| The refinement of the undergraduate curriculum has moved to the forefront in science education. This prominence is driven by the need to better educate, in fundamentals and the nature of science inquiry, not only potential science majors but also students who go into other fields. The need to improve science literacy has caused much of the reform to be focused on introductory chemistry, including the first courses in organic chemistry. The need to modify the curriculum for advanced courses is just as strong and is driven by the desire to convey to chemistry majors the nature of scientific thought and research. Reports concerning innovations in classroom instruction and in the laboratory for the advanced curriculum are appearing with greater frequency. This column is intended as a forum for faculty concerned with this aspect of education. This feature will present articles dealing with all aspects of the advanced chemistry curriculum. The range of courses is intended to span the entire spectrum of the third and fourth year curriculum, including, but not limited to, physical chemistry, advanced organic and inorganic chemistry, and most especially, cross-disciplinary science with a chemical emphasis. Reports of innovations in accelerated or honors introductory courses are also appropriate. Articles may feature either classroom innovation or modern laboratory exercises. For articles involving laboratory or computer exercises, authors are requested to follow the Criteria for Publishing Laboratory Experiments.
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