Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities-Reference-Cited by-同舟云学术

Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities

Published:2022-03-04 Issue:2 Volume:121 Page:77-85
ISSN:0022-1341
Container-title:Journal of Geography
language:en
Short-container-title:Journal of Geography

Author:

Gilbertz Susan¹,Wood Brittany²,Craig Christopher³^ORCID,Karabas Ismail⁴,Petrun Sayers Elizabeth⁵^ORCID,McCormick Benjamin⁴

Affiliation:

1. Social Sciences & Cultural Studies Department, Montana State University Billings, Billings, Montana, USA

2. Department of Political Science and Sociology, Murray State University College of Humanities and Fine Arts, Murray, Kentucky, USA

3. College of Business, Murray State University, Murray, Kentucky, USA

4. Arthur J Bauernfeind College of Business, Management, Marketing, Murray State University, Murray, Kentucky, USA

5. Behavioral and Social Science, RAND Corporation, Santa Monica, California, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Earth-Surface Processes,Geography, Planning and Development,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221341.2022.2059099

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4. Carnevale, A.P., B. Cheah, and A.R. Hanson. 2015. The economic value of college majors. Georgetown University Center on Education and the Workforce: McCourt School of Public Policy. Accessed October 27, 2021. https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/The-Economic-Value-of-College-Majors-Full-Report-web-FINAL.pdf.