Described is the "typical" curriculum necessary for graduation with a biochemistry degree from college. The information was synthesized from over 600 responses to a questionnaire sent to colleges and universities. Biochemical educators and scientists have been asked to review the curriculum and send comments. (KR)

Identifies factors deemed important for the graduate education of chemists. Considers quality of formal course structure, infrastructure of chemistry, faculty, creativity, survival values, and attitude. Appraises current and desired status of factors. (ML)

Considers the role of the laboratory in effective chemistry education. Lists hazards and testing programs which place more stress on lecture than laboratory. Cites reasons for the continuation and revitalization of the laboratory. (ML)

Suggests chemistry should be better taught to undergraduates with more emphasis on lifelong learning experience. Emphasizes the collaboration needed between chemistry disciplines. Lists suggestions for curriculum change in chemistry. (ML)

Proposes an educational model for chemistry PhD education that emphasizes productivity and centrality of research. Supports greater development of communication skills and suggests a four-year timeline. Listed is a curriculum usable for most sciences. (ML)

Appraises current organic courses and discusses topics which could be strengthened or dropped. Criticizes the current structure of organic texts and stresses the need for inclusion of useful reactions and mechanisms only. (ML)

Surveys the outlook presented by former and present chemistry and biochemistry doctoral students toward their graduate program. Poses questions to determine what aspects are deemed important. Suggests seminars and quality advisors are important factors. (ML)