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Palgrave Macmillan

Technology, Theory, and Practice in Interdisciplinary STEM Programs

Connecting STEM and Non-STEM Approaches

  • Book
  • © 2016

Overview

Editors:
  1. Reneta D Lansiquot

    1. City University of New York, New York City College of Technology, Brooklyn, USA

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  • Investigates interdisciplinary programs in higher education in relation to emerging technologies

  • Addresses the needs of students who are entering the 21st century workforce

  • Presents the work of diverse scholars who explore topics such as interdisciplinary online collaborative learning, design methodologies, the designing of technology-enhanced active learning environments, and STEM literacy

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Introduction: Designing and Implementing Interdisciplinary Programs

    • Reneta D. Lansiquot
    Pages 1-7

  3. Emerging Technologies and Potential Paradigmatic Shifts in the Community of Inquiry Framework

    • Melissa Layne, Phil Ice
    Pages 9-30

  4. Designing Technology-Enhanced Active Learning Environments for the Undergraduate Geoscience Classroom

    • Priya Sharma, Kevin P. Furlong
    Pages 31-52

  5. Educating Students for STEM Literacy: GlobalEd 2

    • Kimberly A. Lawless, Scott W. Brown, Mark A. Boyer
    Pages 53-82

  6. “Out of Order!” Exposure, Experience, E-Learning, and Evaluation: An Interdisciplinary Studies Approach @ Service Learning

    • Elaine Correa
    Pages 83-106

  7. Promoting an Interdisciplinary Campus Culture

    • Costanza Eggers-Piérola, Bonne August, Cinda P. Scott, Pamela Brown, Reneta D. Lansiquot
    Pages 107-124

  8. Back Matter

    Pages 125-126
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Keywords

About this book

This book highlights models for promoting interdisciplinary thinking and an appreciation for interdisciplinary understanding among students in STEM-related fields. Students majoring in science, technology, engineering, and mathematics often perceive that courses in their major are not related to the general education liberal arts courses required for their degrees.  This separation prevents the transfer of skills between their general education courses and their degree pursuits. The false dichotomy is particularly important because solving the daunting challenges of the twenty-first century—such as drug-resistant bacteria, scarcity of natural resources, and climate change—requires global citizens armed with robust, complex abilities who can integrate interdisciplinary concepts with bold technologies. Contributors to this book explore ways in which this dichotomy can be overcome.

Editors and Affiliations

  • City University of New York, New York City College of Technology, Brooklyn, USA

    Reneta D Lansiquot

About the editor

Reneta D. Lansiquot is Associate Professor of English and Program Director of the Bachelor of Science in Professional and Technical Writing at New York City College of Technology of the City University of New York, USA.  She has published widely on interdisciplinary studies and educational technology.







Bibliographic Information

  • Book Title: Technology, Theory, and Practice in Interdisciplinary STEM Programs

  • Book Subtitle: Connecting STEM and Non-STEM Approaches

  • Editors: Reneta D Lansiquot

  • DOI: https://doi.org/10.1057/978-1-137-56739-0

  • Publisher: Palgrave Macmillan New York

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Hardcover ISBN: 978-1-137-56738-3Published: 26 August 2016

  • eBook ISBN: 978-1-137-56739-0Published: 26 August 2016

  • Edition Number: 1

  • Number of Pages: XIV, 126

  • Topics: Science Education, Technology and Digital Education, Educational Technology

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