Deconstructing the Walls between Sciences and Humanities.

Autor/inn/en	Hoffman, Lorrie L.; Gillette, David; Lindbeck, A. Graeme; Morton, Bill
Titel	Deconstructing the Walls between Sciences and Humanities.
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Calculus; Curriculum Design; Educational Strategies; English Curriculum; Experimental Teaching; Faculty Development; Higher Education; Humanities; Integrated Curriculum; Interdisciplinary Approach; Learning; Learning Strategies; Mathematics Instruction; Science Curriculum; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Biologie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lehrplangestaltung; Lehrstrategie; Experimentalunterricht; Experimentelle Pädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Humanwissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes the Learning IN Communities (LINC) integrated curriculum project implemented at the University of Central Florida. The report reviews two programs initiated in the fall of 1998, a Biology-English-Statistics class and a Calculus-English-Humanities class. The paper discusses the rationale for attempting this alternate teaching methodology, the approach to instruction, characteristics of the student body, classroom specifics, and the expected and realized benefits and shortcomings of the classes. The program achieved the goals of enhancing teaching and research experiences for the participating faculty and improving student learning. Prior experience across the nation as reported in journal articles indicated that other programs have had the same outcomes. Sections of the report provide an introduction; background information; discussion of anticipated benefits; development, delivery, and documentation of the project; cohort activity examples; and a discussion of outcomes and realized and unrealized benefits of the project. Appended are questions relating to one of the cited articles and a current lifestyle IQ test. (Contains 15 references.) (JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC