A Model for Integration of Content, Concepts, and Context within Separate Courses: Making Explicit the Connections among Discipline.

ABSTRACT We developed, piloted, and evaluated a successful model for integrating other disciplinary perspectives while learning a specific discipline. Faculty who taught first-year biology and mathematics courses produced examples of how these disciplines complement each other. These faculty presented students with the connecting threads that integrate mathematics and biology within their own courses. Intervention group students (those exposed to the integration) were block scheduled in biology and mathematics sections taught by participating faculty to evaluate the outcomes. Compared to the control group students, who had not been exposed to integration, the intervention group students perceived that they understood the application and relatedness of mathematics and biology, and they appreciated this integration in their courses. Similar integrations could be achieved elsewhere using the model we present. *The curriculum development and evaluation reported within this manuscript were partially supported ...