9354712 Holland The problems we address are not unique to Baruch College: student lack of interest in science; lack of problem solving skills; lack of feeling of connection with science and scientists; and low numbers of students going on to study science beyond the introductory courses. Our overall goals are: to increase scientific literacy and problem solving skills of undergraduate non-science majors; to stimulate students to study science beyond the required courses; to encourage more students to prepare for scientific careers in research, teaching, or science writing; to provide teaching/learning experiences for science majors; to create a sense of community among scientists, both students and faculty, at Baruch. We propose the following specific curricular changes: (1) introduction of journalistic methods into introductory courses in Biology, Chemistry, Physics, and Environmental Studies; (2) development of a new interdisciplinary Science/Journalism course with a laboratory component. Our target audience is undergraduate students: non-science majors in introductory courses, journalism students considering careers in science journalism, and science majors who will serve as teaching assistants/peer mentors in this program. During the two project years this will involve 800 students; when the proposed curricular changes are fully institutionalized, approximately 2500 students per year will benefit. The methods developed here have wide application beyond Baruch College. Changes in introductory science courses, the only science most undergraduates take, will have the most impact on scientific literacy and problem solving skills. The science/journalism course, a truly interdisciplinary course including a laboratory component, can serve as a model for other institutions. ***y
