The authors describe the application of transdisciplinary theory and practice to Science, Technology, Engineering and Mathematics (STEM) education at the undergraduate level. The modular approach which makes use of student collaboration within and across disciplines and input from outside experts holds promise for preparing students to address society's “wicked” problems – those with interconnected causes and for which a solution often causes additional problems. Transdisciplinary theory and practice are described and their application to STEM education is proposed along with a model of measuring transdisciplinary skills. Recommendations are proposed for future research on cross-cultural/cross disciplinary models, pedagogy, measuring student collaboration, determining effective partnership models and institutional supports, and the potential role of the social sciences in contributing to research on transdisciplinary practice and education.

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To investigate the effect of response variation in the assessment of preschool children's performance on a class-inclusion task 52 girls and boys, 4 and 5 yr. of age, were randomly assigned to verbal and manual response conditions on a class-inclusion task. Judgments and explanatory responses were scored separately and two-way analyses of variance were conducted on each set of scores. Children in the manual condition scored significantly higher than those in the verbal condition; however, there was no indication that full mastery of class inclusion could be elicited earlier by the manual condition. There was no main effect due to sex, but there was an interaction of sex by procedure.

Most successful Bioentrepreneurship MBA programmes are located in major metropolitan areas described as ‘biotechnology clusters’. The present study focuses on the demographics and characteristics of a private research university to determine the feasibility of offering such a programme and the appropriate format(s) for its delivery. Recommendations include that a school should not initiate a Bioentrepreneurship MBA until there is regional demand for graduates and sufficient university expertise in areas such as regulatory issues, technology transfer and bioenterprise ethics. A conservative approach would devote 1 year to curriculum and expertise development, during which the school could supplement its present MBA programme with elective courses aimed at current MBA students. A line extension of MBA with electives could also be offered to the emerging markets of (a) mid-level non-technology managers seeking biotechnology employment and (b) laboratory technicians wishing to develop business expertise. Thereafter, the school could launch an MBA programme aimed at its broader potential student market. Provision should be made for individuals not interested in obtaining an MBA to take selected courses and for those desiring a certificate. It is concluded that the issues unique to the subject area warrant its recognition as both a career and academic discipline.