Both students and social scientists criticize the American educational system because (1) course content is not presented in a manner relevant to real-world situations and (2) course structures typically have characteristics that inhibit rather than promote individual motivation to learn. This case study describes a student-originated course entitled "Research and Its Relevance for Society." The speakers consisted of guest lecturers from throughout the university. The course format introduced atypical procedures into the curriculum: non-required reading, required attendance, minimal grading, no exams and unconventional written assignments. Student participation and interest was high. The success of the course suggests the need for additions to the standard undergraduate curriculum as well as a re-evaluation of our teaching methods and aims in standard courses. (Author)