This case study examined three listservs as follow-up activities for STARLINK® (State of Texas Academic Resources Link) satellite teleconferences for community college faculty development during the 1993-94 season. Purposes included determining through self report and other data: (a) appropriateness of listservs as follow-up activities for teleconferences, (b) if combining video satellite teleconferences with a listserv satisfied perceived needs, (c) purposes of accessing a listserv and if listservs facilitated changes in the performance of work, were supportive of teaching, and provided resources beyond teleconferences' content, (d) what aspects of listservs are helpful or not helpful to participants.

Gender bias, as well as other forms of discrimination, have been deemed unacceptable by today's standards. Research indicates that while it is not obtrusive, gender bias in the media is pervasive and potent. Textbooks are a communication medium which not only convey the requisite knowledge of a particular subject, but also, subliminally, norms and expectations of behavior for individuals in society. These subliminal messages, sometimes termed the hidden curriculum, may serve as inhibitors of an individual's aspirations and goals. The purposes of this study, therefore, were to analyze current kinesiology literature to determine if gender bias was present and if so, was the gender of the author associated with the presence of bias. A third purpose was to compare the results of this study with previous related research.

The R. Jan LeCroy Center for Educational Telecommunications of the Dallas County Community College District is a leading producer of telecourses for credit at the college level. In addition, the center is becoming involved with other kinds of electronic communication for educational purposes, including the Community College Satellite Network (CCSN), the State of Texas Academic Resources Link (STARLINK), and Instructional Television Fixed Service (ITFS). This study chronicles the DCCCD's progress in electronic distance learning from the time of its first telecourse in 1972 to the present time. This study also describes the center's purposes, the reasons for its growth, the problems that have been encountered, the people who provided its leadership, and the telecourses that have been offered and produced by the DCCCD.