RAPPROCHEMENT AMONG UNDERGRADUATE PSYCHOLOGY, SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY EDUCATION

A discourse originating at liberal arts colleges has begun to influenc e national policy for science, mathematics, engineering, and technolog y education. The discovery-oriented, research-rich curriculum traditio nal for the graduate student is being developed for wider implementati on in the service of new national goals. Though largely absent as a pa rticipant, the discipline of psychology has a great deal to contribute to and gain from joining in this agenda. The content of our field has many direct applications to the issues under consideration. I We have common interests as a scientific field in developing science educatio n. And, interdisciplinary and interinstitutional cooperation would be invigorating and constructive for our science, for our scholarship, an d for our students. Psychologists should be proactive, not passive or reactive, in the improvement of undergraduate science education. This article presents both an invitation and an argument for fostering a ne w scientific and educational rapprochement.