Two groups of students in introductory psychology (691 in the fall semester and 569 in the spring semester) rated their teachers on a 46item questionnaire, derived largely from factor analyses of 145 items that had been used in previous studies elsewhere. The results were factor analyzed separately by sex and semester, and factor similarities obtained by Kaiser's method. 6 factors appeared which were consistent over the 2 administrations, in different semesters, with different students, and teachers.

This report is based on several projects at the University of Michigan. The software used is CONFER. a computer-augmented conferencing program. Access is provided nationally through TELENET data services. The paper describes hardware and software for information systems at the University of Michigan, the development of CONFER, and a rationale for computer-aided communication within professional communities. Six applications of this particular software and system are summarized: national committees, regional planning groups, on-campus working groups, and user consulting services. One innovative application (support of an international congress held recently in Ann Arbor) is described in detail. Computer-based communications were used for sending messages, adjusting schedules, planning additional sessions and trips, and developing written material through computer-mediated caucuses on specific topics. Contributions of computing to professional communications are summarized, with particular attention given to projected impact on teaching and research in universities.This report draws on experience with a collection of projects exploring innovative use of computer-aided communications within various scientific communities.

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Current developments and trends in computerassisted learning (CAL) in the United States are described for persons from other countries seeking information about present activities and future possibilities. Materials selected call attention to new directions encouraged by dramatic changes in the technology, associated trends, and possible futures. The domain of CAL is interpreted broadly to include learning about, with and through computers. For example, learning about computers (general literacy in computer uses) may contribute to learning with computers (simulation, gaming, problemsolving, and creative activities). After a brief statement about trends, the article provides a summary of kinds of use of computing in learning in the US and commentary on applications in various areas. Additional interpretation is offered in a description of needed developments in various aspects of the technology and selected areas of application, and in closing comments on the future.