Approaches for inclusive science teaching currently tend to focus on only one dimension of diversity at a time. This neglects the fact that diversity is multidimensional in nature, and the consideration of only one dimension of diversity can yield inclusive practices with limited scope. Therefore, the goal of the project "Diversity in Science…

There has been a growing awareness that STEM education should incorporate a wide range of capabilities, in addition to providing traditional theoretical and practical knowledge. In line with these skills, entitled "professional skills," GTIIT has defined seven core competencies. The enhancement of two of these competencies, namely,…

To develop expertise, novice chemistry students require deliberate practice with immediate and thoughtful feedback. Whereas opportunities for practice are often abundant, opportunities for feedback tend to be much scarcer. To address this challenge, we collaborated with students to develop a flexible and scalable online platform called…

Provides an explanation of an introductory chemistry program for nursing students in which an individualized approach to instruction is utilized. Student evaluation results are presented. (CP)

Discusses a teaching program for introductory chemistry laboratories that allows for differences in student background and ability. The flexible program involves self-pacing and a classification of experiments; this permits slower students to proceed through remedial loops while advanced students proceed to more difficult experiments. (MLH)

Results of tests administered after one year of college chemistry do not reveal significant differences between students enrolled in the Keller plan of personalized instruction and those students in traditional lecture-discussion instruction. (CP)

Discusses the objectives and classroom management of IAC (Interdisciplinary Approaches to Chemistry) modules designed for individualized, self-paced instruction in secondary school chemistry. (MLH)

An alternative to PSI courses in general chemistry for advanced students is described. It retains some of the better features of PSI, but increases student-teacher contact. (BB)

Describes a functional management system which individualizes instruction in undergraduate chemistry courses. CHEM TIPS (Chemistry Teaching Information Processing System) is designed to monitor each student's progress, identify specific weaknesses and strengths in his understanding of the course material, prescribe individual study assignments,…

Reports on adverse side effects in an organic chemistry course taught by the Personalized System of Instruction (PSI). (SL)

Describes the methods of individualized instruction and teaching by example as effective tools in chemistry courses to bring disadvantaged students up to an acceptable level of competence. (CC)

Techniques and instructional strategies for individualizing a high school chemical program are reviewed. (SK)

Substantially self-paced programed learning at Sheffield City Polytechnic Metallurgy Department was found to be better than conventional lectures, provided that new topic areas covered were relatively small, as demonstrated by using inexpensive, simple instructional materials. (Author/JN)

Results of three studies comparing lecture/discussion to a Personalized System of Instruction (PSI) suggest that students perform better using PSI. (SK)

Describes a collection of college chemistry demonstrations designed for self-paced classes. Some of these exercises stem from original ideas; others are adaptations of one or more published demonstrations. Two exercises, as examples, are also included. (HM)