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

Twenty-five students were chosen randomly from a larger class and were taught in a self-paced format. Their performance was compared with the students in the large lecture-recitation section through a common final examination and a retest given two months later. The self-paced students did substantially better in both cases. (DF)

Describes a physics laboratory course which operates without written instructions and with no required experiments. Course is based upon one- or two-week topics in mechanics, heat, electromagnetism and optics with a student-designed experiment in modern physics as an extended project. (DF)

Describes an individualized introductory genetics course and its major outcomes: increased student achievement, a sense of self-achievement, more student confidence in their own ideas, as well as a program which costs less and can accommodate more students per instructor. (BR)

This column reviews commercially produced science curricula and highlights "Individualized Science" by Imperial International Learning Corporation. A description of the program is given as well as specific aspects of the organization of units and materials used. (BR)

Describes the use of the Keller Plan in a course designed for non-science majors. The students perceived the unit tests and their immediate correction by the instructor as the most important component of their learning. (GS)

A new teaching aid, designed to monitor each freshman chemistry student's progress, to identify specific weaknesses and strengths in his grasp of course material, and to prescribe individual study assignments, is described. (DT)

The introductory materials science course at Worcester Polytechnic Institute (Massachusetts), while still being regarded as in a state of evolution, has remained nearly constant for the past two years. Since the course is given each term, except summer, to 40-90 students of various disciplines, there has been ample opportunity for continual…

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 the use of behavioral objectives, computer programs, concept mastery, and activity flowcharts. Explains the evaluation procedure and enumerates advantages to the student. (GS)

Describes the main features of the personalized system of instruction (PSI) or Keller Plan, and outlines the advantages and disadvantages encountered in implementing this instructional format in a freshman non-major biology course. (JR)