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

• John G. Hardy ^[1] ; Stephanie Sdepanian ^[10] ; Alison F. Stowell ^[1] ; Amal D. Aljohani ^[1] ; Michael J. Allen ^[2] ; Ayaz Anwar ^[3] ; Dik Barton ^[11] ; John V. Baum ^[1] ; David Bird ^[4] ; Adam Blaney ^[1] ; Liz Brewster ^[1] ; David Cheneler ^[1] ; Olga Efremova ^[12] ; Michael Entwistle ^[1] ; Reza N. Esfahani ^[13] ; Melike Firlak ^[1] ; Alex Foito ^[5] ; Leandro Forciniti ^[14] ; Sydney A. Geissler ; Feng Guo ^[15] ; Rania M. Hathout ^[6] ; Richard Jiang ^[1] ; Punarja Kevin ^[1] ; David Leese ^[16] ; Wan Li Low ^[7] ; Sarah Mayes ^[17] ; Masoud Mozafari ^[8] ; Samuel T. Murphy ^[1] ; Hieu Nguyen ^[18] ; Chifundo N. M. Ntola ^[9] ; George Okafo ^[19] ; Adam Partington ^[20] ; Thomas A. K. Prescott ^[21] ; Stephen P. Price ^[22] ; Sherif Soliman ^[15] ; Papri Sutar ^[1] ; David Townsend ^[1] ; Patrick Trotter ^[23] ; Karen L. Wright ^[1]
  1. [1] Lancaster University

     Lancaster University

     Lancaster, Reino Unido

     
  2. [2] Plymouth Marine Laboratory

     Plymouth Marine Laboratory

     Reino Unido

     
  3. [3] Sunway University

     Sunway University

     Malasia

     
  4. [4] Centre for Process Innovation

     Centre for Process Innovation

     Wilton, Reino Unido

     
  5. [5] James Hutton Institute

     James Hutton Institute

     Reino Unido

     
  6. [6] Ain Shams University

     Ain Shams University

     Egipto

     
  7. [7] University of Wolverhampton

     University of Wolverhampton

     GB.ENG.Q3.41UF, Reino Unido

     
  8. [8] University of Toronto

     University of Toronto

     Canadá

     
  9. [9] University of Trieste

     University of Trieste

     Trieste, Italia

     
  10. [10] Royal Society of Chemistry, United Kingdom
  11. [11] ArmaTrex Ltd., United Kingdom
  12. [12] NeuDrive Ltd., United Kingdom
  13. [13] The Manufacturing Technology Centre, United Kingdom
  14. [14] Becton Dickinson, United States
  15. [15] Matregenix, United States
  16. [16] Concept Life Sciences, United Kingdom
  17. [17] Alafair Biosciences Inc., United States
  18. [18] New Orleans Bioinnovations Center, United States
  19. [19] George Okafo Pharma Consulting Ltd., United Kingdom
  20. [20] NGPod Global, United Kingdom
  21. [21] Royal Botanic Gardens, United Kingdom
  22. [22] Biotech Services Ltd., United Kingdom
  23. [23] Medilink North of England, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 4, 2021, págs. 1124-1145
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.