College science is often poorly taught and it is rare that any consideration is given to the nine visions for reform of science teaching featured in the National Science Education Standards (NSES) (NRC 1996, p. 52). It is even more rare to see interdisciplinary science courses taught in colleges. At many universities, this is changing where there are Science-Technology-Society (STS) enthusiasts. For example, Clemson University (Cheek 2006) is struggling with developing such courses as part of their general education requirements for all undergraduates and similar changes are occurring in Turkish higher education.