To help undergraduates make connections among disciplines so they are able to approach, evaluate, and contribute to the solutions of important global problems, our campus has been focused on interdisciplinary research and education opportunities across the science, technology, engineering, and mathematics (STEM) disciplines. This paper describes the mobilization, planning, and implementation of a first-year interdisciplinary course for STEM majors that integrates key concepts found in traditional first-semester biology, chemistry, computer science, mathematics, and physics courses. This team-taught course, Integrated Quantitative Science (IQS), is half of a first-year student’s schedule in both semesters and is composed of a double lecture and a weekly lab and workshop. Features of this first-year course, including themes and concepts covered each semester, some of the materials developed, lessons learned, challenges, and preliminary measures of success are described.
Copyright © 2012 National Science Teachers Association. This article first appeared in Journal of College Science Teaching 41, no. 5 (May/June 2012): 44-50.
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Gentiles, Lisa, Lester Caudill, Mirela Fetea, April Hill, Kathy Hoke, Barry Lawson, Ovidiu Lipan, Michael Kerckhove, Carol Parish, Krista Stenger, and Doug Szajda. "Challenging Disciplinary Boundaries in the First Year: A New Introductory Integrated Science Course for STEM Majors." Journal of College Science Teaching 41, no. 5 (May/June 2012): 44-50.