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The co-taught courses are structured around “What does it mean to be human?” and explore dis/ability, race, and sex and gender. A lab program strengthens understanding of the scientific process and the evidentiary basis of claims. 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Bozzone1* and Mary Beth Doyle2  \nDepartment of Biology 1, Department of Education2  \nSaint Michael’s College, 1 Winooski Park, Colchester, Vermont, 05439  \n*Corresponding Author: [dbozzone@smcvt.edu](dbozzone@smcvt.edu)  \nAbstract: We describe a pair of fully integrated courses designed to teach biology to non-majorsin a manner that connects authentically to the liberal arts. The co-taught courses were organized around the question: What does it mean to be human? Students investigated this question in the context of three topics: dis/ability, race, and sex and gender. In addition, a lab program was integrated in the courses to enhance student understanding of the scientific process and to underscore the necessity of evidence to support all claims and assertions. We also implemented a weekly afterschool science club with children from the Pomerleau Boys and Girls Club. Students, many of whom were science averse prior to taking these courses, thrived. Based on the quality of their writing and class discussion, it was clear that students became increasingly adept at connecting biology to other ways of knowing and to larger issues in their lives. Similarly, they became more skillful at “doing” science in laboratory. Not only did students design and implement interesting experiments, they effectively guided children in their own explorations.  \nKey Words: co-taught, multidisciplinary, non-major, disability, race, sex and gender  \nINTRODUCTION  \nWe describe a co-taught, multidisciplinary, integrated pair of courses that invited non-science majors to explore biology in the context of a broad view of the liberal arts. We are convinced that everyone should have a basic understanding of biology and the process of science to function as fully engaged members of society (Holt, 2006) .  \nWe designed our integrated courses with non-science majors in mind. As Tobias (1990) characterized in her germinal work, students who do not major in science “are not dumb, they’re different.”While the focus of her research was to explore how to make the study of science and pursuit of scientific careers more welcoming to a wider swath of students, one can also look at her work in the context of non-science majors  \nwho take a science course in order to fulfill a general education requirement or who simply choose to take one because of interest alone. According to Tobias (1990), non-science majors who seriously audited introductory chemistry or physics generally did well in the courses but expressed feeling a lack of engagement in their classroom community. In addition, they wished they had learned more about the connections between science and significant social issues and questions. We recognized that our courses needed to be taught differently than what might be the case for biology majors (Knight and Smith, 2010) . The difference in instruction was not a relinquishment of rigor, but rather an acknowledgment that non-majors’ biology courses are discrete; there is no expectation that additional biology courses will be taken. In contrast, an introductory biology sequence designed  \nfor majors is intended to be the first in a series of courses (Wright, 2005) .  \nWe took seriously the need to connect the biology content to broader concerns in meaningful ways (Gilbert & Fausto-Sterling, 2003) . One of our goals was to foster an appreciation that biology is a central aspect of modern life. We are convinced that the integration of knowledge—within biology and among the natural sciences, social sciences, humanities, and the arts—is essential for meeting the challenges we all face (Orzel, 2015) .  \nMost students who graduate from college are not science majors; thus, non-majors are the principal pipeline of college graduates entering society (Korn, 2015) . In fact, they will be the majority of individuals with the potential to play important roles in helping to find ","cbCaihTBXnHSocbA","https://ap.wps.com/l/cbCaihTBXnHSocbA","pdf",571727,14,"English","# Abstract\n# Introduction\n# Methods\n## Course Design and Implementation","[{\"question\":\"What question anchors the integrated biology courses?\",\"answer\":\"The courses are organized around “What does it mean to be human?”.\"},{\"question\":\"Which topics do students investigate in these courses?\",\"answer\":\"Students investigate dis/ability, race, and sex and gender in connection with biology.\"},{\"question\":\"How does the course design support scientific process learning?\",\"answer\":\"A lab program is integrated to enhance understanding of the scientific process and emphasize the need for evidence to support claims.\"}]","INNOVATIONS - Engaging Non-Science Majors by Integrating Biology and the Liberal Arts | PDF",1792079817,22]