The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

Interdisciplinary curriculum development is challenging in the sense that materials from more than one discipline have to be integrated in a seamless manner. A faculty member has to develop expertise in multiple disciplines in order to teach an interdisciplinary course, or the course has to be team-taught. Both approaches are difficult to…

Presents the course outline for "Science: A Way of Knowing," a content-integrated science course designed for high school students to learn about the nature, the processes, and the social aspects of science. (CS)

Describes the development, implementation, successes, and challenges of a required general education course formally entitled "Environment, Technology, and Society." (JRH)

The College of Integrated Science and Technology (CISAT) at James Madison University was founded to educate and graduate a well-rounded science student, one educated in science and technology but in a very different way than traditional programs. This document contains information about mission and objectives, curriculum, faculty, and students of…

Describes the structure and content of a multidisciplinary environmental science course for non-science majors offered at Southern Illinois University. (JR)

Describes a course for college seniors, science majors and non-majors, designed to trace the development of modern science as part of western culture. Reports three years of experience. An outline of the course and a reading list are included. (GH)

Describes a positive approach toward open-admissions policy taken by a new department in Interdisciplinary Science. The program is built on the strengths of its students and focuses on scientific problems of current importance that can be used to sharpen the student's analytical abilities and develop basic skills and concepts. (Author/EB)

Describes a one-year interdisciplinary introductory science course presented at the University of Michigan, Dearborn, for nonscience majors. (SL)

Suggests stressing the humanistic dimensions of science as a way to bridge the gap between sciences and the humanities. Provides a rationale for focusing on the humanistic side of science and briefly describes a freshman seminar at Macalester College (St. Paul, Minn.) conducted by science, social science, and humanities faculty. (JN)

Briefly describes a module on the origin of life formulated for inclusion in introductory biology, geology, and astronomy courses. The authors are preparing a concise monograph on the topic to complement the three-week module. (Author/SK)

Suggests that a course in cultural science be adopted throughout high schools, where the majority of citizens finished their education. Discusses rationale for such a cultural or multidisciplinary course, teacher training, current practices, and changing from specialized science to a cultural approach. (SK)

Describes an interdisciplinary course on physics and history. The major goal of the course is to examine and compare history and physics in order to illuminate the implicit assumptions underlying the two disciplines. (MLH)

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

Discusses the relevance or validity of an interdisciplinary approach to teaching the history of science. Describes a course in the history of medicine acceptable for college credit either as history or biology. References are cited. (EB)