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Drawing on online-learning expectations, it describes an interdisciplinary humanities course at Embry-Riddle that uses HTML-based, hyperlinked websites, superscripted research notes, and staged evaluation. The approach links scientific inquiry with science-fiction discourse, using hypertext, embedded media, and markup languages to help students investigate boundaries between modes of writing and evaluate student work beyond discipline-only outcomes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2013-science-and-science-fiction-methods-for-evaluating-interdisciplinary-and-intermedia-assignments/597582/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2013-science-and-science-fiction-methods-for-evaluating-interdisciplinary-and-intermedia-assignments/597582.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author argue that faculty must change course assignments and evaluation?","Question",{"text":112,"@type":113},"Faculty must devise nuanced delivery methods and revise assignments because students increasingly seek electronic tools and interdisciplinary work, including technical writing and digital design beyond traditional learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main structure of the interdisciplinary course discussed?",{"text":117,"@type":113},"The upper-level humanities course, Traversing the Borders: Science and Science Fiction, teaches interdisciplinary research by combining scientific inquiry with fantastical fiction and having students pursue event-focused primary and secondary research.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the course use HTML to support interdisciplinary learning?",{"text":121,"@type":113},"Students learn or improve HTML by developing webpages with hyperlinks or superscripted footnotes for external research, enabling them to frame rhetorical principles of technical languages and explore boundaries between discourse modes.",{"name":123,"@type":110,"acceptedAnswer":124},"What teaching materials or design components strengthen this interdisciplinary approach?",{"text":125,"@type":113},"Projects using hypertext references plus embedded images and videos (along with other web-based design components) help reveal connections between fiction, scientific ideas, and real-world communication practices.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597582,1792165337,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nWinter/Spring 2013  \nScience and Science Fiction: Methods for Evaluating Interdisciplinary and Intermedia Assignments  \nAshley Lear  \nEmbry-Riddle Aeronautical University  \nSupplementing classroom instruction with online materials and learning activities is becoming less avant-garde and more of an expectation for faculty members in higher education. The use of Blackboard, WebCT, or proprietary software, like Georgia Institute of Technology’s Sakai installation (T-Square), has become a requirement, rather than an option. Citing both Project Tomorrow’s “Speak Up 2008” report and “Visions 2020.2,” a report based on a survey sponsored by the U.S. Department of Commerce, the Department of Education, and NetDay, a nonprofit organization in California, the Chronicle of Higher Education concluded in their “The College of 2020: Students” report that the students of 2020 “are restless with the traditional forms of learning and eager to incorporate into their educations the electronic tools that have become omnipresent in their lives: their smartphones, laptop computers, iPods, and MP3 players (Van Der Werfand Sabatier 7). Faculty intent on reaching such students must devise nuanced methods of course delivery and revise course assignments to more comprehensively account for these shifting paradigms. As these alterations are made, faculty must also devise new systems of evaluating student work when it reaches beyond the discipline-specific learning outcomes to include technical writing and digital design components. In constructing an interdisciplinary course on the intersections between science and science fiction at Embry-Riddle Aeronautical  \nTHE CEA FORUM  \nWinter/Spring 2013  \nUniversity, one of my goals was to create assignments that challenged students’ technical prowess, as well as their skills with writing and critical analysis. Requiring students to learn or improve upon their HTML skills by developing webpages, rather than traditional essay assignments, allowed me to more easily convey the idea of technical languages as having their own rhetorical principles. The complexity of the projects required a staged evaluation process that ultimately challenged students to work far beyond the assignment “requirements,” as they began to truly explore the boundaries between different modes of discourse.1  \nDeveloping an Interdisciplinary Course for Studying Science Fiction  \nThe upper-level humanities course, Traversing the Borders: Science and Science Fiction, fills a type of experimental niche at Embry-Riddle by instructing students in interdisciplinary research through the overlapping fields of scientific inquiry and fantastical fiction that at times informs or draws upon the actual scientific endeavors students are pursuing. The disciplinespecific learning outcome from the university outline that is unique to this course states that students should be able to “conduct primary and secondary research focused on a single realityaltering event, gathering, analyzing, and interpreting information generated from a variety of traditional disciplines and integrative professions.” The events chosen by the students may be as varied as science fictional accounts of extra-terrestrials to scientific projects developing space elevators or eBooks. Beginning the semester with space exploration in science fiction, I find the apparent diversity of my students’ interests in their approaches to Jules Verne’s From the Earth to the Moon or Joe Haldeman’s The Forever War. To further challenge students in interdisciplinary work and thought, the course requires that they compose websites in HTML  \nTHE CEA FORUM  \nWinter/Spring 2013  \nwith hyperlinks or superscripted footnotes for outside research. These alternative writing assignments, which allow a certain freedom of direction, cover topics as varied as political satire, the physics described in a novel to support spacecraft being developed, and the societal issues faced by different character","cbCaikY09DZjgqz0","https://ap.wps.com/l/cbCaikY09DZjgqz0","pdf",391450,28,"English","# Science and Science Fiction: Methods for Evaluating Interdisciplinary and Intermedia Assignments\n## Context: Digital learning expectations and assessment needs\n## Developing an interdisciplinary course: Traversing the Borders\n## HTML-based assignments and staged evaluation\n## Hypertext design components for interdisciplinary research","[{\"question\":\"Why does the author argue that faculty must change course assignments and evaluation?\",\"answer\":\"Faculty must devise nuanced delivery methods and revise assignments because students increasingly seek electronic tools and interdisciplinary work, including technical writing and digital design beyond traditional learning outcomes.\"},{\"question\":\"What is the main structure of the interdisciplinary course discussed?\",\"answer\":\"The upper-level humanities course, Traversing the Borders: Science and Science Fiction, teaches interdisciplinary research by combining scientific inquiry with fantastical fiction and having students pursue event-focused primary and secondary research.\"},{\"question\":\"How does the course use HTML to support interdisciplinary learning?\",\"answer\":\"Students learn or improve HTML by developing webpages with hyperlinks or superscripted footnotes for external research, enabling them to frame rhetorical principles of technical languages and explore boundaries between discourse modes.\"},{\"question\":\"What teaching materials or design components strengthen this interdisciplinary approach?\",\"answer\":\"Projects using hypertext references plus embedded images and videos (along with other web-based design components) help reveal connections between fiction, scientific ideas, and real-world communication practices.\"}]","THE CEA FORUM - Winter/Spring 2013 - Science and Science Fiction: Methods for Evaluating Interdisciplinary and Intermedia Assignments | PDF",1792085286,71]