This report describes a project launched under the auspices of the Association of American Geographers to produce a series of modules designed to increase and improve the representation of women in introductory college human geography courses. The project aimed to produce materials which could be used to supplement existing courses in diverse institutional settings. The report is arranged in three parts: Part one describes the project and activities; part two discusses project evaluation; and the third part (the major portion of the document) contains appendices to the report. Part one describes the development of the six units which were originally entitled: (1) Women and the Traditional Landscapes; (2) Women and Structured Landscapes; (3) Geographic Perspectives on Social Change: The Example of Women in Crime; (4) Locational Decision Making: The Case of the Day Care Center; (5) Village to Barrida: Contemporary Female Migration to Cities in Latin America; and (6) Farm to Factory: Female Labor Migration in Early 19th Century New England. The units will soon be revised and published by the Education Development Center (55 Chapel Street, Newton, MA 02160). Part two of the report, focusing on the formative evaluation of the units, describes how the preparation of the modules was a multi-stage activity. Instructors representing different teaching situations and institutional characteristics were selected to review and pilot teach the materials. Project evaluation involved ascertaining what criteria instructors, students, and expert reviewers considered important, assessing the modules in the light of these criteria, and making revisions. Basic data sources for evaluation included workshops, meetings, conversations, and correspondence with instructors while they were teaching, and some student evaluation. Appendices include a revised evaluation plan, sample student evaluation questionnaires, formative evaluation reports on the modules, and module review guidelines. (RM)