INTEGSCI 100 — EXPLORING BIOLOGY
A first-year course focused on the core concepts in biology (evolution; transformation of energy and matter; information exchange and storage; structure and function; systems biology), professions in biology, and the foundational skills and knowledge needed for successful academic and post-graduate careers in biology.
INTEGSCI 110 — BIOHOUSE SEMINAR: BIOLOGY FOR THE 21ST CENTURY
Focused on developing skills in cooperative learning with peers and visiting scientists; integrating information across disciplines; communicating science; careers in biology; and, illustrating how biology can help solve society's pressing issues.
INTEGSCI 140 — EXPLORING SERVICE IN SCIENCE
Introduces first-year science students to the world of public service from the perspective of both the university and its community partners, using classroom activities and direct experiences. Service opportunities include science outreach, sustainability, and public health. Upon completion of the course, students will be prepared to access the network of service providers in the region to pursue more in-depth volunteer or community-based learning opportunities. Involves approximately 1 hour per week of public service.
INTEGSCI 150 — EXPLORING RESEARCH IN SCIENCE
Exploring Research in Science is an opportunity for first-year, second-year and transfer students to gain an understanding of the science research landscape at UW-Madison, to explore ways that scientists from different disciplines approach research, and to build skills in thinking like a scientist. The course will provide guidance on finding a research mentor and will expose students to science careers.
INTEGSCI 230 — EXPLORING DISCIPLINE-BASED LEADERSHIP & MENTORING
Students will build practical peer leadership and mentoring skills, while evaluating and reflecting on personal experiences among a group of peers who challenge and learn from each other as they explore leadership. Class activities are designed to develop critical thinking around student development issues and provide strategies for integrating discussions of diversity, ethics, social justice, community, and civic responsibility into leadership experiences.
INTEGSCI 260 — ENTERING RESEARCH PART 1
Seminar course for sophomore or transfer students to begin independent research in science, technology, engineering or mathematics. Taken concurrently with 1-3 research credits with faculty member. Supports independent research experience.
INTEGSCI 261 — ENTERING RESEARCH PART 2
Seminar course for sophomore or transfer students continuing independent research in science, technology, engineering or mathematics. Taken concurrently with 1-3 research credits with faculty member. Supports independent research experience.
INTEGSCI 299 — INDEPENDENT STUDY
Provides academic credit for research, library, and/or laboratory work under direct guidance of a faculty or instructional academic staff member. Students are responsible for arranging the work and credits with the supervising instructor.
INTEGSCI 320 — INTERNSHIP
Provides academic credit for skill development in authentic contexts in science education including service, peer mentoring, and leadership. See class notes for additional information.
INTEGSCI 375 — SPECIAL TOPICS IN INTEGRATED SCIENCE
This course examines various special topics in science or science education. See class notes for additional information.
INTEGSCI 605 — SCIENTIFIC TEACHING FOR TAS
The goal of this course is to arm Teaching Assistants with survival skills in scientific teaching through theory, practice, and learning community. We will work together to learn the core themes of scientific teaching (active learning, assessment, and diversity) and apply them, in real time, to the courses in which the TAs are concurrently teaching. This course is open to graduate students only.
INTEGSCI 650 — COLLEGE SCIENCE TEACHING
Covers the fundamentals of learning theory and practical strategies for teaching science courses, while also developing community around this shared experience. The cohort will work together to learn the core themes of scientific teaching (active learning, assessment, and diversity) in theory so that they can make informed decisions about their teaching in the future. This course is required for Teaching Fellows Program participants.
INTEGSCI 660 — RESEARCH MENTOR TRAINING PRACTICUM
Practicum course for graduate, post-doctoral or senior undergraduate students to be taken concurrently while mentoring an undergraduate engaged in an independent research experience.
INTEGSCI 675 — SPECIAL TOPICS
This course examines various special topics in science or science education. See Class Notes for additional information.
INTEGSCI 699 — INDEPENDENT STUDY
Provides academic credit for advanced research, library, and/or laboratory work under direct guidance of a faculty member. Students are responsible for arranging the work and credits with the supervising faculty member.
INTEGSCI 750 — INSTRUCTIONAL MATERIALS DESIGN FOR COLLEGE SCIENCE TEACHING
Designed to provide a practical application of pedagogical knowledge through the development of instructional materials for use in a university science education context. The process will be based around cohorts of participants working together to identify learning objectives, and create evidence-based assessments and learning experiences to target those objectives. This course is required for Scientific Teaching Fellows Program participants.
INTEGSCI 850 — MENTORED PRACTICUM IN COLLEGE SCIENCE TEACHING
Continues the development of graduate student's skills in teaching and learning college science courses by providing a mentored, independent teaching experience. Participants will have the opportunity to see how theories of learning and teaching play out in real instructional settings by implementing instructional activities and then evaluating the outcomes of those activities on the basis of student artifacts. A particular emphasis will be placed on participants creating an inclusive learning environment for teaching diverse student populations. The course also provides participants with frameworks for teaching and managing their own courses, should they pursue academic positions after graduate school. This course is required for Scientific Teaching Fellows Program participants.