The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree, United States, 2018 (ICPSR 37258)

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This study examined an important trend in higher education: efforts to return to--or in some cases to preserve--a more integrative model of higher education that proponents argue will better prepare students for work, life, and citizenship. A diverse array of colleges and universities now offer students integrative courses and programs, and many faculty are enthusiastic advocates for this educational approach. The National Academies of Sciences, Engineering, and Medicine sought to answer the question: what is the impact of these curricular approaches on students? They formed a 22-member committee to examine the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students.

The ad hoc committee overseen by the Board on Higher Education and Workforce (BHEW), in collaboration with multiple units, conducted an in-depth review and produced a consensus report. The study examined the following:

Evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts in order to understand the following: (1) how STEMM experiences provide important knowledge about the scientific understanding of the natural world and the characteristics of new technologies, knowledge that is essential for all citizens of a modern democracy; (2) how technology contributes essentially to sound decision making across all professional fields; and (3) how STEMM experiences develop the skills of scientific thinking (a type of critical thinking), innovation, and creativity that may complement and enrich the critical thinking and creativity skills developed by the arts and humanities.

Evidence regarding the value of integrating curricula and experiences in the arts and humanities--including, history, literature, philosophy, culture, and religion--into college and university STEMM education programs, in order to understand whether and how these experiences: (1) prepare STEMM students and workers to be more effective communicators, critical thinkers, problem-solvers and leaders; (2) prepare STEMM graduates to be more creative and effective scientists, engineers, technologists, and health care providers, particularly with respect to understanding the broad social and cultural impacts of applying knowledge to address challenges and opportunities in the workplace and in their communities; and (3) develop skills of critical thinking, innovation, and creativity that may complement and enrich the skills developed by STEMM fields.

New models and good practices for mutual integration of the arts and humanities and STEMM fields at 2-year colleges, 4-year colleges, and graduate programs, drawing heavily on an analysis of programs that have been implemented at institutions of higher education.

The committee also wrote a report summarizing the results of the examination and provided recommendations for all stakeholders to support appropriate endeavors to strengthen higher education initiatives in this area.

Data users may explore the compendium (in PDF) related to the study.

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