Initial Publication Date: April 14, 2015

https://www.bentley.edu/academics/undergraduate-programs/sustainability-scienceCarleton has a long history of interdisciplinary teaching that has been moved forward by recent initiatives in interdisciplinary science, the HHMI Integrated Learning Project and efforts across departments. There is an opportunity now to reflect on lessons learned from these activities and evaluate the efforts at Carleton in the context of what is being done at other institutions and what has been learned nationally about interdisciplinary teaching and learning. Environmental problem-solving topics such as human understanding of and response to Global Change lend themselves well to interdisciplinary teaching because the issue can be addressed from multiple perspectives and understand or solutions will only come from multidisciplinary efforts.

When do disciplines get in the way and when do they help? - Barbara Allen

Lessons from the Carleton HHMI Integrated Learning Project - Cam Davidson

Cam Davidson, Updates from Carleton HHMI (PowerPoint 2007 (.pptx) 455kB Apr14 15)

Models from other institutions - Cailin Huyck Orr

Team-based Model:

Gustavus Adolphus College Climate Science Across the Curriculum

Reciprocal Integration:

Bentley University Sustainability Science Degree

Reciprocal Integration

Linked Courses

Infusing Material Through the Curriculum:

Whittenberg University Sustainability from Curriculum to Community

Strategies for Interdisciplinary Teaching:

InTeGrate STEP Center Workshops Summary

Discussion - Cathy Manduca

Notes from the discussion:

What is working?

  • Technology has a new and increasing role in education that is new and we're evolving to meet it.
  • For the examples programs to have been successful, someone took the first step (piloting etc.) and there were surprises that were capitalized on.
    • Once there is a start it can lead to increased interest
    • Support for good ideas can emerge once there is some momentum
  • Emergent lessons learned are opportunities.
  • Place based approaches can be really valuable - For example the Carleton Arboretum
  • Organic generation of ideas (needs time and space) can lead to unexpected and valuable places/ideas.

What could work better?

  • There is difficult in communicating across disciplines and across campus.
    • Faculty are sometimes unaware of advances made in other parts of the college
    • Language barriers persist across traditional disciplinary boundaries
  • Specific goals for integrated learning (and assessment) could be more concrete and need to be stated clearly.
    • We need to make sure we are articulating the evidence we have in support of our changes in teaching practice.
  • How to get students to take a set of courses can be difficult - how do you make them sign up for a set of 7 when they have so many pressures and interests? The Bentley Model
  • P and T is challenging at the edge of disciplines.

Where do we go next?

  • Where do big ideas (models) come from? Top down? Bottom up?
  • Are there still big divides between humanities and the STEM fields?
  • Consider how the physical space on campus supports interdisciplinary interactions.
  • Consider how the library collections and support services on campus can facilitate better teaching.
  • Respond to opportunities to publish Carleton faculty experiences.

Other Relevant Resources:

June 30, 2015 Call for InTeGrate Implementation Program proposals

SERC portal for (non-Geology) information for higher education

AAC&U publication on https://www.teaglefoundation.org/Resources/Insights-from-Grantees/Faculty-Work-and-Student-Learning-in-the-21st-Cent/Peer-Review-Faculty-Leadership-for-Integrative-Li 'Faculty Leadership for Integrated Liberal Learning'

Carleton College's Interdisciplinary Science and Math Initiative (CISMI), funded by a grant from the Howard Hughes Medical Institute, is an example of the linked course approach.

Using Linked Courses in the General Education Curriculum, by Steven R. Luebke, University of Wisconsin - River Falls, discusses his experiences using linked courses and provides tips for design.

Ethanol & Sustainability Teaching: Integrating Business, Public Policy, and Science
Click to view
- Ethanol and Sustainability Thinking, a presentation by Rick Oches, Bentley University, describes a linked course approach.

Teaching What You Don't Know, by Therese Huston, addresses teaching out of your comfort zone and interdisciplinary collaboration.

In addition to the above interdisciplinary teaching strategies, consider the benefits of institutional support to create interdisciplinary programs.