How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond

Autor/inn/en	Bettencourt, Genia M.; Wells, Ryan S.; Auerbach, Scott M.; Fermann, Justin T.; Kimball, Ezekiel
Titel	How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond
Quelle	In: Journal of Higher Education, 94 (2023) 2, S.174-199 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bettencourt, Genia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2022.2131964
Schlagwörter	STEM Education; Undergraduate Study; Interdisciplinary Approach; Public Colleges; Undergraduate Students; Alumni; Student Experience; Massachusetts + Suchen Sie Ihr Suchwort? STEM; Grundstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studienerfahrung; Master-Studiengang
Abstract	Higher education has increasingly been called upon to develop interdisciplinary programs -- particularly in STEM fields -- that prepare students to address multi-faceted, real world problems. While the tensions between disciplinary cultures and interdisciplinary programs have been previously studied, relatively little is known about the experiences of students in interdisciplinary programs. In this grounded theory study, we interviewed 45 STEM students and alumnx from an interdisciplinary program at a public research institution to examine how individuals understand and integrate interdisciplinary perspectives into their academic pathways. Our findings demonstrate that participants moved through stages of interdisciplinarity regarding choice, navigation, and integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01