Overcoming institutional barriers to a true interdisciplinary curriculum at ÍÃ×ÓÏÈÉú´«Ã½ÎÄ»¯×÷Æ· (Powell, Melbourne, Cech et al.)
The authors center their arguments in STEM education reform, arguing for better support for faculty who occasionally team teach by giving them full teaching credit and (2) support for graduate students by incorporating flexible ‘breadth’ course requirements into STEM graduate curriculum.
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