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100   $a20160826d2016      u|             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTechnology, Theory, and Practice in Interdisciplinary STEM Programs$b[electronic resource] $eConnecting STEM and Non-STEM Approaches /$fedited by Reneta D Lansiquot
205   $a1st ed. 2016.
210  1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2016.
215   $a1 online resource (139 p.)
225 1 $aPalgrave Pivot
300   $aDescription based upon print version of record.
311   $a1-137-56738-4 
320   $aIncludes bibliographical references at the end of each chapters and index.
327   $a1. Emerging Technologies and Potential Paradigmatic Shifts in the Community of Inquiry Framework Melissa Layne and Phil Ice -- 2. Designing Technology-Enhanced Active Learning Environments for the Undergraduate Geoscience Classroom Priya Sharma and Kevin P. Furlong -- 3. Educating Students for STEM Literacy: GlobalEd 2 Kimberly A. Lawless, Scott W. Brown, and Mark A. Boyer -- 4. ?Out of Order!? Exposure, Experience, E-Learning, and Evaluation: An Interdisciplinary Studies Approach @ Service Learning Elaine Correa -- 5. Promoting an Interdisciplinary Campus Culture Costanza Eggers-Piérola, Bonne August, Cinda P. Scott, Pamela Brown, and Reneta D. Lansiquot. .
330   $aThis book highlights models for promoting interdisciplinary thinking and an appreciation for interdisciplinary understanding among students in STEM-related fields. Students majoring in science, technology, engineering, and mathematics often perceive that courses in their major are not related to the general education liberal arts courses required for their degrees. This separation prevents the transfer of skills between their general education courses and their degree pursuits. The false dichotomy is particularly important because solving the daunting challenges of the twenty-first century?such as drug-resistant bacteria, scarcity of natural resources, and climate change?requires global citizens armed with robust, complex abilities who can integrate interdisciplinary concepts with bold technologies. Contributors to this book explore ways in which this dichotomy can be overcome. Reneta D. Lansiquot is Associate Professor of English and Program Director of the Bachelor of Science in Professional and Technical Writing at New York City College of Technology of the City University of New York, USA. She has published widely on interdisciplinary studies and educational technology.
410  0$aPalgrave pivot.
606   $aScience education
606   $aEducational technology
606   $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000
606   $aTechnology and Digital Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O47000
606   $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000
615  0$aScience education.
615  0$aEducational technology.
615 14$aScience Education.
615 24$aTechnology and Digital Education.
615 24$aEducational Technology.
676   $a378.173
702   $aLansiquot$b Reneta D$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910255158503321
996   $aTechnology, Theory, and Practice in Interdisciplinary STEM Programs$92496991
997   $aUNINA