MATH, CHEM, BIO and PHYSICS: There are a number of changes that all project team members from the sciences anticipate making in their courses. Those second tier participants from the sciences whom we have already identified are also committed to these changes. We propose incorporating several changes into all mathematics and statistics courses taught by participating department members. These proposed modifications are: 1) To produce students with a more sophisticated understanding of the traditional assumptions of science and the scientific method, so that they are better prepared to understand the subtle arguments inherent in various feminist theories of science; 2) To incorporate in our courses additional material explicitly related to gender. This would include both historical contributions of female mathematicians and scientists, and examples in which gender issues play a role. The faculty development seminar supported by this grant will be helpful to us as we develop these materials; 3) To expand our efforts in transforming science pedagogy. These efforts will include increased use of group work, an increased emphasis on writing, increasing the use of technology as a tool to help students visualize mathematics, and changing group interaction in labs by running learning style inventories on students prior to assignment to lab groups. The assumption behind the latter, supported by research, is that this will facilitate cooperative learning. While we expect these efforts to benefit all students, research indicates that changes such as these are particularly beneficial to female students. In addition to the above across-the-board changes, changes would be made in specific courses in biology, mathematics, physics, and gender studies.