Part of the curriculum in many composition classrooms contains a reflection component where students are required to think back over their writing and discuss strengths and weaknesses. Yet many of the reflections that students write fall short of the purpose of reflection when students fail to analyze their writing practices or to make future goals for themselves, a problem that occurs when higher level reflection strategies are not taught and practiced in the classroom. When students are taught to use reflection as a way to critically evaluate their writing, to make connections between class assignments and course objectives, and to make goals for future projects, reflection becomes a more useful tool for the composition student. In my study of two first-year composition classes, I compare the impact of instructing students about reflection and requiring them to practice good reflection against the more common practice of assigning reflection intermittently without formal instruction or feedback about what makes a constructive reflection. Through the results of my study, I confirm my hypothesis that when higher quality reflection is actively taught and promoted by the instructor, reflection helps students to integrate assignments into the course objectives, to extract personal significance from assignments, and to plan for future projects.

The State of Texas requires the completion of all six semester hours of government for graduation from a public college, but does not provide detailed guidelines regarding content, and related objectives, for these courses. Thus instructors have considerable discretion in the setting of course objectives. The problem of this dissertation, therefore, is the determination of course objectives actually set and the general orientation within political education that the objectives may reflect.

Bakgrund: Radiologi används inom tandvårdsyrket för diagnostik. Det är strikt reglerat via lagar och förordningar så att patienter inte i onödan utsätts för joniserande strålning, vilket innebär att en tandläkare måste ha tillräcklig kunskap om dess användning. Detta inkluderar kunskap om när och var den radiologiska metoden kan användas och vilken bildteknik som är mest pålitlig. Dessutom är det viktigt att kunna tolka röntgenbilder och därigenom kunna identifiera eventuell patologi i de undersökta områdena. Syftet: Jämföra teman som ingår i olika kursmål inom odontologisk radiologi vid tandläkarutbildningar vid universitet i Europa. Metod: Kursmål i odontologisk radiologi begärdes från olika tandläkarutbildningar via e-post. Webblänkar från universitet analyserades. En påminnelse skickades ut för att förbättra svarsfrekvensen. Svaren analyserades på ett beskrivande sätt.  Resultat: Studien identifierade 123 tandläkaruniversitet. 23 universitet skickade sina kursmål. 17 av dessa ingick i studien. En skillnad identifierades med avseende på hur kursmålen skrevs. Dessutom fanns skillnader i antalet uttryckta kursmål för specifika radiologiska avbildningsmetoder. Konklusion: Kursmål för studenter inom odontologisk radiologi skiljer sig avseende struktur och innehåll mellan studerade utbildningar. Många universitet saknar delar av teman inom ämnet. Mer ingående forskning inom området är angeläget för att säkerställa en likvärdig utbildning inom odontologisk radiologi för tandläkarstudenter i Europa. / Background: Radiology is used in the dental profession for diagnostics. It is strictly regulated so patients won´t be exposed to unnecessarily ionizing radiation, meaning that a dentist must have adequate knowledge. This include knowledge about when and where the radiographic method can be used, and which imaging technique is the most reliable. Furthermore, being able to interpret the radiographs is essential and thereby able to identify any pathology in the investigated areas.  Aim: Compare the themes that are included in various course objectives in the field of oral radiology at dental universities in Europe. Method: Course objectives in oral radiology were requested from different dental universities by email and weblinks, they were later analysed. One remainder were sent to improve the response rate. The answers were analysed in a descripted way.   Results: The study identified 123 dental universities. 23 universities sent their course objectives. 17 of these where included in the study. A difference was identified as to how course objectives were written. In addition, there was a disparate difference in the number of expressions of the course objectives in according to specific type of radiographic imaging methods.  Conclusion: Course objectives in oral radiology for students at dental universities in Europe differ in terms of structure and content. Many universities have no specific part of themes within the subject.

