This Level I grant builds on a Teaching With Technology Institute project that has also been supported by Instructional Support Services (in summer 2010). It seeks funding to hire a Graduate Media Assistant to incorporate novel technology into a cross-disciplinary History class, specifically to enable students to transform a traditional, single-authored essay (one that analyzes the knowledge practices of a specific discipline) into a collaboratively presented web module. These web modules first retell to a wider public the subject content of a particular course component (in 2010, these are drawn from the sciences -- astronomy, geology, biology, etc.). They then comment on the ways this subject knowledge is produced (how it situates itself in time and space, how it interconnects with other disciplines, how it asserts disciplinary autonomy, and how it addresses uncertainties or "unknowns"). The GMA will work with individual students, and then with the assigned groups, to situate modules in time scales (using a version of TimeGlider software) and to develop rich wiki content (using PBWorks) to show this content and these linkages among disciplines.