interdisciplinary teaching - cetla...teaching innovation is through theteaching innovation is...

InterdisciplinaryInterdisciplinaryInterdisciplinary Interdisciplinary TeachingTeaching

A personal viewA personal view

George MiddendorfGeorge MiddendorfggDepartment of BiologyDepartment of BiologyHoward UniversityHoward UniversityHoward UniversityHoward University

A tip of the hat to my A tip of the hat to my i di i li hii di i li hiinterdisciplinary teaching interdisciplinary teaching partnerspartnerspartnerspartners

Muriel PostonMuriel PostonJoe McCormickJoe McCormickJoe McCormickJoe McCormickChuck VerharenChuck VerharenBruce DahlinBruce DahlinGreg JenkinsGreg JenkinsGreg JenkinsGreg JenkinsRebecca ReviereRebecca Reviere

Th k l tTh k l tThanks also toThanks also to

Barbara GriffinBarbara GriffinTeresa ReddTeresa ReddJoe ReidyJoe Reidy

BackgroundBackgroundggDefining interdisciplinaryDefining interdisciplinaryWh t’ d d f i t di i li tWh t’ d d f i t di i li tWhat’s needed for interdisciplinary to What’s needed for interdisciplinary to work?work?Why interdisciplinary?Why interdisciplinary?ExamplesExamplesExamplesExamples

S i & P bli P liS i & P bli P liScience & Public PolicyScience & Public Policy

Dr. Joseph McCormick, Dr. Joseph McCormick, P liti l S iP liti l S iPolitical SciencePolitical ScienceWorked together on a Worked together on a COAS Committee COAS Committee ~1988~1988Initial discussions Initial discussions began over lunch began over lunch gg~1990~1990S&PP first offered inS&PP first offered inS&PP first offered in S&PP first offered in Spring 1994Spring 1994

E i t l St diE i t l St diEnvironmental StudiesEnvironmental Studies

Dr. Bruce Dahlin Dr. Bruce Dahlin –– Sociology/AnthropologySociology/AnthropologySociology/AnthropologySociology/Anthropology

Dr. Joseph McCormick Dr. Joseph McCormick –– Political SciencePolitical Science

D Geo ge Middendo fD Geo ge Middendo fDr. George MiddendorfDr. George Middendorf–– BiologyBiology

Dr. Muriel PostonDr. Muriel Poston–– BiologyBiology

Dr. Charles Verharen Dr. Charles Verharen PhilosophyPhilosophy–– PhilosophyPhilosophy

Developed to fulfill ‘new’ general education, Developed to fulfill ‘new’ general education, interdisciplinary, foundational requirementinterdisciplinary, foundational requirementFirst offered ~Fall 2001First offered ~Fall 2001

FRSM100FRSM100 ENGL003ENGL003FRSM100FRSM100--ENGL003ENGL003

Pilot interdisciplinary course in Sp 2007Pilot interdisciplinary course in Sp 2007I t d ti t I t di i li R h ThI t d ti t I t di i li R h Th–– Introduction to Interdisciplinary Research: The Introduction to Interdisciplinary Research: The Katrina courseKatrina course

–– Writing for ResearchWriting for ResearchWriting for ResearchWriting for Research

Pilot expansion in Sp 2008:Pilot expansion in Sp 2008:Pilot expansion in Sp 2008:Pilot expansion in Sp 2008:–– Abolition 1807: Merchants, Morals & MythsAbolition 1807: Merchants, Morals & Myths–– China in AfricaChina in AfricaChina in AfricaChina in Africa–– Conflict, Political Violence & TerrorismConflict, Political Violence & Terrorism–– Experiencing Modern ExileExperiencing Modern Exilep gp g–– FoodFood–– Writing for ResearchWriting for Research

P l O tP l O tPersonal OutcomePersonal Outcome

Taught & learnedTaught & learnedNew perspectivesNew perspectivesNew insightsNew insightsNew insightsNew insightsBetter understandingBetter understanding–– Of conceptual ideas, issues, problems and Of conceptual ideas, issues, problems and

even my own disciplineeven my own discipliney py p

T htT htTaughtTaught

SCIENCE PUBLICPOLICY

L dL dLearnedLearned

I.I. Science with little Science with little or no publicor no publicor no public or no public policy; policy; misinformed PPmisinformed PP

II.II. Public policy with Public policy with little or no little or no science;science;

PUBLIC POLICY

SCIENCEscience; science; flawed/distorted S flawed/distorted S

III.III. Complementary Complementary

POLICYII IIII

science and public science and public policypolicy

IVIV Contentious S &Contentious S &IV.IV. Contentious S & Contentious S & PPPP

SOCIAL CONTEXTOBSERVATION

HYPOTHESIS

EXPERIMENTdata collection & analysis

INTERPRETATIONTHEORYTHEORY

PARADIGMPARADIGM

SCIENTIFIC CONTEXT

EXPERIENCE PRODUCTEXPERIENCEof participating scientists

PRODUCTAccepted, normative science

“Learned” history“Approved” experiments

PARADIGMAlternative, competing “schools”?

