IntroductiontoSTEAM(Science,Technology,Engineering,Arts,andMathematics)–CourseDesign,OrganizationandImplementationJune,2016

JuneJune

Dr.RichardL.BiffleIIITHOMASCOLLEGEPAPERUNDERREVIEWFORPUBLICATION

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IntroductiontoSTEAM(Science,Technology,Engineering,Arts,andMathematics)

–CourseDesign,OrganizationandImplementationByDr.RichardL.BiffleIII–ThomasCollege

“EventhoughIbuildbuildingsandIpursuemyarchitecture,

Ipursueitasanartist.Ideliberatelykeepatinystudio.Idon'twanttobeanarchitecturalfirm.Iwanttoremainanartist.”

-MayaLinAbstract

Thepurposeofthispaperistoprovidereaderstheopportunitytoseetheplanning,organizationanddeliveryofanundergraduatecourseintheareaofSTEAM(Science,Technology,Engineering,Arts,andMathematics).ThiscourseforisdesignedforstudentstothoughtfullyengageintheinterdisciplinarynatureofSTEAM.Inthecoursestudentsdevelopskillsrelatedtointersectionsbetweenthesecontentareas,andtheconstructionandapplicationofSTEAMmodelsforcross-disciplinarydialogue,inquiry,andproblemsolving.ThediscussionfitsinthedisciplineofSCIENCEandcontributestothecontinuedeffortsinthesciencecommunitytoengageandcreateopportunitiesforinterdisciplinarystudyforstudentworkandresearch.Ourjourney…

Thisdiscussionwillprovideideasandactivitiesforeducatorswhowanttoconstructmoreequitable,moremeaningful,andliveliereducationalexperiencesinpreparingeverystudenttosucceedinadiverseandinterdependentworld.Thepaperaddresses,throughthe“lens”ofSTEAM,thecriticalneedtoexaminethefoundationsofhowcurriculumdesignandinstructionevolve,andhowweaddresslearningtolearninpreparationforalifetimeofchangeinthe21stcentury.Asaresult,Iwillidentifyspecificcompetenciesofmasteryofknowledgeandskills,andhowtoimprovelearning,makingthecurriculummorerelevant,andinstructionconcentratedmoreoncreativeandreal-worldproblemsolving.

Twoessentialquestionsguidedthedesignandorganizationofthecourse:

1. WhatisthenatureoftherelationshipbetweenSTEMandSTEAMintheareasofartandscience?

2. Whattypeofactivitiesincreasestudentengagement,raisemotivation,focusonrelevantissues,and,mostimportantlydevelopcriticalthinkingandproblem-solvinginaninnovativeandcreativemanner?

Ihaveinstructedthiscourseoverathree-yearperiodandenjoyedtheopportunitytoengagestudentsinathoughtfulandthought-provokingjourneyasweponderanddiscussthelimitlessopportunitiesrelatedtoresearchdesignanddevelopment.Thiscreativeandinnovativeapproachhasyieldedawealthofideas,conversationsanddialogues,knowledgeandunderstandingandexperiencesofSTEAMdiscoveryandutility,andembracingthediversityofvoicesandopinionsinarespectfulandinformedmanner.

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Weavingatapestryofinnovation,imagination,creativityandthought

SimplystatedSTEAMisaninitiativetoaddArtandDesigntothenationalagendaofSTEM(Science,Technology,Engineering,Math)educationandresearch---STEM+Art=STEAM(RISD,2013)AtTED2002,MaeJemison,adoctor,dancer,engineer,andthefirstAfricanAmericanwomaninspace,said,“Thedifferencebetweenscienceandtheartsisnotthattheyaredifferentsidesofthesamecoin…orevendifferentpartsofthesamecontinuum,butrather,theyaremanifestationsofthesamething.Theartsandsciencesareavatarsofhumancreativity”(TED,2002).

