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How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond.

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Title: How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond.
Authors: Bettencourt, Genia M. (AUTHOR), Wells, Ryan S. (AUTHOR), Auerbach, Scott M. (AUTHOR), Fermann, Justin T. (AUTHOR), Kimball, Ezekiel (AUTHOR)
Source: Journal of Higher Education. 2023, Vol. 94 Issue 2, p174-199. 26p. 3 Charts.
Subjects: Undergraduates, Grounded theory, Social problems, Higher education, Public institutions
Abstract: Higher education has increasingly been called upon to develop interdisciplinary programs — particularly in STEM fields — that prepare students to address multi-faceted, real world problems. While the tensions between disciplinary cultures and interdisciplinary programs have been previously studied, relatively little is known about the experiences of students in interdisciplinary programs. In this grounded theory study, we interviewed 45 STEM students and alumnx from an interdisciplinary program at a public research institution to examine how individuals understand and integrate interdisciplinary perspectives into their academic pathways. Our findings demonstrate that participants moved through stages of interdisciplinarity regarding choice, navigation, and integration. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2023, Vol. 94 Issue 2, p174-199. 26p. 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+institutions%22">Public institutions</searchLink>
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  Data: Higher education has increasingly been called upon to develop interdisciplinary programs — particularly in STEM fields — that prepare students to address multi-faceted, real world problems. While the tensions between disciplinary cultures and interdisciplinary programs have been previously studied, relatively little is known about the experiences of students in interdisciplinary programs. In this grounded theory study, we interviewed 45 STEM students and alumnx from an interdisciplinary program at a public research institution to examine how individuals understand and integrate interdisciplinary perspectives into their academic pathways. Our findings demonstrate that participants moved through stages of interdisciplinarity regarding choice, navigation, and integration. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2022.2131964
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              Text: 2023
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