1. Interdisciplinary Teaching In and Beyond Geoscience – Thinking Outside of the Box Jennifer Anderson Winona State University Preparing for an Academic Career July 2013

2. Interdisciplinary What does this mean? How are you/your research interdisciplinary? Institute for Computational Earth System Science http://www.icess.ucsb.edu/

3. How about outside of the Geosciences? What are some examples? How might you/your interests stretch beyond the Geosciences?

4. What is the benefit? “As a discipline, geoscience often struggles to find a place at the scientific table.” o Manduca & Kastens (2012) Geoscience & Geoscientists: Uniquely Equipped to Study Earth. GSA Special Paper 486, p.1-12.

5. What is the benefit? Many problems we currently face are geoscience- related and very interdisciplinary. The more people exposed to Geoscience, the better!

6. What is the benefit? Make Geoscience invaluable; sneak it in everywhere. o Departmental self-preservation. Science Lab Center, Winona State University

7. Within Geoscience We are very used to thinking between the sub-disciplines of Geoscience. o Emphasize sub-disciplines within classes. o Interdisciplinary research projects with students. o Co-teach, if possible. o Don’t assume the students pick up on this; show them! Anorthosite inclusions within the Duluth Complex; Two Harbors, MN © JLB Anderson

8. Within the Sciences Again, fairly obvious. o Physics, Chemistry, Biology o Mathematics o Computer Science o Engineering Science1.nasa.gov Terasaki, et al. (2011) EPSL v 304, p. 559-564.

9. Outside of STEM Liberal Arts o Visual & Performance Art o Politics, Economics, Sociology o Literature, History o Recreation & Tourism Business Medical Professions ??? Physics field trip to an off-the-grid farm © Nathan Moore http://science.house.gov

10. A scientist and a dancer walk into a classroom…?

11. Our Motivation… The world and people are interdisciplinary Break down artificial barriers for our students and for ourselves Explore science through movement

12. An interdisciplinary and collaborative approach to the concept of Time through the fields of Dance and Geoscience Time in Motion

13. Kinesthetic Learning Cherilynn Morrow, Space Science Institute

14. Pendulum Clocks How is your body like a pendulum?

15. In the Field And in the Lab

16. Student Response “I feel more relaxed about learning scientific concepts. Dance… helped me understand in a way I might not have been able to otherwise…”

17. With K-12 Students and the General Public Outreach in the Schools “In-Reach” at the Univ. Public Events Cub/Girl Scouts Retirees

18. With Pre-Service Teachers Whether you know it or not, they are in your classes. o General Education, Intro-level, Upper-level Point out the connections between sciences, other disciplines, and education. Investigative Science III: Earth & Life Science Interdisciplinary Earth, Space, and Life Science for Elementary Education Majors

19. Challenges Time & Support Team-Teaching? Department Culture Majors vs. Non-Majors Student Resistance “I didn’t see a connection [between science and dance]…”

20. Should I do this? Incredibly rewarding Lots of fun Affects a broader audience I’m constantly learning from others Be comfortable. Have fun with this! Show / tell / demonstrate connections in our world to students of all ages.