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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

    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 Journal/Magazine › Journal article › peer-review

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Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. / Hardy, John; Sdepanian, Stephanie; Stowell, Alison et al.
In: Journal of Chemical Education, Vol. 98, No. 4, 04.03.2021, p. 1124–1145.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hardy, J, Sdepanian, S, Stowell, A, Aljohani, A, Allen, M, Anwar, A, Barton, D, Baum, J, Bird, D, Blaney, A, Brewster, L, Cheneler, D, Efremova, O, Entwistle, M, Esfahani, R, Firlak, M, Foito, A, Forciniti, L, Geissler, S, Guo, F, Hathout, R, Jiang, R, Kevin, P, Leese, D, Low, WL, Mayes, S, Mozafari, M, Murphy, S, Nguyen, H, Ntola, C, Okafo, G, Partington, A, Prescott, T, Price, S, Soliman, S, Sutar, P, Townsend, D, Trotter, P & Wright, K 2021, 'Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education', Journal of Chemical Education, vol. 98, no. 4, pp. 1124–1145. https://doi.org/10.1021/acs.jchemed.0c01363

APA

Hardy, J., Sdepanian, S., Stowell, A., Aljohani, A., Allen, M., Anwar, A., Barton, D., Baum, J., Bird, D., Blaney, A., Brewster, L., Cheneler, D., Efremova, O., Entwistle, M., Esfahani, R., Firlak, M., Foito, A., Forciniti, L., Geissler, S., ... Wright, K. (2021). Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. Journal of Chemical Education, 98(4), 1124–1145. https://doi.org/10.1021/acs.jchemed.0c01363

Vancouver

Hardy J, Sdepanian S, Stowell A, Aljohani A, Allen M, Anwar A et al. Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. Journal of Chemical Education. 2021 Mar 4;98(4):1124–1145. Epub 2021 Mar 4. doi: 10.1021/acs.jchemed.0c01363

Author

Hardy, John ; Sdepanian, Stephanie ; Stowell, Alison et al. / Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. In: Journal of Chemical Education. 2021 ; Vol. 98, No. 4. pp. 1124–1145.

Bibtex

@article{ff9204e464064169b671981628aeca41,
title = "Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education",
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.",
keywords = "Education, Higher Education, Multidisciplinary, Interdisciplinary, disciplinarity, Transdisciplinary",
author = "John Hardy and Stephanie Sdepanian and Alison Stowell and Amal Aljohani and Michael Allen and Ayaz Anwar and Dik Barton and John Baum and David Bird and Adam Blaney and Liz Brewster and David Cheneler and Olga Efremova and Michael Entwistle and Reza Esfahani and Melike Firlak and Alex Foito and Leandro Forciniti and Sydney Geissler and Feng Guo and Rania Hathout and Richard Jiang and Punarja Kevin and David Leese and Low, {Wan Li} and Sarah Mayes and Masoud Mozafari and Samuel Murphy and Hieu Nguyen and Chifundo Ntola and George Okafo and Adam Partington and Thomas Prescott and Stephen Price and Sherif Soliman and Papri Sutar and David Townsend and Patrick Trotter and Karen Wright",
note = "This document is the Accepted Manuscript version of a Published Work that appeared in final form in Journal of Chmeical Education, copyright {\textcopyright} 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",
year = "2021",
month = mar,
day = "4",
doi = "10.1021/acs.jchemed.0c01363",
language = "English",
volume = "98",
pages = "1124–1145",
journal = "Journal of Chemical Education",
issn = "0021-9584",
publisher = "American Chemical Society",
number = "4",

}

RIS

TY - JOUR

T1 - Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

AU - Hardy, John

AU - Sdepanian, Stephanie

AU - Stowell, Alison

AU - Aljohani, Amal

AU - Allen, Michael

AU - Anwar, Ayaz

AU - Barton, Dik

AU - Baum, John

AU - Bird, David

AU - Blaney, Adam

AU - Brewster, Liz

AU - Cheneler, David

AU - Efremova, Olga

AU - Entwistle, Michael

AU - Esfahani, Reza

AU - Firlak, Melike

AU - Foito, Alex

AU - Forciniti, Leandro

AU - Geissler, Sydney

AU - Guo, Feng

AU - Hathout, Rania

AU - Jiang, Richard

AU - Kevin, Punarja

AU - Leese, David

AU - Low, Wan Li

AU - Mayes, Sarah

AU - Mozafari, Masoud

AU - Murphy, Samuel

AU - Nguyen, Hieu

AU - Ntola, Chifundo

AU - Okafo, George

AU - Partington, Adam

AU - Prescott, Thomas

AU - Price, Stephen

AU - Soliman, Sherif

AU - Sutar, Papri

AU - Townsend, David

AU - Trotter, Patrick

AU - Wright, Karen

N1 - 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

PY - 2021/3/4

Y1 - 2021/3/4

N2 - 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.

AB - 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.

KW - Education

KW - Higher Education

KW - Multidisciplinary

KW - Interdisciplinary

KW - disciplinarity

KW - Transdisciplinary

U2 - 10.1021/acs.jchemed.0c01363

DO - 10.1021/acs.jchemed.0c01363

M3 - Journal article

VL - 98

SP - 1124

EP - 1145

JO - Journal of Chemical Education

JF - Journal of Chemical Education

SN - 0021-9584

IS - 4

ER -