PROCESS•Observation•[Idea][ ]•Hypothesis•Experimentation

Data collectionData analysis

FUNDING & OTHER FACTORSLegislative branch influencesE i b h i fl

y•Interpretation•Comparison to work of others

Executive branch influencesAgencies

Scientists – peer review processPublicApplied vs. Pure Science [need?]

SCIENCE AND CONTEXTdoc/courses/s&pp/intro fig

l f il f iA Example of Perspective A Example of Perspective

Haas P B Hursh & M Moore 1983 AnHaas P B Hursh & M Moore 1983 AnHaas, P, B Hursh & M Moore. 1983. An Haas, P, B Hursh & M Moore. 1983. An interdisciplinary model to implement interdisciplinary model to implement

l d i J Hi h Ed 54 42l d i J Hi h Ed 54 42 4949general education. J Higher Ed 54: 42general education. J Higher Ed 54: 42--49.49.

A pome (apple; Malus) that has an enlarged, edible fleshy stem. The seeds are contained in the center section that we, typically, do not consume., yp y,

Another edible fruit (grape;Another edible fruit (grape; VitisVitis) which has an enlarged pericarp that) which has an enlarged pericarp thatAnother edible fruit (grape; Another edible fruit (grape; VitisVitis) which has an enlarged pericarp that ) which has an enlarged pericarp that develops from the ovary wall. Seeds may or may not be present.develops from the ovary wall. Seeds may or may not be present.

Yet another edible fruit (banana;Yet another edible fruit (banana; MusaMusa)) the cultivated form is triploidthe cultivated form is triploidYet, another edible fruit (banana; Yet, another edible fruit (banana; MusaMusa))–– the cultivated form is triploid, the cultivated form is triploid, seedless, and has an edible inner core.seedless, and has an edible inner core.

A drupe In this case an edible fruit (peach;A drupe In this case an edible fruit (peach; PrunusPrunus) in which we) in which weA drupe. In this case, an edible fruit (peach; A drupe. In this case, an edible fruit (peach; PrunusPrunus) in which we ) in which we consume the mesocarp while the hardened endocarp encloses the seed.consume the mesocarp while the hardened endocarp encloses the seed.

Fruit stall BarcelonaFruit stall BarcelonaFruit stall, BarcelonaFruit stall, Barcelonawickepediawickepedia

ld’ l f i k illd’ l f i k ilWorld’s largest fruit cocktail canWorld’s largest fruit cocktail can

Sl f dSl f dSlow foodSlow food

BackgroundBackgroundDefining interdisciplinaryDefining interdisciplinary–– Davis, JR. 1995. Interdisciplinary Courses and Team Davis, JR. 1995. Interdisciplinary Courses and Team

Teaching. Teaching. –– Klein, JT. 1991. Interdisciplinarity: History, Theory Klein, JT. 1991. Interdisciplinarity: History, Theory

ddand Practice. and Practice.

What’s needed for interdisciplinary to work?What’s needed for interdisciplinary to work?Why interdisciplinary?Why interdisciplinary?ExamplesExamplesExamplesExamples

D fi i i t di i liD fi i i t di i liDefining interdisciplinaryDefining interdisciplinary

DisciplinaryDisciplinary–– Focus on a discrete subject with its characteristic regimenFocus on a discrete subject with its characteristic regimenFocus on a discrete subject with its characteristic regimen Focus on a discrete subject with its characteristic regimen

of investigation and analysisof investigation and analysisMulti/cross/transMulti/cross/trans--disciplinarydisciplinary–– Disciplines working side by side in an additive mannerDisciplines working side by side in an additive manner–– Efforts to view one discipline from the perspective of Efforts to view one discipline from the perspective of

anotheranother–– Issues that go beyond the domain of a single disciplineIssues that go beyond the domain of a single discipline

InterdisciplinaryInterdisciplinaryh b f l d d lh b f l d d l–– Activity that occurs between, often unrelated, disciplines Activity that occurs between, often unrelated, disciplines

that results in productive synthesisthat results in productive synthesis

Will we know it when we see it?Will we know it when we see it?

