The organization, implementation, and evaluation of a self-paced calculus course is discussed. (DT)

The organization, instructional procedures, and evaluation policies of two remedial mathematics courses are described. (DT)

Updates an earlier report to underscore the inadvisability of imposing large sections of freshman composition students on reluctant departments and to promote further discussion of the issues raised by the program. Discusses some of the more controversial implications raised by the program. (RS)

Outlines six classroom strategies used in a mainstreamed high school biology course and describes some of the changes Catholic University is making through a dean's grant to integrate preparation for mainstreaming into its preservice teacher education program. (SJL)