Describes a pilot course designed to provide advanced undergraduate science students with an opportunity to explore the way in which several fields of science and technology interface with society at large. Interests and aptitudes for career work in the science-society interface area are also explored. (Author/TS)

Describes a course at Kansas State University intended to bring together students of all disciplines for intensive discussion of technology and society. (Author/TS)

Describes the development of new engineering course offerings for non-engineering students. Six topics are considered of current importance and probable interest to non-technical students: technology, transportation, information, energy, environment, and urban problems. (TS)

This ccourse for non-engineers is designed to lead the student through an awareness of the many areas in which technological advances affect his daily life to the recognition of the broader social implications of that same technology. (Author/TS)

The course Biology and Society," offered as an undergraduate course at Cornell under their Science, Technology, and Society Program, is described. (Author/JB)

Discusses the areas of science education in need of revision, based upon societal implications of the scientific enterprise and the interactions of science with society, culture, and human values. (JK)

The author argues that industrial arts/technology education must assume a more significant role in the educational arena. The profession must operate in tandem with other subject matter areas to develop and reinforce those commonly accepted process skills. The nature of instruction must focus on the overriding societal issues of a given area. (CT)

Address delivered at the Annual Meeting of the Modern Language Association of America (MLA) in Denver, Colorado, in December 1969. Cites the "relevance of the American writers, Poe, Hawthorne, Melville, Emerson, Thoreau, Twain, Whitman, James, and Dickinson, and their place in the current American Literature curriculum. (DS)

To be meaningful in the modern world, the senior high school industrial arts program should explore the application of technology in the solution of major social, environmental, and operational problems that face mankind. The content should be relevant for all students and involve them in the problems of the present and future. University of…

The special function of curriculum development is to select and organize the content so that the desired goals of the curriculum are most effectively achieved. Various curriculum development models are examined, and issues that should be emphasized in the development and implementation of a science-technology-society curriculum are discussed. (RM)

Deals with how secondary schools in the United Kingdom ought to be concerned not only with teaching the science of nuclear processes but also with: (1) the technologies associated with power generation from the processes, and (2) the possible social effects of such technologies. (SK)

The need for a citizenry capable of comprehending and tackling contemporary issues related to science and technology demands science education experiences that are fundamentally different from traditional experiences in school science. Argues that high school biology experiences organized around contemporary bioethical issues can meet this need.…

The University of North Carolina's Electrical Engineering Department developed and delivered a course for undergraduate engineering students. The course integrated technical, social, and ethical perspectives on problems and issues faced in the world of practicing engineers. It achieved this integration by making use of professors in engineering,…