Cooperative learning. Students worked in groups of three to six on open ended projects where they participated in experimental design, execution, analysis, and presentation. Here students are investigating the effect of elevated levels of CO₂ on plant development.

Students as philosophers. Each course gave students the opportunity to see what questions and approaches philosophers, psychologists and biologists used to address common issues related to the Triad theme. While the courses were conceptually integrated, they fulfilled teaching obligations within each faculty member's department. This modular approach is effective in highly departmentalized institutions.

Creating community. One goal was to create a strong sense of community among our students. Their late night "snack" in the Center for Math and Computing illustrates the unusually close community that formed among these students.

Student interpretation of the Triad. Students created a T-shirt for the course. Some of the symbols are context specific!

Pacing assignments doesn't prevent procrastination! This is a 4:45 AM (not PM) shot of Triad students in Carleton's Center for Math and Computing finishing a psychology paper.

Students were not isolated from other students. Here some of our students sing with upperclass students in a female a cappella group (the Knightingales).

Integrating lab experiments in psychology class.

Student discussion of the evolution of reproduction.

Time out for an informal discussion. Integrating laboratory, lectures and discussions was facilitated by our ability to flow freely between two laboratory spaces, an adjoining student lounge, and a "smart" lecture room. Here students have stepped out of the lab for a discussion of animal use policies.

The day five faculty members sat back and watched students engage each other in a discussion of additiction and free will for half an hour after class was supposed to end!

Student discussion during a common time meeting. Each week all five faculty met for part of an afternoon to work with students on an interdisciplinary project central to the Triad theme. Even large group discussions worked will with these students although we did break them into smaller groups and plan other hands-on and interactive computer activities for them.

A philosopher in a biology lab. One of the true successes of the Triad was the bridging among disciplines. Here students engage an animal physiologist and a philosopher in their study of lizard mating behavior.