The integration of the humanities and arts with sciences, engineering, and medicine in higher education : branches from the same tree
著者
書誌事項
The integration of the humanities and arts with sciences, engineering, and medicine in higher education : branches from the same tree
(Consensus study report)
The National Academies Press, c2018
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"Committee on Integrating Higher Education in the Arts, Humanities, Sciences, Engineering, and Medicine, Board on Higher Education and Workforce, Policy and Global Affairs"
"A consensus study report of The National Academies of Sciences, Engineering, Medicine"
内容説明・目次
内容説明
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.
Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time.
The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education 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.
Table of Contents
Front Matter
Summary
1 Challenges and Opportunities for Integrating Established
Disciplines in Higher Education
2 Higher Education and the Demands of the Twenty-First Century
3 What Is Integration?
4 The Challenges of Assessing the Impact of Integration in Higher
Education on Students
5 Understanding and Overcoming the Barriers to Integration in
Higher Education
6 The Effects of Integration on Students at the Undergraduate Level
7 Integration in Graduate and Medical Education
8 Findings and Recommendations
Epilogue
References
Appendix I: Committee and Staff Biographies
Appendix II: Statement of Task
Appendix III: Meeting Agendas
Gallery of Illuminating and Inspirational Integrative Practices in
Higher Education
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