Development of post-secondary curriculum in emerging interdisciplinary fields presents particular challenges in course design and resource utilization, especially when the field is interdisciplinary by nature of its inherent breadth. A new course at the University of Calgary, designed to introduce undergraduate students to the methods and philosophy of Acoustic Ecology--the study of sound and its effects on health, cognition and culture--exemplifies both the challenges and some practical solutions. Following a brief history of the concept and its philosophy, a summary and critique is presented from the first offering of the course as a pilot project. Conclusions drawn include the necessity of an integrative approach to interdisciplinary fields of study that are true "interdisciplines", the utility of experiential fieldwork, and the advantages presented by a student group with diverse academic backgrounds. (Contains 2 figures and 18 notes.)