D fi i i t di i liD fi i i t di i liDefining interdisciplinaryDefining interdisciplinary

DisciplinaryDisciplinary

MultiMulti disciplinarydisciplinaryMultiMulti--disciplinarydisciplinary

InterdisciplinaryInterdisciplinaryp yp y

BackgroundBackgroundDefining interdisciplinaryDefining interdisciplinaryWhat’s needed for interdisciplinary to work?What’s needed for interdisciplinary to work?p yp yWhy interdisciplinary?Why interdisciplinary?ExamplesExamplesExamplesExamples

I t di i li iI t di i li iInterdisciplinary requires:Interdisciplinary requires:

Consideration of multiple perspectives Consideration of multiple perspectives and approachesand approaches–– Scientific method in the Natural SciencesScientific method in the Natural SciencesScientific method in the Natural SciencesScientific method in the Natural Sciences–– Deconstruction in the Humanities Deconstruction in the Humanities

I t ti f t i lI t ti f t i lIntegration of materialIntegration of material–– Often from widely different fieldsOften from widely different fields

Team teachingTeam teachingTeam teachingTeam teaching

S i t idS i t idSome issues to considerSome issues to consider

IdeaIdeaTeamTeam--teaching teaching SubjectSubjectSubjectSubjectLearning outcomesLearning outcomesS &S &Scope & sequenceScope & sequenceBreadth & depthBreadth & depthppOrganizationOrganizationTeaching strategiesTeaching strategiesTeaching strategiesTeaching strategies

IdIdIdeaIdea

Genesis may be individual, but often Genesis may be individual, but often arises through dialoguearises through dialogue

Team develops and implementsTeam develops and implements

And a bit on teams since can be aAnd a bit on teams since can be aAnd, a bit on teams since can be a And, a bit on teams since can be a major, initial concernmajor, initial concern

TT t hit hiTeamTeam--teachingteaching

Useful traits of team members:Useful traits of team members:–– Open to diverse ways of thinkingOpen to diverse ways of thinking–– Wary of absolutesWary of absolutes–– Able to admit not knowingAble to admit not knowing–– FlexibleFlexible–– RiskRisk--takingtaking–– SelfSelf--reflectivereflectiveSelfSelf reflectivereflective–– Comfortable with ambiguity Comfortable with ambiguity


Join togetherJoin together–– Usually for a single course, butUsually for a single course, but–– Could be for a “cluster” of coursesCould be for a “cluster” of coursesCould be for a cluster of coursesCould be for a cluster of courses

Interactions in space & timeInteractions in space & time–– Serial v ParallelSerial v ParallelSerial v Parallel Serial v Parallel

segmented, coordinated, etc.segmented, coordinated, etc.

–– Discussions in class or notDiscussions in class or not–– Discussions in class, or notDiscussions in class, or not


Work together in developmentWork together in development

Integrate perspectivesIntegrate perspectivesIntegrate perspectivesIntegrate perspectives

Common syllabusCommon syllabus


Remember that teams evolve through stages:Remember that teams evolve through stages:–– FormingFormingFormingForming–– StormingStorming–– NormingNorming–– Performing Performing

While it helps to pick faculty with whom you have While it helps to pick faculty with whom you have already worked (skip some of the stages) you mustalready worked (skip some of the stages) you mustalready worked (skip some of the stages), you must already worked (skip some of the stages), you must alsoalsoBe patient, recognize differing skills and points of viewBe patient, recognize differing skills and points of viewp , g g pp , g g pAnd… realize that when a team changes constitution, And… realize that when a team changes constitution, you may have to go through the process again!you may have to go through the process again!

S bj tS bj tSubject Subject Expect difficulty & confusion Expect difficulty & confusion –– Inventing a “new” subjectInventing a “new” subject

Normal focus on a topic (problem, issue, or Normal focus on a topic (problem, issue, or theme)theme)Initial disciplinary exploration Initial disciplinary exploration →→ problemsproblems–– Discipline boundDiscipline bound–– Different points of view (power struggles)Different points of view (power struggles)–– Varying assumptions & limitationsVarying assumptions & limitations

Keep in mind that dealing with these issues is Keep in mind that dealing with these issues is part of the reason for the course part of the reason for the course →→ show show t d tt d tstudentsstudents

L i tL i tLearning outcomesLearning outcomes

What do you want the students to take What do you want the students to take with them?with them?–– Recognize different perspectivesRecognize different perspectivesRecognize different perspectivesRecognize different perspectives–– Synthesize Synthesize

Think criticallyThink critically–– Think criticallyThink critically–– Tackle meaningful issuesTackle meaningful issues–– Not constrained by disciplinary boundariesNot constrained by disciplinary boundaries

L i tL i tLearning outcomesLearning outcomes

Recommend using Bloom’s Recommend using Bloom’s TaxonomyTaxonomy(1956) t t bli h ifi l i(1956) t t bli h ifi l i(1956) to establish specific learning (1956) to establish specific learning outcomes:outcomes:–– Knowledge Knowledge –– Comprehension Comprehension –– Application Application –– AnalysisAnalysisAnalysis Analysis –– Synthesis Synthesis –– EvaluationEvaluationEvaluation Evaluation

S &S &Scope & sequenceScope & sequence

Scope Scope →→ What are the boundaries for What are the boundaries for the course material?the course material?–– Develop through dialogueDevelop through dialogueDevelop through dialogueDevelop through dialogue

Sequence Sequence →→ In what order will the In what order will the material be presented?material be presented?material be presented?material be presented?–– Chronological may not be appropriateChronological may not be appropriate–– Is there an inner logic?Is there an inner logic?

