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To prepare students to integrate diverse perspectives, colleges nationwide offer a wide range of interdisciplinary learning experiences. Within this educational context, students often need more than exposure to multiple perspectives in order to integrate ideas across disciplines. They benefit from instruction that scaffolds their efforts to integrate ideas. Yet, even faculty may find it difficult to identify the points of integration between disciplines that are rarely put in discussion with one another. In this Quick Fix article, we suggest that annotating a common text can help faculty uncover core concepts that bridge their respective disciplines. We describe the ways in which this preparation strategy informed an undergraduate-level interdisciplinary experience with students in microbiology and history courses.

Using Disciplinary Literacy Practices to Enhance Interdisciplinary Instruction