Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

@article{Hardy2021PotentialFC,
  title={Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education},
  author={John George Hardy and Stephanie Sdepanian and Alison F. Stowell and Amal Dhaifallah Aljohani and Michael J. Allen and Ayaz Anwar and Dick Barton and John V. Baum and David Bird and Adam Blaney and Liz Brewster and David Cheneler and Olga Efremova and Michael Entwistle and Reza N. Esfahani and Melike Firlak and Alexandre Foito and Leandro Forciniti and Sydney A. Geissler and Fengxi Guo and Rania M. Hathout and Richard M. Jiang and Punarja Kevin and David Joseph Leese and Wan Li Low and Sarah Mayes and Masoud Mozafari and Samuel Thomas Murphy and Hieu Nguyen and Chifundo Nyasha Michelle Ntola and George Okafo and Adam Partington and Thomas A. K. Prescott and Stephen Price and Sherif M. Soliman and Papri Sutar and David Townsend and Patrick J. Trotter and Karen L Wright},
  journal={Journal of Chemical Education},
  year={2021}
}
For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of… 
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