We constructed a survey to compare experiences of Triad students with those of first-year students enrolled in an unlinked Introductory Biology course, also taught by one of the Triad instructors (Table 3). Statements using a seven-point Likert scale (from strongly disagree to strongly agree) were analyzed by independent-group t-tests. Open-ended items were coded for themes, tested for interrater reliabilities and analyzed by independent-groups t-tests (Tables 3 and 4). Both groups had similar educational goals and reported being equally challenged. Triad students were better able to see why science courses are considered liberal arts. They reported an increased ability to grasp theoretical issues and to connect science to broader issues, including the role of scientific explanation in offering, or failing to offer, answers to central "human" issues. They were more likely to recommend their courses to other students. These students will be followed through their academic careers at Carleton to assess if there are lasting effects of this experience.

Faculty found the experience enriching, satisfying, and more time consuming (especially advance planning and coordination) than their other teaching experiences. All five faculty (two biologists, two psychologists, and a philosopher) plan to offer this Triad again. Other faculty are developing Triads with environmental and knowledge acquisition themes.