In spite of distribution requirements, most undergraduate curricula fail to provide students with a connected view of scholarship among the sciences, humanities, and social sciences. For many, taking a science course is a necessary requirement for graduation and not an integrated part of their academic experience. For others, college level science disappoints or discourages them and they leave science majors at an alarmingly high rate (Seymour and Hewitt 1997, Tobias 1992). The National Research Council (1996) suggests that, "Arts and humanities classes will need to incorporate perspectives based on science, mathematics, and engineering, just as the latter courses will need to teach the historical and cultural dimensions of their subjects (p. 16)".