Enhancing Interdisciplinary Interactions in the College of Engineering and Natural Sciences

该项目加强了科学，技术，工程和数学（STEM）学科之间的联系，以便为STEM学生和教师创造一个更具生产力的环境。跨学科生动的应用项目（ILAPs）用于帮助STEM本科生从这些联系中受益。ILAPs的概念是由美国军事科学院领导的12所学院和大学组成的联合体通过国家科学基金会资助的项目INTERMATH项目开发的。第一个目标是开发和实施用于数学课程和科学/工程课程的ILAPs。第二个目标促进STEM教师之间的互动，部分是通过直接参与ILAPs的形成和使用。第三个目标是协调STEM学科的课程，主要是开发基于网络的便携式数学模块。该项目的智力价值如下：㈠学生通过在项目网站上公布选定的小组研究结果，在一定程度上对课程拥有自主权。(ii)ILAPs的数学核心程序作为独立的数学模块在项目网站上提供，从而增加了它们的多功能性。每个Ideal都有这些课程独立的可提取数学模块的网络链接。(iii)协调STEM课程和技术/计算机软件的使用。(iv)计算机教室，科学/工程实验室和标准教室的团队教学和以学生为中心的学习强调学科的相互依赖性，并促进教师的互动。(v)一名数学教师坐在科学和工程课程，向数学教师报告他们对数学STEM学生需要什么的观察，以确保科学和工程的成功。(vi)教师座谈会提供Icons和教育反馈和STEM教师的跨学科伙伴关系的发展。贡献工程和自然科学部门从塔尔萨大学包括化学和生物化学，电气工程，地球科学，数学和计算机科学，机械工程，物理和工程物理的部门。该项目为期三年，在此期间，通过国际出版物、国家STEM协会会议和两个区域STEM协会讲习班传播信息。

This project strengthens connections among science, technology, engineering, and mathematics (STEM) disciplines in order to create a more productive environment for STEM students and faculty. Interdisciplinary Lively Application Projects (ILAPs) are used to assist STEM undergraduates in benefiting from these connections. The concept of ILAPs was developed by a consortium of 12 colleges and universities led by the United States Military Academy through a National Sciences Foundation funded project, Project INTERMATH.This project has three primary goals. The first goal develops and implements ILAPs for use in both the mathematics courses and the science/engineering courses. The second goal fosters interaction among STEM faculty, in part, by direct participation in ILAPs formation and use. The third goal coordinates curricula across the STEM disciplines, primarily with the development of web-based, portable Mathematics Modules. The intellectual merits of the project are as follows: (i) Students take a degree of ownership in their curriculum by publishing select group ILAP results at the project web site. (ii) The mathematical core programs for the ILAPs are available at the project web site as independent Mathematics Modules, thereby increasing their versatility. Each ILAP has web links to these course-independent extractable Mathematics Modules. (iii) STEM curricula and use of technology/computer software is coordinated. (iv) Team-teaching and student-centered learning in computer classrooms, science/engineering laboratories, and standard classrooms emphasize the interdependence of the disciplines and foster faculty interactions. (v) A mathematics faculty member sits in science and engineering courses, reporting to the mathematics faculty their observations with respect to what mathematics STEM students need in order to ensure success in science and engineering. (vi) Faculty colloquia providing ILAP and educational feedback and an interdisciplinary partnership of STEM faculty members are developed. The contributing engineering and natural science departments from The University of Tulsa include the Departments of Chemistry and Biochemistry, Electrical Engineering, Geosciences, Mathematical and Computer Sciences, Mechanical Engineering, and Physics and Engineering Physics. The project duration is three years, during which information is disseminated in international publications, at national STEM association meetings and at two regional STEM society workshopsThe broader impacts of the project: (i) Provide a formal assessment of the effectiveness of ILAPs in learning; (ii) Promote the use of ILAPs among similar institutions; and (iii) Encourage the coordination of STEM curricula.