B dth & d thB dth & d thBreadth & depthBreadth & depth

Debates often ensue about “inch deepDebates often ensue about “inch deep--mile mile wide” coveragewide” coveragewide coveragewide coverage–– Recognize impossibility of covering each of the Recognize impossibility of covering each of the

disciplinary areasdisciplinary areasdisciplinary areasdisciplinary areasSomething will have to be left out!Something will have to be left out!Can depth be obtained elsewise?Can depth be obtained elsewise?Can depth be obtained elsewise?Can depth be obtained elsewise?–– Reports, exams, projects, visits?Reports, exams, projects, visits?

Think re 100% of 10% v 10% of 100%Think re 100% of 10% v 10% of 100%

O i tiO i tiOrganization Organization Who will teach?Who will teach?When & where will it be offered?When & where will it be offered?When & where will it be offered?When & where will it be offered?Credits?Credits?Assigned v recommended texts?Assigned v recommended texts?Assigned v recommended texts?Assigned v recommended texts?TAs? TAs? FTE assigned to department, or not?FTE assigned to department, or not?

Some of these issues will be dealSome of these issues will be deal--breakers.breakers.Unfortunately!Unfortunately!–– Unfortunately!Unfortunately!

T hi t t iT hi t t iTeaching strategiesTeaching strategiesLots of choices. Expect differences among Lots of choices. Expect differences among team members.team members.–– Training & coachingTraining & coaching–– Lecturing & explainingLecturing & explainingg p gg p g–– Inquiry & discoveryInquiry & discovery–– Groups & teamsGroups & teamspp–– Experience & reflectionExperience & reflection

Combinations are often possible useful andCombinations are often possible useful andCombinations are often possible, useful, and Combinations are often possible, useful, and excitingexcitingStretch your own boundaries Learn somethingStretch your own boundaries Learn somethingStretch your own boundaries. Learn something Stretch your own boundaries. Learn something new!new!

BackgroundBackgroundDefining interdisciplinaryDefining interdisciplinaryWhat’s needed for interdisciplinary toWhat’s needed for interdisciplinary toWhat s needed for interdisciplinary to What s needed for interdisciplinary to work?work?Why interdisciplinary?Why interdisciplinary?ExamplesExamplesExamplesExamples

SFA ISFA ISFA I SFA I (1996)(1996)

One way of stimulating research inquiry and One way of stimulating research inquiry and teaching innovation is through theteaching innovation is through theteaching innovation is through the teaching innovation is through the establishment of high quality interdisciplinary establishment of high quality interdisciplinary academic programs These interdisciplinaryacademic programs These interdisciplinaryacademic programs. These interdisciplinary academic programs. These interdisciplinary programs could facilitate collaborative programs could facilitate collaborative research, enhance collaborative core units, research, enhance collaborative core units, , ,, ,promote faculty participation from various promote faculty participation from various departments, encourage joint appointments, departments, encourage joint appointments, and establish training of students by an and establish training of students by an interdisciplinary faculty…interdisciplinary faculty…

SFA IISFA IISFA II SFA II (2001)(2001)

Urged the University to: Urged the University to: –– promote new interdisciplinary programspromote new interdisciplinary programs–– encourage all Howard students to conduct encourage all Howard students to conduct

researchresearchFurther noted that as the University Further noted that as the University yymoves forward in the new millennium, moves forward in the new millennium, more interdisciplinary work at both the more interdisciplinary work at both the p yp yundergraduate and graduate levels is undergraduate and graduate levels is neededneeded

Curricular approaches toCurricular approaches toCurricular approaches to Curricular approaches to organizing knowledgeorganizing knowledge

DisciplineDiscipline--basedbasedCompetencyCompetency--basedbased–– SkillsSkills--based, professionallybased, professionally--orientedoriented

Great BooksGreat Books–– Accumulated wisdom, St. John’s CollegeAccumulated wisdom, St. John’s CollegeAccumulated wisdom, St. John s CollegeAccumulated wisdom, St. John s College

StudentStudent--centeredcentered–– Students choose Evergreen CollegeStudents choose Evergreen College–– Students choose, Evergreen CollegeStudents choose, Evergreen College

ProblemProblem--centeredcenteredE l t i UC S t CE l t i UC S t C–– Explore contemporary issues, UC Santa CruzExplore contemporary issues, UC Santa Cruz

Wh i t di i li ?Wh i t di i li ?Why interdisciplinary?Why interdisciplinary?

