggestions for how its results may improve the demonstrable skills of graduate marketing students. [ABSTRACT FROM AUTHOR]

Presents information on graduate programs and college courses offered at U.S. universities and colleges, as well as information on conferences, periodicals and awards related to the field of rhetoric as of October 1981. Call for papers and contributions to the "Pre/Text: An Inter-Disciplinary Journal of Rhetoric"; Overview of the rhetorical courses offered at the Carnegie-Mellon University in Pittsburgh, Pennsylvania; Description of the graduate programs related to the field of literature and composition offered at the University of Wisconsin in Milwaukee.

The article comments on an article about educational assessment, "Using Employer Input to Assess Graduate Marketing Education Effectiveness: A Working Example of Curriculum Development," by Pam Scholder Ellen and Bruce Pilling of Georgia State University. The paper discusses the results of a poll and provides recommendations on how graduate marketing education can be enhanced. In particular, the paper provides a summary of skill sets that employers in the Atlanta, Georgia area fee are most in demand.

Prestige distinctions are critical to any understanding of the US academic community. Past rankings of academic departments of accounting, based on a variety of factors including faculty publications, citations and external perceptions, fail to provide a means of assessing relative prestige. This paper proposes that ah accounting department's ability to place its doctoral recipients should serve as the pivolal prestige measurement. As such, prestige becomes an ex ante attribute of the stratification system rather than an ex post productivity metric. An empirical analysis of accounting faculty placements from graduate schools in the US was conducted asa means of ranking US departments of accounting that orlar the doctoral degree. The resultant rankings, also evaluated over time and against programme size, provide a unique opportunity to observe a hierarchy of social judgment. [ABSTRACT FROM AUTHOR]

As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and graduate-level CSPAP integration efforts from the 12 pioneering physical education teacher education (PETE) programs presented in this two-part special feature across coursework, learning objectives, learning experiences, training/certifications, research initiatives, and future strategies. The article concludes by exploring future implications of CSPAP adoption in PETE programs. [ABSTRACT FROM PUBLISHER]

This qualitative and contextual study explores how 'diversity' is interpreted by graduate students and faculty in ten departments of geography in the United States. It applies a model that considers historical, structural, psychological and behavioral dimensions. Themes addressed include issues related to gender, international origin, race/ethnicity, age, family status, disciplinary subfields and institutional location; silences persist around sexual orientation and disability. We highlight differences across subgroups of students, faculty perspectives and the approaches used in departments that have attained greater diversity, especially of racial and ethnic minorities. [ABSTRACT FROM AUTHOR]

Reports that the undergraduate economics major in the U.S. requires students to learn economic theory and the models implicit in the study of theory through the intermediate level. Information about the level of mathematical sophistication required to pursue a graduate degree in economics; Details of the methodology adopted in this study; Attempt to fill the gap in people's knowledge of the role of quantitative methods in undergraduate economics.