The journal PRIMUS announces a special issue on Interdisciplinary Conversations.  Victor Piercey,  Carrie Diaz Eaton, Susan Ganter, and Stella Hofrenning will be guest editing the special issue

Description:

The undergraduate mathematics curriculum is an essential component of the education of future scientists, health professionals, engineers, computer scientists, business professionals, and social scientists, and supports the quantitative education of all students. Understanding and adapting to the evolving needs of the partner disciplines is critical to maintaining a vital and relevant mathematics curriculum. The 2013 NRC report “The Mathematical Sciences in 2025” revealed that “the educational offerings of typical departments in the mathematical sciences have not kept pace with the changes in how the mathematical sciences are used,” and a “community-wide effort is needed ... to make undergraduate courses more compelling to students and better aligned with the needs of user departments.” One national effort to improve such communication over the past decade has been the MAA’s “Curriculum Foundations Project: Voices of the Partner Disciplines.” This special issue presents successful collaborations with partner disciplines to revise mathematics courses or programs. Papers should identity the research basis for curricular change such as on-campus conversations, the Curriculum Foundations Project, or other professional reports or guidelines. Papers illustrating successful models for collaboration or interdisciplinary courses/programs developed from these partnerships are also welcome. Projects renewing mathematics courses in the first two years of the undergraduate curriculum are especially encouraged.

 

Manuscript submissions may include one or more of the main themes of the ICPD Group (modified with respect to the PRIMUS readership):

(1) theoretical and/or conceptual frameworks for integrating partner disciplines and mathematics courses;

(2) history and epistemology as tools for an interdisciplinary approach in the teaching and learning of mathematics and the sciences;

(3) results of actual classroom experiments in the implementation of collaboration in teaching of mathematics, both from the cognitive and affective points of view, at the undergraduate level;

(4) results from teaching interdisciplinary mathematics courses for mathematics, partner discipline majors;

(5) ways of integrating original sources in the undergraduate classroom, and their educational effects, preferably with conclusions based on classroom experiments;

(6) design and/or assessment of teaching and learning materials interdisciplinary mathematics;

(7) the exploration of possible analogies and parallelism between the development of fundamental ideas in partner disciplines and students’ cognitive development of mathematical ideas;

Submission Deadline: May 31, 2016. Visit www.tandfonline.com/UPRI to submit your manuscript.

We also extend a call for referees for this special issue, especially those who have some experience with or significant interest in Interdisciplinary Partnerships to Improve the Mathematics Curriculum.

For more information, please contact the Special Issue Guest Editors:  Victor Piercey (VictorPiercey@ferris.edu), Carrie Diaz Eaton (ceaton@unity.edu),  Susan Ganter (sganter@vt.edu , and Stella Hofrenning (hofrenni@augsburg.edu

1. cfp
2. conversations
3. interdisciplinary
4. primus