The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in…

Presents H. Richard Crane's acceptance speech for the 1976 Oersted Medal for physics education in which he discusses problems of teaching college level introductory physics. (SL)

Comments related to the reorganization of the higher education system in China in recent years are presented. Interviews with staff members of Peking's universities and colleges resulted in a better understanding of some of the trends and problems prevailing and these facts are summarized. (EB)

Presents two notes regarding the article "The Flow of Chemists" published in the January issue of 'Education in Science' (61 page 21) related to declining numbers of chemistry students in higher education. Both writers suggest different syllabuses requiring less math and a better match of material to student ability and understanding. (EB)

Reports results of a survey of topics included in first year college chemistry courses. (SL)

Describes nine minicourses in chemistry designed to acquaint the non-science major with practical applications of chemistry in everyday experiences. Each course consists of daily classes for two weeks for one credit and is offered on a credit/no credit basis. (MLH)

Describes a one semester course in introductory stellar astrophysics at the advanced undergraduate level. The course aims to integrate all previously learned physics by applying it to the study of stars. After a brief introductory section on basic astronomical measurements, the main topics covered are stellar atmospheres, stellar structure, and…

Presented is a discussion of the role of explanation and prediction in determining science curriculum content. It is the author's contention that many of the concepts currently presented in high school and college science courses are based on assumptions long rejected as false by scientists because curriculum designers have failed to examine…

Reviews a one-credit hour undergraduate inorganic chemistry course. (SL)

Reviews a quantitative analysis course taught by the personalized system of instruction (PSI). (SL)

A special course should be developed to emphasize the scientist's role in society, and to make science students more responsive to society's needs. Existing courses of history and philosophy of science generally fall short of meeting these objectives. (PS)

Suggests that lack of interest in voluntary college science courses may be an unfortunate emphasis on advanced theory, rather than elementary foundations, in secondary school science courses. (AL)