本研究根據對公共關係實務工作者訪談，瞭解實務工作者認為大學公共關係本科畢業生應具備那些公關核心知識與技能，以及實務工作者對本科教育是否能達成實務專業任用標準的看法。並透過對同時在相關科系兼任授課的實務工作者深度訪談，整理這些具備公關產學雙重身份的受訪者對目前公共關係相關科系在課程目標及課程規劃安排上的看法與建議。 本研究發現，組織及商業管理知識是被較常提及的必備知識，媒體生態及議題建構的知識是所有的受訪者都會提到而且獨立強調的核心知識。研究方法、寫作技巧及語文能力則是最常被受訪者提及的重要必備技能。受訪者者也認為應該要讓學生知道公共關係有那些特定領域（「領域知識」），以及會遭遇那些溝通情境。應以各類公共關係個案情境（情境知識）來讓學生瞭解工具策略的多元性而不是生硬的學習SOP操作程序。 另外，公關本科生並未有就業優勢，但在校任教的實務工作者會更支持本科教育及人才任用。受訪者認為公關課程目標、課程基礎配套資訊以及課程銜接等相關問題都不清楚，業界老師對公共關係教育的付出並未被善用。而學生的學習地圖也並未能被做一個更好的規劃安排，學生無法掌握學習目標及學習策略。 本研究提出的建議為，1.對公關教育及課程任務與規劃應有明確的管理指標，以利教師授課、學生學習及實務業界溝通。2.應善用業界師資資源強化公關領域知識及情境知識教育。3.應鼓勵學生參與實習及實作課程並透過參與校外相關競賽瞭解教學實力。4.應務實面對科系現況補足重要核心知識課程。 關鍵詞：公共關係、公共關係教育、核心知識技能、課程目標、領域知識、情境知識 / This study aims to learn public relations professionals’ 1) perspectives on core knowledge and skills that students majoring in public relations should be equipped with; and 2) viewpoints on whether current university public relations education has been sufficient to assist public relations graduates for related job qualification. Through in-depth interviews with public professionals who currently teach public relations-related courses in universities, I probe their philosophies of teaching, perspectives on course objectives, strategies and plans of teaching. The results of the study indicate that organization theory and business administration were the frequently mentioned as essential knowledge. Meanwhile, getting to know of ever-changing media environment and ability of agenda setting among various communication contexts were essential capability that had been particularly emphasized by all interviewees. On the other hand, research methods, writing skills, and language proficiency were skills frequently addressed by interviewees. Interviewees point out the importance of advancing public relations students’ ‘domain knowledge’ as well as communication scenarios in public relations education. In other words, for the purpose of understanding the strategies and tools of public relations, ‘knowledge of contexts’ in public relations case studies, instead of knowledge of standard operating procedures of public relations practices, should be provided to students during teaching cases. This study also shows that public relations graduates have not owned advantages in competing for public relations job applications. However, professionals who also teach in universities tend to value public relations education more and favor recruiting public relations majors than those who haven’t had the experiences of teaching. Interviewees also expressed their concern of lacking of the public relations course objectives, basic course supplement information, and curriculum linkage, it is why they tend to think public relations education still have much room to improve. They stated that students will not be able to grasp the meaning of learning if they have not developed a knowledge map of public relations. In addition, public relations educators’ contributions to the learning of public relations should be better leveraged. Based on the study, the author offers the following suggestions. 1. Instructors should make teaching objectives and class management strategies clear, as well as course assignments and project arrangement logical. This will benefit lecturers in teaching, students in learning, and public relations professionals, who may serve as guest speakers in class. 2. Department should make the best use of the resources of lecturers from public relations practicum to strengthen the education of both domain and contextual knowledge in the public relations industry. 3. Department should encourage students to take the opportunities of internship programs and to compete for off-campus public relations contests so that students will have chances to reflect what they have learned in classroom. 4. Departments should provide core public relations courses based on what public relations has to offer. Key words: public relations,education,core knowledge and skills, course objectives, domain knowledge, knowledge of contexts