Schoolsnationwideareeschewingawidevarietyof“arts”programs(Visual,Performing,Fine,Language,andtheLiberalArts)toinsteadfocusonteach-to-the-testcoursescateredtomathandreading.Theproblemhereisthatanarrowfocusontestingreinforcesnarrow-mindedthinking.YoungAmericansarebeingeducatedoutofcreativity(Pomeroy,2012).Inaninterview,JohnMaeda(2013),thenPresidentoftheRhodeIslandSchoolofDesign,alsodiscussedthisissuebystating,

“Iremainconvincedthatartistsanddesignerswillbetheinnovatorsofthiscentury,andthattheproblem-solving,thefearlessnessandthecriticalthinkingandmakingskillsthatIseeeverydayarewhatisneededtokeepourcountrycompetitive.Designersandartistscreateobjects,devicesandservicesthataremoreengaging,moreefficient,moredesirableandultimately,morehuman.”

Oneofthemainobjectivesofbothartandscienceisdiscovery.Integratingarts-relatedskillsandactivitiesintothecourseisoneveryeffectivewaytoenhancestudentinterestandachievement.Byintegratingarts-relatedactivitiesintoSTEAMsubjectsthisapproachoffersmanycerebraladvantages.Artisticactivitiesengagethebrainandimprovecognitive,visual,andspatialprocessing.(Sousa&Pilecki,2013)Therefore,thecurriculumshouldequipthestudentsto"talkback"totheworld.Whomakesdecisionsandwhoisleftout?Whobenefitsandwhosuffers?Whatisrequiredtomakechange?Inaddressingtheseandotherquestions,itimportanttochangeone’sperspectiveifyouaregoingtochangetheoutcome.Throughhands-onandexperientiallearning,aswellasproject-basedassignmentsandresearchcritiques,studentsshouldhaveopportunitiestoquestionscientific,socialandglobalrealities.Inthisregard,studentworkmustmoveoutsidetheclassroomwalls,sothatlearningandresearcharelinkedtorealworldproblems.(Cole,2008))

TheE.D.G.E.ProgramatThomasCollege

Thecreationofthe“IntroductiontoSTEAM”courseispartofThomasCollege’sEDGE(Engage,Develop,Guide,Empower)Programwhichisdesignedtoassiststudentsinbuildingsuccessincollege.Theprogramconsistsofaone-weekintensiveprogram(scheduledtheweekbeforetheregularfallsemester)forfirst-yearstudents,includingacollege-levelcourse,studentdevelopmentactivitiesandcollegemanagementworkshops,followedbyindividualizedacademiccoachingthroughoutthefallsemester(Figure1).TheinstructionaldesignmodelofEDGEisillustratedasfollows:

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Figure1.

AsstatedintheEDGEProgramdescription,“TheEDGEProgramisanopportunityforstudentstojump-starttheirtransitionstoThomasCollege.Thisfreeprogramequipsstudentswiththetoolstheyneedtotackleacademiccoursework,managethetransitionintotheirnewrolesascollegestudents,navigatecampusresources,prepareforinternshipandcareeropportunities,andmuchmore”(ThomasCollegeCatalogueandWebsite).Onemeasureofasuccessfuleducationprogramisonethatdeliversacurriculumthatpromotescriticalthought,reflection,andcollaboration(Wiles,J.&Bondi,J.1998).Asaresult,theprogramfostersessentialcompetenciesrelatedtoknowledgeofsubjectmatterandstudentlearning;formalandauthenticassessment;democraticideals;culturaldiversity;recognitionofindividualstudentneeds;andcommunicationwithstudents,thecommunity,andotherprofessionals.(Biffle,2013)Duringtheschoolyear,theEDGEProgramisanimportantsourceofsupportforstudents.EDGEhelpsstudentsmanagetheirtime,setgoals,learntheropes,andtakeonnewchallengesthroughConnectProgramactivitiesandmanagementworkshops.One-on-oneacademiccoachingthroughtheStudentSuccessCenterhelpsstudentstostayontrackinclasses,takeadvantageofresourcesatThomas,andovercomeobstaclestopersonalandacademicsuccess.CourseOverview-IntroductiontoSTEAM

