S4-2 Tue Jan 5 10:45 – 11:00 Making interdisciplinary learning continuous across education Lent, DD*; Hansen, AK; California State University, Fresno; California State University, Fresno email@example.com
More and more, we see that advances in life sciences are made because of Interdisciplinary collaborations. These collaborations are the future – they are necessary to solve the world’s most pressing problems and grand challenges. But are we preparing the next generation of scientists and the community for this future? At the K-12 level, progress is being made to make learning interdisciplinary through the implementation of the Next Generation Science Standards (NGSS). NGSS is inherently interdisciplinary, it identifies core ideas in life science, earth science, physical science, and engineering/technology. As NGSS is implemented, it will fundamentally change life sciences education at the K-12 level. At the University level, Vision and Change aims to reintegrate biology education and makes a strong argument that for students to build core competencies in biology, their education needs to be interdisciplinary. However, the biology courses offered to students for their undergraduate education are often siloed, with limited integration across disciplines. Interdisciplinary learning needs to be continuous across education, beginning in K-12 and lasting throughout university. We need to increase partnerships and collaborations throughout a student’s life sciences education as this will enhance curricular continuity and reciprocally strengthen interdisciplinary life sciences education at all levels.