Computer-based instruction could have considerable impact on improving the quality of science education. Simulations and interactive problems provide a means for students to explore scientific concepts and experiment without the expense or hazard of using actual materials. This paper focuses on the instructional design process as it relates to the development of computer-based instruction for higher education. The Center for Interfacial Engineering Curriculum Development Project, funded by the National Science Foundation (NSF), is a partnership between engineers and educators to design and produce computer-based instructional modules. A survey was sent to other NSF grant recipients who were working on similar projects and also to an authoring discussion group on the Internet to obtain qualitative information on how they approach development, team member roles, whether or not team members have a science background, and, if not, how they communicate. Results indicate that: (1) it is important to clarify how much faith the content expert has in the instructional designer, and for each lesson to go through several iterations among team members; (2) the use of verbal explanations and sketching helps bridge the communications gap and discussions with nonscience team members help content experts to improve their teaching strategies; and (3) the software packages that were reviewed appear to have a lack of instructional design components. (AEF)