The article reports some contributions to physical-organic chemistry made by James Bryant Conant. Several chemical mechanisms which he postulated are shown to be true. (CP)

Provides data on the characteristics of students enrolling in physical science courses, the impact of Physical Science for Nonscience Students on selected cognitive and affective objectives, and the effect of duration of instruction. Impressions from site visits are also reported. (AL)

Analyzes student responses to an examination question requiring an understanding of the principles of genetic coding and suggests reasons for the misconceptions revealed. (AL)

Explains an experimental approach to teaching statistics to students who are essentially either non-science and non-mathematics majors or just beginning study of science. With every day examples, the article illustrates the method of teaching Poisson Distribution. (PS)

An awareness of alternative societal trends and future university structures can stimulate new ideas on specific programs and can illuminate the potential profound significance in the redirection of engineering education. (DF)