A description of Evanston's curriculum enrichment program by the director of the Title III project. (AA)

Reports on the Moline Project, a two-year unified chemistry and physics course for high-ability students. Parallel programs in physics were developed for the other students. These programs have succeeded in increasing student enrollment in physics from 4.6 percent of the student population in 1962 to 10.6 percent in 1969. (LC)

Describes the facilities provided to Fellows at the Center for Advanced Study in the Behavioral Sciences. The Center's early development and growth is reviewed. Interviews with several Fellows are reported. The author comments on the expected role of the Center in the 1970's. (LC)

In this cooperative venture, industry supplied the equipment and office space, and education supplied the program, teacher, and students. (JS)

Describes procedures used to provide trainee teachers with experience in conducting ecological field studies, including preliminary classroom instruction, residential field experience, follow-up classroom work, and testing and evaluation. Summarizes opinions of students and trainee teachers on the worth of the experience. (AL)

Urban youth need a basic understanding of the importance the agricultural industry plays in the economic and social structure of our nation. They need to have opportunities to participate in activities which awaken and develop an understanding of the need for natural beauty in their surroundings. (Author)

A program for disoriented youth is realistic job-oriented training with occupational work experience. (GR)