This study investigated the interaction of disciplinary and interdisciplinary learning in a team-taught, first-year, interdisciplinary sustainability course. We surveyed (pre/post) both STEM (science, technology, engineering, and mathematics) and non-STEM majors, assessing attitudes and content knowledge.
Details
Type Journal ArticlePub Date 1/1/2018Stock # jcst18_047_03_57Volume 047Issue 03