Disciplinary constraintsDisciplinary constraints–– More and more about less and lessMore and more about less and less–– More and more about less and less.More and more about less and less.

Disciplines are isolated from one anotherDisciplines are isolated from one another–– By jargon, assumptions, perspectivesBy jargon, assumptions, perspectivesBy jargon, assumptions, perspectivesBy jargon, assumptions, perspectives

Disciplines tend to absolutizeDisciplines tend to absolutize–– When you have only a hammer, it becomes the tool When you have only a hammer, it becomes the tool y y ,y y ,

by which everything gets fixedby which everything gets fixedDisciplinary perspective downplays broader, Disciplinary perspective downplays broader, complex and holistic issuescomplex and holistic issuescomplex and holistic issuescomplex and holistic issues–– Too reductive to be effectiveToo reductive to be effective

Disciplines trivializeDisciplines trivializeDisciplines trivializeDisciplines trivialize–– They lose sight of both the big and the little pictureThey lose sight of both the big and the little picture

Wh i t di i li ?Wh i t di i li ?Why interdisciplinary?Why interdisciplinary?

New perspectivesNew perspectivesNew insightsNew insightsBetter understandingBetter understandingggEducation is no longer about transmitting Education is no longer about transmitting information but about enabling students toinformation but about enabling students toinformation, but about enabling students to information, but about enabling students to use the plethora of information in meaningful use the plethora of information in meaningful and effective waysand effective waysand effective waysand effective ways

And ultimately to better prepare our studentsAnd ultimately to better prepare our studentsAnd ultimately, to better prepare our studentsAnd ultimately, to better prepare our students

BackgroundBackground–– Pre (preparation and prePre (preparation and pre--interdisciplinary)interdisciplinary)–– ResearchResearch–– TeachingTeaching

What is interdisciplinary?What is interdisciplinary?What’s needed for interdisciplinary to work?What’s needed for interdisciplinary to work?Why interdisciplinary?Why interdisciplinary?Why interdisciplinary?Why interdisciplinary?ExamplesExamples

S i & P bli P liS i & P bli P liScience & Public PolicyScience & Public Policy

With Dr. Joseph With Dr. Joseph McCormick PoliticalMcCormick PoliticalMcCormick, Political McCormick, Political ScienceScienceWorked together on aWorked together on aWorked together on a Worked together on a COAS Committee COAS Committee ~1988~198819881988Initial discussions Initial discussions began over lunchbegan over lunchbegan over lunch began over lunch ~1990~1990S&PP first offered inS&PP first offered inS&PP first offered in S&PP first offered in Spring 1994Spring 1994

IIIssues Issues

How to teachHow to teach–– Serial v parallelSerial v parallelSerial v parallelSerial v parallel–– Interactions: class, students, etc.Interactions: class, students, etc.

Learning a new language and methodologyLearning a new language and methodologyg g g gyg g g gy–– Natural v Social ScienceNatural v Social Science

Adapting to one anotherAdapting to one another–– Style differences Style differences

OffOff--the cuff v deliberative stylethe cuff v deliberative style–– Syllabus formatSyllabus formatSyllabus formatSyllabus format

How to list How to list –– BIOL204BIOL204 andand POLS139POLS139BIOL204 BIOL204 andand POLS139POLS139

E i t l St diE i t l St diEnvironmental StudiesEnvironmental Studies

Dr. Bruce Dahlin Dr. Bruce Dahlin –– Sociology/AnthropologySociology/Anthropology

Dr. Joseph McCormick Dr. Joseph McCormick –– Political SciencePolitical Science

Dr. George MiddendorfDr. George Middendorfgg–– BiologyBiology

Dr. Muriel PostonDr. Muriel Poston–– BiologyBiology

Dr. Charles Verharen Dr. Charles Verharen –– PhilosophyPhilosophy

Developed to fulfill ‘new’ Developed to fulfill ‘new’ ppinterdisciplinary foundational interdisciplinary foundational requirementrequirementFirst offered ~Fall 2001First offered ~Fall 2001

IIIssues Issues

How to teachHow to teach–– Serial v parallel (not 2, but 4!)Serial v parallel (not 2, but 4!)p ( , )p ( , )–– Interactions: class, students, etc.Interactions: class, students, etc.

