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We describe ''Marriage 101: Building Loving and Lasting Partnerships,'' an innovative, for-credit undergraduate course at a large, religiously unaffiliated research university. Marriage 101 engages students in the scientific literature and discourse in the psychology and sociology of marriage and marital success. The course has the additional explicitly practical goals of preparing students to choose compatible partners, to face inevitable challenges, and to experience greater marital and relationship satisfaction. To achieve these goals, Marriage 101 integrates traditional academic methods with experiential and self-discovery assignments. Four years of experience with 150 students has found students eager to learn and able to do so, gaining considerable insight about themselves and the challenges of intimate relationships.

A defining feature of the 20th century in Western civilization was a profound change in the roles women play in both private and public life. The field of couple therapy was influenced by that change and, to a limited extent, participated in it. I will argue that the field has avoided fully embracing the principles of feminism that generated the social changes in gender and marital roles, settling instead for a more token acknowledgment that gender means something, without wanting to specify what that something is. In responding to the other articles in this issue, I make the case that the connection between gender and power in marriage needs to be more fully integrated, in the theory, research, and treatment of couples.

In a national questionnaire survey of graduate programs offering the Ph.D. or Psy.D. in clinical psychology, the status of family therapy training was examined. With a 79 per cent response rate (102 programs), the study found that 10 per cent of the nationwide faculty identified themselves as primarily family therapy oriented, 32 per cent of the programs had no family-oriented faculty members, 18 per cent of all psychotherapy courses were family therapy courses, and 21 per cent of the schools had no family therapy course. The ratings of the importance of providing students with family therapy training were found to be unrelated to the number of family therapy courses available but positively correlated with the percentage of family therapy courses within the total curriculum.

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