Abstract
This chapter synthesizes best practices and lessons learned in order to facilitate the transfer of knowledge between courses, disciplines, programs, research fields, and industry. It describes strategic institutional integration that transforms approaches to recruitment, teaching, mentoring, supervision, communication, and collaboration within and across laboratories. Research and education are integrated with a focus on inquiry-based learning and developing a global workforce by expanding industry partnerships. This chapter also contributes to the dialogue on best institutional approaches focused on attracting, retaining, and preparing underrepresented students. The cross-institutional strategies, faculty development, and initiatives described provide real-life examples of what works toward these goals and what sustains and multiplies these efforts.
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Notes
- 1.
For the most current enrollment information, see http://air.citytech.cuny.edu/air/FRD.aspx
- 2.
Project Kaleidoscope, What works: Building Natural Science Communities, ed. Jeanne L. Narum (Washington, D.C.: Author, 1991); Sigma Xi. An Exploration of the Nature and Quality of Undergraduate Education in Science, Mathematics and Engineering: A Report of the National Advisory Group of Sigma Xi, the Scientific Research Society (Racine, WI: The Scientific Research Society, 1989).
- 3.
Marilyn J. Amey, Denise Brown, and Lorilee R. Sandmann, “A Multidisciplinary Collaborative Approach to a University-Community Partnership: Lessons Learned,” Journal of Higher Education Outreach and Engagement 7, no. 3 (2002): 19–26; Cinda P. Scott, Bonne August, and Costanza Eggers-Piérola, “All Hands on Deck: Using Case Studies to Support Institutional Change.” In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms, ed. Reneta D. Lansiquot, 320–348 (New York: Information Science Reference, 2013).
- 4.
Hanover Research, Project-Based Learning and Best Practices for Delivering High School STEM Education (Arlington, VA: Hanover Research, 2015).
- 5.
Aman Yadav, Megan Vinh, Gregory M. Shaver, Peter Meckl, and Stephanie Firebaugh, “Case-Based Instruction: Improving Students’ Conceptual Understanding Through Cases in a Mechanical Engineering Course,” Journal of Research in Science Teaching 51 (2014).
- 6.
Beatriz Clewell, Clemencia Cosentino de Cohen, Lisa Tsui, and Nicole Deterding, Revitalizing the Nation’s Talent Pool in STEM: Science, Technology, Engineering and Math (Washington, D.C.: The Urban Institute, 2006).
- 7.
Alma Harris, Distributed Leadership Matters (Thousand Oaks, CA: Corwin, 2013).
- 8.
Allan Bolton, “A Rose by Any Other Name,” Quality Assurance in Education 3, no. 2 (1995): 13–8.
- 9.
Harvard Graduate School of Education Askwith Forum, “A Space of Their Own? Girls, Women, and STEM” (Cambridge, MA: Harvard Graduate School of Education, 2015).
Bibliography
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Acknowledgments
The authors thank the faculty, students, and staff of City Tech who have generously contributed to our understanding of the project’s impact. We also wish to thank Dr. Russell Hotzler, President of City Tech, and our Program Directors at NSF for their support. This material is based upon work supported by the National Science Foundation under Grant No. 930242. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Eggers-Piérola, C., August, B., Scott, C.P., Brown, P., Lansiquot, R.D. (2016). Promoting an Interdisciplinary Campus Culture. In: Lansiquot, R. (eds) Technology, Theory, and Practice in Interdisciplinary STEM Programs. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56739-0_6
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