This article justifies the inclusion of social context in innovative undergraduate applied science programs. It proposes a model social context program, distinguishing it from two inferior strategies that expose students to a range of social disciplines at too elementary a level or rely on unsystematic, anecdotal work experience of science faculty confronting regulatory events. The article describes stresses associated with implementing the model program. Finally, it discusses the relationship of the model program to trends in higher education. A social context curriculum should explore the tensions between knowledge and power and give students practice in institutional design. It should encourage both engagement and skepticism. Graded case studies, simulations, senior projects, and experiential elements should be used to introduce a typology of institutional designs and progressively develop students’ individual design repertoires. Implementation stresses come from debates over content, interdisciplinarity, university and departmental governance, and the reform of higher education, generally.
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