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

• Published in: Journal of chemical education Vol. 98; no. 4; pp. 1124 - 1145
• Main Authors: Hardy, John G, Sdepanian, Stephanie, Stowell, Alison F, Aljohani, Amal D, Allen, Michael J, Anwar, Ayaz, Barton, Dik, Baum, John V, Bird, David, Blaney, Adam, Brewster, Liz, Cheneler, David, Efremova, Olga, Entwistle, Michael, Esfahani, Reza N, Firlak, Melike, Foito, Alex, Forciniti, Leandro, Geissler, Sydney A, Guo, Feng, Hathout, Rania M, Jiang, Richard, Kevin, Punarja, Leese, David, Low, Wan Li, Mayes, Sarah, Mozafari, Masoud, Murphy, Samuel T, Nguyen, Hieu, Ntola, Chifundo N. M, Okafo, George, Partington, Adam, Prescott, Thomas A. K, Price, Stephen P, Soliman, Sherif, Sutar, Papri, Townsend, David, Trotter, Patrick, Wright, Karen L
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 13.04.2021; Division of Chemical Education, Inc; American Chemical Society
• Subjects: Chemistry; Collaboration; College students; Creativity; Curricula; Curriculum Design; Curriculum development; Education; Educational Administration; Employment; Higher Education; Human-computer interaction; Inclusion; Industry; Instructional Materials; Interdisciplinary Approach; Knowledge bases (artificial intelligence); Leadership; Learning; Learning Activities; Medicine; Organic Chemistry; Science Instruction; STEM Education; Teaching; Teaching Methods; Thinking Skills; First-Year Undergraduate/General; History/Philosophy; Upper-Division Undergraduate; Applications of Chemistry; Laboratory Instruction; Learning Theories; Second-Year Undergraduate; Interdisciplinary/Multidisciplinary; Curriculum; Problem Solving/Decision Making
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.0c01363

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.