The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education Branches from the Same Tree (2018) / Chapter Skim
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This study examined an important trend in higher education: efforts to return to -- or in some cases to preserve -- a more integrative model of higher education that proponents argue will better prepare students for work, life, and citizenship. This integrative model intentionally seeks to bridge the 1
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In the spirit of integration, we also examined diverse forms of evidence, including personal testimony from faculty, administrators, students, and employers on the value of an integrative approach to education; essays and thought pieces that make logical arguments for integration based on observations and evidence about common practices in higher education today; and formal and informal evaluations of courses and programs carried out by institutions. Despite the many challenges of assessing the impact of integrative educational approaches on students, the available research does permit several broad conclusions to be made: • Aggregate evidence indicates that some approaches that integrate the humanities and arts with STEM have been associated with positive learning outcomes.
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. Shared learning outcomes included writing and oral communication skills, critical thinking and analytical reasoning skills, ethical reasoning skills, and "integration of
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SUPPORT FOR INTEGRATIVE APPROACHES An emerging body of evidence suggests that integration of the arts, humanities, and STEMM fields in higher education is associated with positive learning outcomes that may help students enter the workforce, live enriched lives, and become active and informed members of a modern democracy. While the current evidence base limits our ability to draw causal links between integrative curricula in higher education and student learning and career outcomes, we believe it is important to acknowledge how difficult it is to carry out causal studies on educational interventions and how rarely any curriculum in higher education is evaluated.
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New designs for general education should consider incorporating interdisciplinary, multidisciplinary, and transdisciplinary integration, emphasizing applied and engaged learning and connections between general education and specialized learning throughout the undergraduate years and across the arts, humanities, and STEMM disciplines. Institutions interested in supporting integrative curricular models should set aside resources for the hiring, research, teaching activities, and professional development of faculty who are capable of teaching integrative courses or programs.
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In either case, efforts to identify the appropriate expertise and support necessary to conduct such research should be a priority. Institutions should perform a cultural audit of courses, programs, and spaces on campus where integration is already taking place, partnering with student affairs professionals to evaluate programs and initiatives intended to integrate learning between the class and nonclassroom environment, and working with teaching and learning centers to develop curricula for faculty charged with teaching for or within an integrative experience.
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Therefore, we recommend the following: Further research should focus on how integrative educational models can promote the representation of women and underrepresented minorities in specific areas of STEMM fields, the arts, and the humanities, and all research efforts should account for whether the benefits of an integrative approach are realized equitably. REMOVING THE BARRIERS TO INTEGRATIVE APPROACHES Certain internal and external pressures are placed on universities that are likely to drive disciplinary segregation and serve as barriers to integration.
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Academic thought leaders working to facilitate integrative curricular models should initiate conversations with the key accrediting organizations for STEMM, the arts, and higher education to ensure that the disciplinary structures and mandates imposed by the accreditation process do not thwart efforts to move toward more integrative program offerings. Professional development of current and future faculty is needed to promote integrated learning, given the additional complexity of pedagogy in integrated courses and programs, and research on effective pedagogical practices for integrated learning should be expanded.
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