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Integrating Biochemistry into a First‐year Undergraduate Rhetoric‐intensive Seminar Program

First‐year students at Holy Cross participate in an intensive introduction to the liberal arts called Montserrat. Students take a small yearlong seminar that is part of an interdisciplinary cluster. The clusters live together in a residence hall, and co‐ and extra‐curricular events unite the cluster around common intellectual themes. As a biochemist, it was exciting to teach in a program focused on discussion and rhetoric, and the experience has influenced my teaching of biochemistry. The first semester focused on drugs, with students learning fundamentals of pharmacology but also reading, writing and discussing topics including ethnobotany, drugs in religious rituals, societal aspects of drug laws, and the costs of prescription drugs. In the spring, we studied bioethics, with readings from Kant, Rawls, Mill, Plato, and Aquinas informing case studies on assisted reproduction, gene therapy, privacy of genetic information, informed consent, performance enhancing drugs and genetically modified foods. Assessment data from an attitudinal survey and self‐assessment of gains suggest that students improved their writing and ability to make coherent arguments, conduct research and make in‐class presentations. They also reported gains in intellectual self‐confidence, understanding of others, ability to work collaboratively, and openness to taking risks or having their views challenged.