This article considers the relationship between research and pedagogy in Isis from the perspective of undergraduate teaching. Isis does not think of itself primarily as an organ for supporting education in the history of science, yet contributions to Isis are found across undergraduate syllabi, classrooms, and curricula. This essay makes a start at documenting and exploring some of the ways in which Isis is already being used in undergraduate educational contexts and suggests several ways in whi…
Read moreThis article considers the relationship between research and pedagogy in Isis from the perspective of undergraduate teaching. Isis does not think of itself primarily as an organ for supporting education in the history of science, yet contributions to Isis are found across undergraduate syllabi, classrooms, and curricula. This essay makes a start at documenting and exploring some of the ways in which Isis is already being used in undergraduate educational contexts and suggests several ways in which Isis might further support the goal of welcoming new learners in our field. Drawing on the authors’ experience co-teaching an introductory history of science lecture course and on the results of an informal survey of instructors of similar courses at other US institutions, we aim to engage conversations about the past, present, and future of the journal as it relates to the educational mission of our field.
