Why would an English professor enroll in an upper-level biology class? This article describes an experiment in interdisciplinarity: an English professor takes a class titled Scientific Imaging in order to enhance her teaching of nature writing. The author outlines thirteen specific lessons imparted by her experience as a student in a class devoted to photographing elements of the natural world and creating images suitable for scientific presentation, and then she explains how she adapted the principles from Scientific Imaging for use in a creative nonfiction class focusing on nature writing. The article concludes with a discussion of the results of this interdisciplinary experiment and suggestions for promoting interdisciplinary learning as a mode of faculty development.

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