This dissertation explores the diversity and depth of scholarship at the intersection of feminist studies and science and questions where and how these inquiries might be taken up in the university curriculum. The dissertation theorizes a postmodern, reconceptualist curriculum as it intersects with critical and complexity theories that takes up a study of the biological, cultural, social, and technological consequences of viral infections to question what it might look like to teach and learn across the divide of feminism and science. The virus is interesting for this transdisciplinary work given its transgressive potential to cross boundaries, reveal the porosity of borders, and disrupt binary thinking. My work in feminist science education aims to disrupt what I see as porous boundaries and borders between science and feminist studies, and an important goal of feminist theory is disrupting socially constructed binary thinking. Viral case studies are explored, focusing on Ebola virus, human papillomavirus, and severe acute respiratory syndrome coronavirus 2. This curriculum proposes to engage with scientific knowledge about viruses and their effects, situate this science in its social and cultural context, and explore embodied living in a technoscientific world through a feminist lens. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]