This article describes development of a four-year preparation program for educational interpreters leading to a Bachelor of Science degree at the University of North Carolina (Greensboro). The interdisciplinary model outlined follows the curriculum recommendations of the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc…

Describes a thematic, interdisciplinary, middle-school curriculum that integrates visual and language arts. Curriculum embodies three principles: (1) visual and verbal responses depend on meaningful interaction among the artist (writer), the art object (text), the viewer (reader), and the environment (context); (2) visual and verbal thinking are…

A participant in a conference on interdisciplinary general education at the college level highlights some of the issues addressed there: institutional limitations and opportunities; interdisciplinarity versus the power of deep disciplinary inquiry; cross-disciplinary linkages versus interdisciplinary inquiry; and the role of student development…

Describes the development of an interdisciplinary course that used dramatic literature to illustrate psychological concepts involved in death, dying, grief, grief bereavement, suicide, and AIDS. Discusses planning for the course, course content, processes used in the course, assignments given, and student and faculty reactions to the course. (RJM)

Outlines a minicourse for the middle level, intended as a foundation for planning courses that meet the unique needs of each school and its students. The course, on the properties of silver, covers the curricular areas of science, social studies, language arts, math, creative arts, and vocational-career education. (HTH)

Suggests greater emphasis on middle school music education, both as part of general education and of the curriculum's exploratory component. Argues that music can add emotion to social studies and promote learning in all subject areas through rhythm, rhyme, and repetition. Calls for student opportunities to explore instruments and composition. (SG)

Matthew Arnold (1822-88) believed no branch of knowledge was important enough to stress at school while excluding others. He recommended including sciences in a broad curriculum. Arnold believed the broad-ranging curricula in certain European countries effectively encouraged a modernity which England, with its one-sided studies, could not emulate.…

Discussed is the development of the science-technology-society (STS) rationale for curriculum and instruction. Presented is an effort to strengthen the rationale behind STS education by applying to it parallel theory and research taken for the wider curriculum field. (KR)

Described is an integrated framework used to teach engineering, creativity, and management that emulates the working environment of a modern and dynamic engineering organization. This is done through the use of case studies. (KR)

Describes the development of an introductory undergraduate geography course that applies human and physical geography to an environmental problem. Discusses reasons for the course and its content and structure. Identifies the focus on a single environmental problem, emphasis on both physical and social processes, and course design as the program's…

In response to an emerging anti-intellectualism on campus, Saint Lawrence University (New York) instituted an interdisciplinary first-year course built around themes of community and identity. The effort is designed to stimulate intellectual development, bring faculty and students into closer contact, and blend academics and student life. (MSE)

Increasingly, college undergraduates are custom designing their courses of study and creating majors that allow them to combine often eclectic interests with career goals. In many cases, students' creations have had a lasting impact through development of new academic programs. Institutional arrangements for planning, advising, and monitoring…

This article reviews the development of a collaborative interdisciplinary graduate program in services to infants at the University of Illinois. The program's framework includes collaboration across and within departments, in course work within and across disciplines, and in clinical supervision. (DB)

Examines the rationale for the introduction of Economic and Industrial Understanding (EIU) as a component of the elementary and secondary curriculum in the United Kingdom, as well as some of the problems, opportunities, and challenges afforded by this curricular initiative. (Author/MDM)

Assesses the concerns raised by a group of middle-level teachers when developing and implementing interdisciplinary curriculum, teaming, and teaching. Participants progressed through various stages, including information, personal, management, and collaboration. Concerns at each level had to be resolved before teachers could reach the final…