The growth and development, professional development, and recognition of this cooperative program are described. Highlighted is the program in the department of chemistry. Programs in other science departments are also discussed. (CW)

Discussed is a program at South Dakota State University to offer a Master of Science in Teaching degree. The degree for those teachers who are underprepared in the sciences is described. A sample plan of study for chemistry majors is provided. (MVL)

Although nonmajors were relegated to "watered-down" versions of majors' courses, recent attempts to relate science to the interests of the "antiscience" students have become more common. Such a course is described, developed as part of an integrated two-year general education program. (JN)

Discusses the importance of fostering critical thinking in chemistry. Presents strategies to improve critical thinking that were used in general chemistry for science and engineering majors, a similar course for less-prepared science and engineering majors, and a course for nonscience students. (JRH)

Discusses instructional strategies that help students make and differentiate between observations and inferences, including the use of analysis, synthesis, and evaluation processes. Suggests that early activities focus on analytical procedures in such a way that they can be explained in terms of facts and principles that students will readily…

Outlines the constructivist model of knowledge and describes how this model relates to Piaget's theory of intellectual development. Contrasts the constructivist model with the traditional views of knowledge. Discusses how this model can help explain some of the things that happen in chemistry classrooms. (TW)

Discusses the dilemma that writing across the curriculum (a strategy for teaching writing which started in the 1970's) presents for science professors and for science majors. One area addressed is how the strategy can interfere with the teaching of college-level science subject matter. (JN)

Recognizing that the vast majority of students will enter the chemical industry, an optional four-course sequence related to industrial chemistry was introduced. Program details are given along with information on how it was integrated into the curriculum of a small school with minimal staff size changes and limited facitlities. (JN)

Presents a method for solving problems related to gas laws, the mole concept, molarity, heats of reactions, and other chemical concepts. Also presents another method which was devised to simplify the teaching of stoichiometric calculations using conversion factors. (JN)

The three-phase study described involved: (1) diagnostic investigation of students' views about structure in chemistry (after studying chemistry for half a year); (2) development and implementation of a program designed to present some misconceptions identified in the first stage; and (3) an evaluation of the program. (JN)

Describes the development of the Division of Inorganic Chemistry, from the founding of the American Chemical Society in 1876, the formation of the Division in 1957, and recent events. Includes tables listing officers of the Division and symposia titles at national meetings. (YP)

Discusses topics and issues related to (1) international impact of microcomputers; (2) minimum guidelines for software development; (3) achieving minimum standards; and (4) accomplishments in the areas of introductory chemistry, organic chemistry, analytical chemistry, and physical chemistry. Challenges for the future are noted. (JN)

Describes a technique to improve the adaptation, development, and utilization of laboratory worksheets. Two sample worksheets (on decomposition of ethanol and on solubility of potassium chloride) are included. (JN)

Addresses these three questions: (1) What are the roles of analytical chemists in industry? (2) What training is needed to fill assignments which make up these roles? and (3) What are some of the major challenges facing analytical chemists during the next five years? Includes information about a workshop for students. (JN)

Describes a strategy in which students complete 12 types of reports during a chemistry course. The goal is to improve their ability to communicate effectively in a variety of styles without sacrificing the traditional goals of imparting an understanding of experimental chemistry and an ability to critically analyze experiments/results. (JN)