The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree. Consensus Study Report

Sonst. Personen	Skorton, David (Hrsg.); Bear, Ashley (Hrsg.)
Institution	National Academies, National Academy of Sciences; National Academies, National Academy of Engineering; National Academies, National Academy of Medicine
Titel	The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree. Consensus Study Report
Quelle	(2018), (282 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3094-7061-2
DOI	10.17226/24988
Schlagwörter	Interdisciplinary Approach; STEM Education; Humanities; Art Education; Educational History; College Graduates; Competence; Employment Qualifications; Medicine; Curriculum; Barriers; Evidence Based Practice; Undergraduate Students; Alumni; Surveys; Massachusetts + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Geisteswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; History of education; Bildungsgeschichte; Hochschulabsolvent; Hochschulabsolventin; Kompetenz; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Medizin; Curricula; Lehrplan; Rahmenplan; Survey; Umfrage; Befragung; Master-Studiengang
Abstract	In the United States, broad study in an array of different disciplines--arts, humanities, science, mathematics, engineering--as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. The report examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs. [Contributors include the Policy and Global Affairs, Board on Higher Education and Workforce and Committee on Integrating Higher Education in the Arts, Humanities, Sciences, Engineering, and Medicine. Additional support was provided by the National Academy of Sciences Scientists and Engineers for the Future Fund.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01