Learning new languageLearning new languagess and methodologand methodologiesies–– Natural v Social Science v HumanitiesNatural v Social Science v Humanities

Adapting to one anotherAdapting to one anotherSt l diffSt l diff–– Style differencesStyle differences

–– Syllabus formatSyllabus formatHow to listHow to listHow to list How to list –– Jointly v independently in each departmentJointly v independently in each department–– Independently (subject to review re major credit Independently (subject to review re major credit d p d y ( ubj o ajo dd p d y ( ubj o ajo d

BIOL802)BIOL802)

Introduction toIntroduction toIntroduction to Introduction to Interdisciplinary ResearchInterdisciplinary Research

The Katrina courseThe Katrina course--FRSM100FRSM100FRSM100 FRSM100 –– Dr. Gregory JenkinsDr. Gregory Jenkins

PhysicsPhysics

–– Dr. George MiddendorfDr. George MiddendorfBi lBi lBiologyBiology

Writing for ResearchWriting for Research--ENGL003ENGL003ENGL003ENGL003–– Dr. Marlena BremsethDr. Marlena Bremseth–– Dr. TP MahadevanDr. TP Mahadevan–– Dr. Pat NooneDr. Pat Noone

IIIssues Issues

How to teachHow to teach–– Serial v parallelSerial v parallelSerial v parallelSerial v parallel–– InterInter-- v multiv multi--disciplinarydisciplinary–– Interactions: class, students, etc.Interactions: class, students, etc., ,, ,

Learning a new language and methodologyLearning a new language and methodology–– Natural v Natural Science Natural v Natural Science

Adapting to one anotherAdapting to one another–– Style differencesStyle differencesStyle differencesStyle differences

Invited speakers Invited speakers –– 16!16!–– Syllabus formatSyllabus format

How to list How to list –– FRSM100 linked with ENGL003 sectionsFRSM100 linked with ENGL003 sections

Background to the courseBackground to the courseBackground to the courseBackground to the course

Katrina impacts New Orleans Katrina impacts New Orleans -- August 29th August 29th 2005200520052005HU faculty begin discussing a symposium in HU faculty begin discussing a symposium in response to Hurricane Katrinaresponse to Hurricane Katrinaresponse to Hurricane Katrina.response to Hurricane Katrina.~400 students at Howard University ~400 students at Howard University impacted (directly or indirectly) by Katrinaimpacted (directly or indirectly) by Katrinaimpacted (directly or indirectly) by Katrina impacted (directly or indirectly) by Katrina October 19th 2005 October 19th 2005 -- Katrina Katrina Multidisciplinary Symposium on HU campusMultidisciplinary Symposium on HU campusMultidisciplinary Symposium on HU campusMultidisciplinary Symposium on HU campus–– NCEP/NASA and other participantsNCEP/NASA and other participants

Spring 2006Spring 2006 -- 1st Alternative Spring Break1st Alternative Spring BreakSpring 2006 Spring 2006 1st Alternative Spring Break1st Alternative Spring Break

B k dB k dBackgroundBackground

Summer/fall 2006 Summer/fall 2006 –– Katrina course designed Katrina course designed –– Funded as pilot course by Mellon FoundationFunded as pilot course by Mellon FoundationFunded as pilot course by Mellon FoundationFunded as pilot course by Mellon Foundation

Spring 2007 Spring 2007 –– Katrina course taughtKatrina course taught

FRSM 100FRSM 100 -- Introduction toIntroduction toFRSM 100 FRSM 100 Introduction to Introduction to Interdisciplinary ResearchInterdisciplinary Research

Looking for students who were interested in Looking for students who were interested in hhresearchresearch

Looking for students who were interested in Looking for students who were interested in understanding the events around Katrinaunderstanding the events around Katrina2nd semester Freshmen taking English 003 2nd semester Freshmen taking English 003 g gg g(writing for Research)(writing for Research)6 credit course (FRSM 100 and ENG 003)6 credit course (FRSM 100 and ENG 003)6 credit course (FRSM 100 and ENG 003)6 credit course (FRSM 100 and ENG 003)Held class size to 40Held class size to 40--50 students50 students

COURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTION

Undergraduate, freshmanUndergraduate, freshman--level course level course D i d t i t d t t d t d tD i d t i t d t t d t d tDesigned to equip students to understand not Designed to equip students to understand not only how research works, but the context in only how research works, but the context in which it is produced and usedwhich it is produced and usedwhich it is produced and used which it is produced and used Adopting a variety of interdisciplinary Adopting a variety of interdisciplinary approachesapproachesapproachesapproachesInstructors will work with the students to Instructors will work with the students to examine the process and methodology ofexamine the process and methodology ofexamine the process and methodology of examine the process and methodology of research, including methods used in the research, including methods used in the design analysis and interpretation ofdesign analysis and interpretation ofdesign, analysis and interpretation of design, analysis and interpretation of experimentsexperiments

COURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTIONCOURSE DESCRIPTION

Hurricane KatrinaHurricane Katrina was the focus of this was the focus of this course course Examined a variety of aspects, including:Examined a variety of aspects, including:–– How and why Katrina had such an impactHow and why Katrina had such an impact–– Environmental, legal, economic, sociological, and Environmental, legal, economic, sociological, and

demographic processes associated with decisiondemographic processes associated with decision--making before, during, and after August 2005making before, during, and after August 2005

