Curriculum Examinations Materials

The physical chemistry curriculum reform efforts of the last two decades have succeeded in encouraging some revisions in the material in the lecture and in new or modernized exercises for use in the laboratory. More slowly, the mainstream standardized multiple choice examination has also kept pace with the curricular revisions. The content areas represented on the examination have changed with each successive revision of the examination, as have the types of questions asked. The content areas on the examination have become more representative of modem physical chemistry practice, while the items themselves have become more conceptually based. 

With these introductory comments in mind we would now like to examine the M.S. program in forensic chemistry that is being planned for September 1975 at Northeastern University. Personnel from the Institute visited many of the schools listed in Table I, as well as a number of practicing laboratories. We wish to thank all those who freely gave advice without their help we would not have been able to advance to the present stage. As in research, a team effort was made by members of the Institute in the curriculum development. Personnel experienced in forensic science interacted with chemists, toxicologists and materials scientists to achieve a final program. 

Such views may not reflect simply resistance to inclusion. It may be that the perception of an allocation of resources which is disproportionate to need is a real one, and it is one which is borne out in observational material on curriculum delivery (this is examined below). The more flexible use of the Inclusion Project resources in such a way that they can be dehvered to more students is the possible implication. 

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