Approaches for inclusive science teaching currently tend to focus on only one dimension of diversity at a time. This neglects the fact that diversity is multidimensional in nature, and the consideration of only one dimension of diversity can yield inclusive practices with limited scope. Therefore, the goal of the project "Diversity in Science…

There has been a growing awareness that STEM education should incorporate a wide range of capabilities, in addition to providing traditional theoretical and practical knowledge. In line with these skills, entitled "professional skills," GTIIT has defined seven core competencies. The enhancement of two of these competencies, namely,…

The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…

Provides an introduction of this individualized, self-pacing instructional approach. The philosophy, mechanics, and pertinent information concerning application in the classroom are discussed. (DF)

Describes a course in introductory chemistry including a syllabus, grading procedures, and evaluation. (DF)

Presented are techniques, methods, and ideologies from a chemistry teacher in a small county high school in Florida. Ways in which chemistry has been individualized are discussed. (CS)

Describes a Personalized System of Instruction (PSI) first year organic chemistry course. (SL)

Provides an explanation of an introductory chemistry program for nursing students in which an individualized approach to instruction is utilized. Student evaluation results are presented. (CP)

Discusses a teaching program for introductory chemistry laboratories that allows for differences in student background and ability. The flexible program involves self-pacing and a classification of experiments; this permits slower students to proceed through remedial loops while advanced students proceed to more difficult experiments. (MLH)

Presents data to evaluate the effectiveness of the Keller method relative to the traditional lecture/discussion section approach. The evaluation is in terms of the teaching of facts, principles, techniques and attitudes; student preparation for advanced chemistry; attraction of chemistry majors; program efficiency. (GS)

Describes a method for offering additional topics in high school chemistry at minimal cost and at times convenient to the student. The method utilizes an independent study approach, using a slide sorter and cassette player. (GS)

Discusses a self-paced individualized general chemistry laboratory, the Doctor of Arts program, the Educational Resources Information Center (ERIC) system, and problems existing in chemistry education. (SL)

A set of ions is selected (by computer program available from author) for each student in this qualitative analysis course. Students work out a separation scheme based on results of their experimentation and using selected references. Course methodology, preparation of solutions/unknowns, grading, and student responses are discussed. (Author/SK)

Describes modifications included in an examination procedure allowing students to take an exam on a given unit twice, and the use of nonobjective exams. The grading of exams by the professor in consultation with the student was viewed as the most productive aspect of the course. (GS)