Science for the 21st Century Science for the 21st Century is an innovative integrated science course, whose audience is primarily non-science majors, typically enrolled in professional schools such as management, journalism, and architecture. The two-semester course, offered in the Physics Department at Syracuse University, is now in its third year and has been growing rapidly as a result of favorable student reaction. It currently has been limited to about 200 students, who are mostly in their first year. Its aim is to interest the students in science through thematic topics that cross the traditional disciplinary boundaries of science. Following an introductory segment on Scientific Literacy, the topics covered include Mirror Symmetry (optics; molecular chirality; biopolymers; parity violation in weak interactions), Time Symmetry (arrow of time; second law of thermodynamics; relativity), Energy (conservation law; nuclear vis à vis chemical; fission and fusion), ??? Light and Life (fusion in sun; photons; energy levels; photosynthesis; vision), Pseudoscience vs. Scientific Method (astrology, biorhythms etc.; double-blind testing; skepticism; logic; critical thinking; evidential reasoning; cultural anthropology), Evolution vs. Creationism (cosmology; age of universe; origin of life; genetics; mutation; recombination; natural selection; evidence for evolution; debate and court decisions about Creationism in public school science curriculum), and Mind and Machine (neural networks; artificial intelligence). Based on our World Wide Web server (http://www.altair.syr.edu:2024/PHY106) at NPAC, we have established ??? Web pages for the following topics: Pseudoscience vs. Scientific Method, Evolution vs. Creationism, and Mind and Machine. The pages for the first two provide hyperlinks to abundant resources on the Web for these controversial but popular topics. The third one (Mind and Machine) is set up differently, as an online hypertext document with <-- form-based assignments in which students run various kinds of neural networks for some simple problems. Yet another set of Web pages pertains to the highly interdisciplinary topic of the Search for Extraterrestrial Intelligence <-- (SETI), which is the basis for the term projects, done in teams of 2– ??? 4. Early in the semester, students are given detailed guidelines and a <-- list of topics from which to choose. While they are allowed to employ conventional library resources, the emphasis is on Web <-- resources, both within the SETI Web documents we have prepared and <-- via links to other Web sites (NASA, Project Phoenix, etc.) provided within the Web pages. The development of the Mind and Machine and SETI modules was made possible by the active participation of some of our more computer proficient graduate students based in the Physics Department and NPAC. This semester we have also had some undergraduate students from professional schools doing some graphical refinements of the SETI module and preparing a video demonstrating the value of this exciting new type of learning technology. One of the goals of this course is to make the way students learn science as useful as what they learn. To this end, we have found that using computer-based information technology and computer simulations not only adds interest and challenges to the course, but <-- also provides techniques to students that will benefit them in their <-- remaining college courses and future employment. Our course assessments show that the students thoroughly appreciate the importance of these methods. They truly feel empowered by what they have learned. Indeed, they move far ahead of most university faculty in their knowledge. In this proposal, our goal is to develop interactive simulations suitable for use in the university courses like Science for the 21st Century, and then in high school courses. We will do this by starting with suitable state-of-the-art research-based simulations now in use at NSF supercomputer centers, and converting them to interactive simulations suitable for the classroom. The methodologies we shall use, though rapidly evolving, will provide useful technologies so that the educator-researcher may, in the future, more easily produce such educational software.