G l f FRSM 100G l f FRSM 100Goals of FRSM 100Goals of FRSM 100

Th ill id t iti f t d tTh ill id t iti f t d tThe course will provide opportunities for students The course will provide opportunities for students to fulfill three goals:to fulfill three goals:

11 i i t di i li f thi kii i t di i li f thi ki1. 1. engage in interdisciplinary ways of thinking engage in interdisciplinary ways of thinking about researchabout research

22 become selfbecome self--directed lifedirected life--long learnerslong learners2. 2. become selfbecome self directed lifedirected life long learnerslong learners3. 3. conduct, write about, and present researchconduct, write about, and present research

Required readingRequired readingq gq g

Dyson, ME. 2006. Come Hell or High Water: Dyson, ME. 2006. Come Hell or High Water: Hurricane Katrina and the Color of DisasterHurricane Katrina and the Color of DisasterHurricane Katrina and the Color of Disaster. Hurricane Katrina and the Color of Disaster. Basic Books. Basic Books.

G A 2006 A I i t T th ThG A 2006 A I i t T th ThGore, A. 2006. An Inconvenient Truth: The Gore, A. 2006. An Inconvenient Truth: The Planetary Emergency of Global Warming and Planetary Emergency of Global Warming and Wh t W C D Ab t It R d l PWh t W C D Ab t It R d l PWhat We Can Do About It. Rodale Press. What We Can Do About It. Rodale Press.

Tidwell, M. 2004. Bayou Farewell: The Rich Life Tidwell, M. 2004. Bayou Farewell: The Rich Life and Tragic Death of Louisiana's Cajun Coast. and Tragic Death of Louisiana's Cajun Coast. Vintage. Vintage.

Cl F tCl F tClass Format Class Format

Two 80 minute classes per weekTwo 80 minute classes per week

One lecture per weekOne lecture per weekOne lecture per weekOne lecture per week

One lecture devoted to research activities One lecture devoted to research activities Blogs literature search group activitiesBlogs literature search group activities–– Blogs, literature search, group activitiesBlogs, literature search, group activities

S k d t iS k d t iSpeakers and topics Speakers and topics

1.1. Lecture:Lecture: Geomorphology of the Mississippi Geomorphology of the Mississippi River drainage and the flora & fauna ofRiver drainage and the flora & fauna ofRiver drainage and the flora & fauna of River drainage and the flora & fauna of Southern Louisiana (HU Southern Louisiana (HU -- Biology) Biology)

22 Lecture:Lecture: Ethics and decisionEthics and decision making (HUmaking (HU2.2. Lecture:Lecture: Ethics and decisionEthics and decision--making (HU making (HU --Engineering)Engineering)

33 Lecture:Lecture: How History Made HurricaneHow History Made Hurricane3.3. Lecture:Lecture: How History Made Hurricane How History Made Hurricane Katrina ( HU Katrina ( HU -- History)History)

44 Lecture:Lecture: The physics of hurricane formationThe physics of hurricane formation4.4. Lecture:Lecture: The physics of hurricane formation, The physics of hurricane formation, movement and damage (HU movement and damage (HU -- Physics)Physics)

S k d t iS k d t iSpeakers and topicsSpeakers and topics

6. 6. Lecture:Lecture: Economic Questions Regarding Economic Questions Regarding Recovery and Renovation After HurricaneRecovery and Renovation After HurricaneRecovery and Renovation After Hurricane Recovery and Renovation After Hurricane Katrina (HU Katrina (HU -- Economics)Economics)

77 Lecture:Lecture: Vulnerability to disaster usingVulnerability to disaster using7. 7. Lecture:Lecture: Vulnerability to disaster using Vulnerability to disaster using economic, social, physical data and GIS (HU economic, social, physical data and GIS (HU --Economics)Economics)Economics)Economics)

8. 8. Lecture:Lecture: Interdisciplinary approach used in Interdisciplinary approach used in AfroAfro--American Studies (HUAmerican Studies (HU -- AAAA--Studies)Studies)AfroAfro American Studies (HU American Studies (HU AAAA Studies)Studies)

9. 9. Lecture:Lecture: The use of the media in developing The use of the media in developing projects (HUprojects (HU -- Fine Arts)Fine Arts)projects (HU projects (HU Fine Arts)Fine Arts)


10. 10. Lecture:Lecture: Psychological Consequences of the Psychological Consequences of the H i K t i E i (HUH i K t i E i (HU S h l fS h l fHurricane Katrina Experience (HU Hurricane Katrina Experience (HU -- School of School of Social Work)Social Work)

11.11. Lecture:Lecture: Katrina as a stressor: Thinking and Katrina as a stressor: Thinking and writing about the human cost (HU writing about the human cost (HU --Psychology)Psychology)

12.12. Lecture:Lecture: The politics of Hurricane Katrina The politics of Hurricane Katrina pp(HU (HU -- Political Science)Political Science)


