Trish Ferrett

Postdoctoral Researcher, Atomic & Molecular Physics, NIST, 1987-1988

Swarthmore College, Visiting Asst. Prof. of Chemistry, 1988-1989

American University, Visiting Asst. Prof. of Chemistry, 1989-1990

Founding Director in 2004, Carleton Interdisciplinary Science & Math Initiative (CISMI), now Carleton Integrated Math & Science

Director, Carleton’s 5th and 6th grants from the Howard Hughes Medical Institute, 2004-2009

Carnegie Foundation for the Advancement of Teaching.  Carnegie Scholar 2004-2005. Visiting Scholar 2008.

American Physical Society (APS)

American Geophysical Union (AGU)

Project Kaleidoscope, Faculty 21, Class of 1994

I did laboratory research with Carleton undergraduates in chemical physics from 1990-2000. When my field shifted in a new direction and I became a mother, I changed my scholarship to research on classroom learning in courses that are science-rich, interdisciplinary, and integrative. In 2004-2005, I was a Carnegie Scholar at the Carnegie Foundation for the Advancement of Teaching, where I gained experience doing the scholarship of teaching and learning. From 2008-2013, I worked with a group of faculty who were Carnegie Scholars on a book titled “Connected Science: Strategies for Integrative Learning in College”, published in July 2013 by Indiana University Press.

I have spent my whole career at and across the boundaries of traditional disciplines. Most of the time, I teach at the intersection of chemistry, math, and physics. Since the mid 1990’s, I have developed a passion for the science of complexity.  This has led me to nanochemistry, environmental studies (ENTS at Carleton), the geosciences, oceanography, and newer courses on Abrupt Climate Change (ENTS 288) and Mining & the Environment (ENTS 100).  I often work with seniors on their comprehensive senior exercise in areas related to nanoscience and materials science. I love to teach in new areas, where I am learning with my students, and we are acting like a team of researchers or detectives. I love working outside of my core disciplines and making connections between my old and new knowledge. For example, I have supervised various groups of students working on projects related to the Glen Canyon Dam, shale-gas fracking, and the Flint MI water crisis. I am currently working to develop more highly experiential pedagogy, especially in my ENTS courses.