Developed to help faculty teaching introductory courses in microeconomics, psychology, and sociology in colleges and universities incorporate existing knowledge about women into their course content and teaching practices, this report is organized into two sets of guidelines. The first, "Content Guidelines: Sex and Gender in the Introductory Course," is designed to provide easy access to summaries of current knowledge and key references, and is organized around topical outlines of curriculum areas typically included in the introductory course. Pages in this section are divided into three columns: (1) content or topical outline of the course; (2) summaries of relevant basic knowledge, research findings, and current areas of inquiry about sex and gender; and (3) discussion topics and possible assignments. Topics are cross-referenced to pages in the second section where a summary of information for a given curriculum course can be found. Intended to create a greater awareness of the ways in which sex bias and gender stereotyping occur through classroom interaction, the second set of guidelines, "Guidelines for Student-Faculty Communication," consists of two subsections. The first, "Student-Faculty Communication Patterns," identifies and discusses types of faculty interactions that may inadvertently promote ethnic or sexual bias. The second, "The Student Perception Questionnaire," is designed to provide faculty with student perceptions of the interactions occurring in individual classrooms. A bibliography of over 40 related references concludes the report. (LH)