"The Chemistry of Perfume" is a lab-only course for nonscience majors. Students learn fundamental concepts of chemistry through the context of fragrance, a pervasive aspect of daily life. The course consists of laboratories pertaining to five units: introduction, extraction, synthesis, characterization, and application. The introduction unit…

Adaptive tools and techniques for lecture instruction were developed for a blind student in a nonmajors college chemistry course. These adaptive instructional aids assisted the student in writing and balancing chemical reactions, calculating unit conversions and concentrations, drawing Lewis dot structures, understanding structural representations…

This curriculum consists of a series of Learning Activity Packets (LAPs) on the chemistry involved in different aspects of modern society. It is intended for non-majors and introduces fundamental concepts by engaging students in hands-on learning activities. The LAPs are designed to make connections between chemistry and other fields of interest…

Highlights a symposium which focused on chemistry courses, content, and objectives designed to meet the needs of nonscientist citizens. Examples of courses, objectives (such as the ability to solve social problems), and instructional strategies are provided. (JN)

Focusing on research is suggested as an approach for teaching organic chemistry for nonmajors. Topics of saturated hydrocarbons and unsaturated hydrocarbons are used as examples to illustrate the approach. (SK)

Highlights seminar which addressed education of the nonmajor. Following brief comments on plan/execution of the seminar program and Japanese system of education, 19 recommendations are outlined and summarized. Recommendations focus on various aspects of courses, curricula, instructional strategies, and other factors related to nonmajors in the…

Presents the text of the Priestly Medal Address presented June 7, 1988 at the special chemical education awards symposium of the Third Chemical Congress of North America in Toronto. Addresses the vertical nature of learning in science, the core curriculum debate, and advances in science. (CW)

Describes a study of currently available introductory chemistry textbooks for nonchemistry majors. Investigators (one philosopher and one chemist) read books and noted instances of value judgments and content. Findings include uniformity in factual content, and an abundance of value judgments on social, political, and economic issues. (DS)

Twelve papers focusing on various aspects of teaching chemistry to the nonchemist are presented. Includes details of courses designed around specific topics and/or needs (such as art hazards), use of field trips, issues related to the problem of explaining technical ideas to lay persons, and other topic areas. (JN)

Describes a course, "Great Ideas in Science," for undergraduate nonscience major students. The course emphasizes a few key overarching concepts in physics, chemistry, geology, and biology to introduce students to the essential aspects of science without getting involved in the complex vocabulary or rigorous mathematical derivations. (PR)

Describes a course for non-chemistry majors that uses a distance-education format. Utilizes lectures on videotape, electronic communication, thematic research assignments, and take-home lab projects. (DDR)

Describes an interdisciplinary program consisting of two courses. The first course deals with the chemistry of drugs and poisons; the second course focuses on fictional works in which these drugs and poisons are central to the plots. (SK)

Eight general areas were addressed in this conference on Japanese/United States chemical education, including: introductory courses; adequacy of texts, manuals, laboratory workbooks for non-majors; laboratory role in non-major courses; adaptation of such techniques as computers, programmed instruction and videotapes; evaluation and testing…

Fifteen innovative college science programs based on survey results about perceptions of excellence in college science teaching are presented. The goals, program origins, special features of the programs, evaluations, and conclusions are described for each. Discussed are the commonalities among this collection of 15 college science programs and…