Branches from the same tree: The case for integration in higher education

David Skorton ()
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David Skorton: Smithsonian Institution, Washington, DC 20560

Proceedings of the National Academy of Sciences, 2019, vol. 116, issue 6, 1865-1869

Abstract: The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006) The Einstein Reader ]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

Keywords: integration; education; STEM; humanities; arts (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (6)

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