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.

"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"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

• Foreword: The Scholarship of Integrative Teaching and LearningMary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st CenturyTricia Ferrett2. From Student Learning to Teaching FoundationsTricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for MajorsMatt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design CourseGregory Kremer5. Integrative Learning in a Data-Rich Mathematics ClassroomMike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field CourseBettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher EducationDavid R. Geelan8. SCALE-UP in a Large Introductory Biology CourseRobert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning CommunitiesXian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of IntegrationRichard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student ContextsTricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to PracticeWhitney M. Schlegel

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.

"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"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

• Foreword: The Scholarship of Integrative Teaching and LearningMary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st CenturyTricia Ferrett2. From Student Learning to Teaching FoundationsTricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for MajorsMatt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design CourseGregory Kremer5. Integrative Learning in a Data-Rich Mathematics ClassroomMike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field CourseBettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher EducationDavid R. Geelan8. SCALE-UP in a Large Introductory Biology CourseRobert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning CommunitiesXian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of IntegrationRichard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student ContextsTricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to PracticeWhitney M. Schlegel

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.

"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"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

• Foreword: The Scholarship of Integrative Teaching and LearningMary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st CenturyTricia Ferrett2. From Student Learning to Teaching FoundationsTricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for MajorsMatt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design CourseGregory Kremer5. Integrative Learning in a Data-Rich Mathematics ClassroomMike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field CourseBettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher EducationDavid R. Geelan8. SCALE-UP in a Large Introductory Biology CourseRobert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning CommunitiesXian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of IntegrationRichard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student ContextsTricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to PracticeWhitney M. Schlegel