A description and discussion of the structure of honors chemistry curricula between 1950 and 1970 is presented with emphasis on format rather than content and citing comparative data on the structure of chemistry programs from other countries. (DF)

Two types of courses are presented: (1) for upper-level undergraduates who are chemistry or biology majors, four-year premedical students, or students with a strong background in basic sciences; (2) for pre-professional students with a less vigorous science background. (DF)

A course is described, which was given during an interim, with an enrollment of 41 students. The course involved an in-depth study of forensic science, involving students with the methodology of science. (DF)

Describes a course based on the belief that no particular topic in chemistry is absolutely necessary for nonscience majors. Concentrates on enhancement of the general education of students rather than the teaching of technical skills. (DF)

The use of behavioral objectives appears to be aimed at teaching students the answers to questions; however, education is a great deal more than learning answers to prepackaged questions. (DF)

A program is described which embodies a cooperative approach and should, if employed on a nationwide basis, serve to establish solid lines of communication between various colleges and universities on a wide scale. (DF)

Two different types of examinations are discussed and compared using correlation coefiicients obtained between the examinations and tests of intelligence and verbal reasoning. (DF)