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  • ed-2020-01363x-accepted

    Rights statement: This document is the Accepted Manuscript version of a Published Work that appeared in final form in Journal of Chmeical Education, copyright © American Chemical Society after peer review and technical editing by the publisher. To access the final edited and published work see https://pubs.acs.org/doi/10.1021/acs.jchemed.0c01363

    Accepted author manuscript, 503 KB, PDF document

    Embargo ends: 4/03/22

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

Research output: Contribution to journalJournal articlepeer-review

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  • Stephanie Sdepanian
  • Amal Aljohani
  • Michael Allen
  • Ayaz Anwar
  • Dik Barton
  • David Bird
  • Adam Blaney
  • Olga Efremova
  • Reza Esfahani
  • Melike Firlak
  • Alex Foito
  • Leandro Forciniti
  • Sydney Geissler
  • Feng Guo
  • Rania Hathout
  • David Leese
  • Wan Li Low
  • Sarah Mayes
  • Masoud Mozafari
  • Hieu Nguyen
  • Chifundo Ntola
  • George Okafo
  • Adam Partington
  • Thomas Prescott
  • Stephen Price
  • Sherif Soliman
  • Patrick Trotter
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<mark>Journal publication date</mark>4/03/2021
<mark>Journal</mark>Journal of Chemical Education
Issue number4
Volume98
Number of pages22
Pages (from-to)1124–1145
Publication StatusPublished
Early online date4/03/21
<mark>Original language</mark>English

Abstract

For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine (STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures inclusivity and collaboration and is pitched and balanced appropriately. It concludes with future possibilities, notably highlighting that chemistry, as a discipline, underpins industries that have multibillion dollar turnovers and employ millions of people across the world.

Bibliographic note

This document is the Accepted Manuscript version of a Published Work that appeared in final form in Journal of Chmeical Education, copyright © American Chemical Society after peer review and technical editing by the publisher. To access the final edited and published work see https://pubs.acs.org/doi/10.1021/acs.jchemed.0c01363