13.13.Lecture:Lecture: Public Health in New Orleans (V. Public Health in New Orleans (V. F kli MD MPH Di t Cli i l S iF kli MD MPH Di t Cli i l S iFranklin, MD, MPH Director Clinical Services Franklin, MD, MPH Director Clinical Services and Employee Health City of New Orleans and Employee Health City of New Orleans H lth D t t)H lth D t t)Health Department)Health Department)

14. 14. Lecture:Lecture: The Katrina event: a view from a The Katrina event: a view from a FEMA employee/consultantFEMA employee/consultant

St d t j tSt d t j tStudent projects Student projects

The “Eyes” of Katrina: How the media The “Eyes” of Katrina: How the media portrayal of Hurricane Katrina affected FEMAportrayal of Hurricane Katrina affected FEMAportrayal of Hurricane Katrina affected FEMA portrayal of Hurricane Katrina affected FEMA and Congress’s responseand Congress’s responseThe emotional and psychological effects onThe emotional and psychological effects onThe emotional and psychological effects on The emotional and psychological effects on adolescent youth due to Hurricane Katrina adolescent youth due to Hurricane Katrina (student from NOLA)(student from NOLA)(student from NOLA)(student from NOLA)Rebuilding Louisiana’s Coastline.Rebuilding Louisiana’s Coastline.The Building of the Levees: A Question ofThe Building of the Levees: A Question ofThe Building of the Levees: A Question of The Building of the Levees: A Question of Unethical EngineeringUnethical Engineering

St d t j tSt d t j tStudent projectsStudent projects

New Orleans: Race, Riches and RiskNew Orleans: Race, Riches and RiskThe “New” New Orleans examining the role of The “New” New Orleans examining the role of disaster capitalism in New Orleans rebuilding disaster capitalism in New Orleans rebuilding effortseffortsGlobal warming and its effects on coastal citiesGlobal warming and its effects on coastal citiesggOne year later: HipOne year later: Hip--hop’s response to hop’s response to Hurricane KatrinasHurricane KatrinasHurricane KatrinasHurricane Katrinas

St d t j tSt d t j tStudent projectsStudent projects

Hurricane Katrina: A comparison of the Hurricane Katrina: A comparison of the political social and economic state of Newpolitical social and economic state of Newpolitical, social and economic state of New political, social and economic state of New OrleansOrleansThe rise of Crime: Post Hurricane KatrinaThe rise of Crime: Post Hurricane KatrinaThe rise of Crime: Post Hurricane Katrina The rise of Crime: Post Hurricane Katrina How race affects New Orleans TodayHow race affects New Orleans TodayM di (t K t i ) d th P bliM di (t K t i ) d th P bliMedia response (to Katrina) and the PublicMedia response (to Katrina) and the Public

S i 2008S i 2008Spring 2008Spring 2008

Introduction toIntroduction toIntroduction to Introduction to Interdisciplinary ResearchInterdisciplinary Research

FOOD FOOD –– Dr. George MiddendorfDr. George Middendorf

BiologyBiology

D R b R iD R b R i–– Dr. Rebecca ReviereDr. Rebecca ReviereSociology Sociology

W iti f R hW iti f R hWriting for ResearchWriting for Research--ENGL003ENGL003–– Dr. Nicole TaylorDr. Nicole Taylor

G l f FRSM 100G l f FRSM 100Goals of FRSM 100Goals of FRSM 100

Th ill id t iti f t d tTh ill id t iti f t d tThe course will provide opportunities for students The course will provide opportunities for students to fulfill three goals:to fulfill three goals:

11 i i t di i li f thi kii i t di i li f thi ki1. 1. engage in interdisciplinary ways of thinking engage in interdisciplinary ways of thinking about researchabout research

22 become selfbecome self--directed lifedirected life--long learnerslong learners2. 2. become selfbecome self directed lifedirected life long learnerslong learners3. 3. conduct, write about, and present researchconduct, write about, and present research

T tT tText Text

Pollan, Michael. 2006. Pollan, Michael. 2006. The Omnivore’s The Omnivore’s DilemmaDilemma Penguin PressPenguin PressDilemmaDilemma. Penguin Press.. Penguin Press.

F f dF f dFocus on foodFocus on food

Biological aspectsBiological aspectsTaste, digestion, conversion, etc.Taste, digestion, conversion, etc.

Historical & geographical asopectsHistorical & geographical asopectsHistorical & geographical asopectsHistorical & geographical asopectsHealth aspectsHealth aspectsSociological aspectsSociological aspectsEnvironmental aspectsEnvironmental aspectsEnvironmental aspects Environmental aspects

Production, consumption, etc.Production, consumption, etc.

interdisciplinary teaching - cetla...teaching innovation is through theteaching innovation is...

Documents