Asstatedpreviously,thiscourseforisdesignedforstudentstothoughtfullyengageintheinterdisciplinarynatureofSTEAM(Science,Technology,Engineering,Arts,andMathematics).Studentsdevelopskillsrelatedtointersectionsbetweenthesecontentareas,andtheconstructionandapplicationofSTEAMmodelsforcross-disciplinarydialogue,inquiry,andproblemsolving.Thisalsoincludesresearch,aswellastheknowledgeandunderstanding,andapplicationofthestructuresandmechanismsthatleadtoachievingtheseoutcomes.Thegoalistofostercreativityandinnovationthatcomeswithmergingtheviewpointofascientistwiththatofanartistordesigner.MainTopicsCoveredintheCourse

TheIntroductiontoSTEAMcourseisacurricularandinstructionalapproachthatinformsandguidesquantitativeandqualitativestudiesrelatedtothenexusbetweenSTEMandSTEAM.WhenIbegandesigningthecourseregardingtheintegrationofmathandsciencewiththearts,Irealizedthattherewasaneedforaninterdisciplinarycurricularapproachthataddressedthescientific,geographical,anthropological,socialandhistoricelementsofhowcommunityspacesareshapedandtransformedintomeaningfulplaces.Fromthisviewthefollowingtopicswereidentifiedasbeingpartofthecourse:

s Howtoimprovelearning,makingthecurriculummorerelevant,andinstructionconcentratedmoreoncreativeandreal-worldproblemsolvingrelatedtotheworkandexperiencesofscientists,artistsandmathematicians.

IntensiveCourseDesign

Tutoring Mentoring StudentSuccess

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s Usingtheconceptofdivergentthinkingthatgeneratesseveralideasaboutpossiblewaystosolveaproblem,oftenbybreakingitdownintoitscomponentsandlookingfornewinsightsintotheproblem.

s Identifyingwhattypeofactivitiesincreasestudentengagement,raisemotivation,focusonrelevantissues,and,mostimportantly,developcreativity.PBLintegratesknowinganddoing.Studentslearnknowledgeandelementsofthecorecurriculum,butalsoapplywhattheyknowtosolveauthenticproblemsandproduceresultsthatmatter.PBLstudentstakeadvantageofdigitaltoolstoproducehighquality,collaborativeproducts.

Oneofthecoursepre-readingsisMichioKaku’s“TheFutureiftheMind,”whichprovidesamarvelousarrayofthoughtfulandthought-provokingexaminationsandconversationsasweexploreanddiscoverthemanydimensionsofdesignandconceptualthinking.Inaddition,studentsarerequiredtoresearchandwriteshortessaysonthe“10Guests”(identifiedanddiscussedinfurtherinthesection)featuredduringthecourseofourdiscussions,dialoguesandactivities.CourseObjectives

Inthiscourse,studentswill:s Develop21stcenturyskillsthatareneededinordertolivesuccessfullyasamemberofthe

globalcommunityinanincreasinglycomplexandtechnologicallydrivenworld.Theseskillsincludecreativity,problemsolving,criticalthinking,communication,self-direction,initiative,andcollaboration.

s Beabletofurtherdevelopartisticandscientificskillsandhavetheabilitytodothefollowing: -Drawoncuriosityandimagination -Observeaccurately -Perceiveanobjectinadifferentform -Constructmeaningandexpressone’sobservationsaccurately -Workeffectivelywithothers -Thinkspatially(HowdoesanobjectappearwhenIrotateitinmyhead?) -Perceivekinesthetically(Howdoesitmove?)

s Providestudentswithahands-onPBL(ProjectBasedLearning)experiencebyintegratingS.T.E.A.M.skillsinordertoproduceanauthenticartifactorartifacts.

s UnderstandhowartsandSTEMlearningintersectandsupporteachotherbydemonstratingtheimportantdifferencesinthesetwodomainsofhumanactivity.(Figure2)

Figure2

21st CenturySkills ArtisticandScientificskills

ProjectBasedLearning

IntersectionbetweentheArts

andSTEM

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IntroductiontoSTEAM-CourseDesignandOrganization

