Connected Science

Connected Science

Strategies for Integrative Learning in College
Edited by Tricia A Ferrett, David Robert Geelan, Whitney M Schlegel and Joanne Lee Stewart
Distribution: Global
Publication date: 07/10/2013
Format: Paperback
ISBN: 978-0-253-00939-5
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Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a new approach to college science education for the 21st century. This interdisciplinary approach stresses integrative learning and pedagogies that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences. Faculty from a variety of disciplines and institutions present case studies based on research in the classroom, offering insights into student learning goals and best practices in curriculum design. Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward.

Author Bio

Tricia A. Ferrett is Professor of Chemistry at Carleton College and founder and former director of the Carleton Interdisciplinary Science and Math Initiative.

David R. Geelan is Senior Lecturer in Science Education at Griffith University, Australia.

Whitney M. Schlegel is Associate Professor of Biology and Founding Director of the Human Biology Program at Indiana University.

Joanne L. Stewart is Professor of Chemistry at Hope College.


“Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a interdisciplinary approach to teaching, stressing integrative learning and pedagogues that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences.”

“The educational philosophy presented in Connected Science draws upon existing reform movements in higher education but goes further by providing a more coherent and intentional integration of pedagogy, assessment, faculty scholarship, and student learning. This type of integration is sorely needed in educational reform initiatives.”
 — Trace Jordan, New York University

“A significant contribution to science pedagogy and to the scholarship of teaching and learning. . . . [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.”
 — David W. Oxtoby, Pomona College

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Table of Contents

Foreword: The Scholarship of Integrative Teaching and Learning Mary Taylor Huber and Pat Hutchings

Part I. Connected Science: Why Integrative Learning is Vital
1. Fostering Integrative Capacities for the 21st Century Tricia Ferrett
2. From Student Learning to Teaching Foundations Tricia Ferrett

Part II. Courses that Foster Integrative Learning
3. Public Health and Biochemistry:Connecting Content, Issues, and Values for Majors Matt Fisher
4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course Gregory Kremer
5. Integrative Learning in a Data-Rich Mathematics Classroom Mike Burke
6. Navigating Wormholes: Integrative Learning in a First-Year Field Course Bettie Higgs

Part III. Structures that Support Integrative Learning
7. Linking Integrated Middle-School Science with Literacy in Australian Teacher Education David R. Geelan
8. SCALE-UP in a Large Introductory Biology Course Robert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch
9. Reuniting the Arts and Sciences via Interdisciplinary Learning Communities Xian Liu, Kate Maiolatesi, and Jack Mino
10. Pedagogies of Integration Richard Gale

Part IV. Broader Contexts for Integrative Learning
11. Integrative Moves by Novices: Crossing Institutional, Course, and Student Contexts Tricia Ferrett and Joanne Stewart
12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to Practice Whitney M. Schlegel

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