An “Interdisciplinary Teaching and Research Action Committee” facilitates communication and collaboration among all Science, Technology, Engineering and Mathematics disciplines. Meetings address issues related to three thematic foci: a) Integrating research and teaching– Efforts focus on incorporating more original research as well as inquiry-based, investigative experiences and modules into the curriculum; b) Teaching Science, Technology, Engineering and Mathematics in context– Efforts focus on conveying the excitement, appeal, and significance of each discipline to each other (e.g., biology to the physical and mathematical sciences, and vice versa); and c) Developing interdisciplinary modules, courses, and/or curricula– Efforts focus on rendering disciplinary boundaries more transparent. By overlapping subject material and finding unifying themes among courses, students better appreciate the contributions and relevance of each Science, Technology, Engineering and Mathematics discipline.
Committee meetings and discussions are based on readings from the pedagogical and primary literature, attendance at educational conferences, and Committee field trips/visits to other institutions that have successfully implemented interdisciplinary curricular initiatives. The goals for this Committee are to a) become a clearinghouse of models of “What Works” in interdisciplinary undergraduate science education, b) discuss and synthesize those best-practice models in the context of the Truman and community college environments, and c) facilitate effective dissemination and discussion of curricular models and issues by organizing focused retreats for the entire STEM community.
To encourage focused dialogue, a retreat is organized annually as part of The Next STEP. Retreats are convened at an off-campus location and led by an external Facilitator. Each retreat has a theme, such as using problem-based models to both unify curricula and infuse inquiry. The Interdisciplinary Committee presents examples of successful models from other institutions and perceptions of the potential challenges and opportunities for adapting and implementing such models. This generates discussion, brainstorming, and ideas for curricular development that disciplines, teams, and individuals further flesh-out during the upcoming semester (groups leave with a defined ‘agenda for action’).