Tosaythatthiscoursedesignwasn’tachallengewouldnotbeatallaccurate.Firstandforemost,designinganintensivecoursethatisinstructedovertheperiodofoneweekhasanumberofbuilt-inchallengesandissues---bothcurricularandinstructional.Secondly,thisisnotforeveryone(thatistheweeklongintensivecourseteachingassignment)---youeitherhavethewillingnesstodothisornot…simplynoteveryone’s“cupoftea.”However,onceonegetsovertheinitial“shockofagreeing”toteachinthisuniquesituation,yousimplybegintheprocessoforganizingthoughtsaroundwhatcanbeaccomplishedandattheendofthedaywhatyouwantyourstudentstoknowattheendofthecourse.Inotherwords,youdowhatgoodteachersdo---planforsuccessanddon’tsweatthelittlestuff.Asanintroductorycoursethisgiveyoumuchlatitudeinthatthereisno“endgame”perse---onlythefoundationformoreconversations,opportunitiesanddialoguestocontinue,andwithanyluckwhatstudentshavelearnedcanbeappliedinothercourses.Thecoursedesignandorganizationweredevelopedoveratwo-monthperiodoftimewithmanyvisitstoseveralwellknownuniversitiesinaneffortascertainjustwhatmightwork.ThecriticallyimportantelementsweretakingthefiveareasofSTEAM(science,technology,engineering,art,andmathematics)andhavingeachembeddedintheir“ownday.”Inthiswaytheorganizationofactivities,projects,discussions,fieldresearchtrips,etc.,couldbecreatedininnovativeandcreativeways----dynamic,fluid,andfun!AsWalterIsaacson(2014)statesinhisbooktheTheInnovators,“giventheenvironmentandcircumstancesstudentscanlearntofindacommonbalancetotradingideasandexchanginginformation.”Thiscourseprovidesaplatformforintellectualaswellascognitivedevelopmentinawidevarietyofactivitiesandprojects.

STEAMFramework

AGuideforInterdisciplinaryTeachingAcrossContentandDisciplines

Figure3

TheSTEAMFrameworkcanbebestunderstoodinFigure3–adiagramthatillustratesthenatureoftherelationshipbetweencontent,disciplines,interdisciplinaryandmultidisciplinaryinstructionalapproaches,problem-basedinquiryandresearch,andlife-longholistic-learninghabitsofmind.Thetermsassociatedwiththeframeworkare“defined”inthefollowingmanner:

Ø Lifelonglearning–Interdisciplinary,MultidisciplinaryandHolistic/LifelongLearningØ Project/Problem-basedinquiryandresearch–Integratesknowinganddoing.Ø Interdisciplinary/Multidisciplinary–usingthetermsproblem-focusedprocess,sharing,andworking

togetherandinthecaseofSTEAMorganizedinanintegratedcurricularinstructionaldeignformatØ DisciplineSpecific–Science,Technology,Engineering,Arts,Mathematics

STEAM

ContentSpecific

DisciplineSpecific

Interdisciplinary/

Multidisciplinary

Approaches

Problem-basedinquiryandresearch

LifelongLearning

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Ø ContentSpecific-referstothefacts,concepts,theories,andprinciplesthataretaughtandlearned,ratherthantorelatedskills

TheadditionalhelpandassistanceoftheE.D.G.E.Programstaff(asdiscussedabove)isessentialtotheoverallsuccessofthestudentsandcourse.Everythingelsewasthoughtfullyplannedandattentiontodetail(nomatterhowbigorsmall)takenintoconsideration.Studentevaluationandassessmentarebuilt-inthroughoutthecourseandonceagainuseawidevarietyofmeasuresinevaluatingstudentperformance(asampleoftheseispresentedlater).Thesearefirst-yearstudentsandself-selectedinbeinginthecourse(asperEDGErequirements).Thiscouldpresentmanychallengesandissues,butItaketheviewthatallofmystudentsaretalentedandgiftedanditisuptometobringouttheirgifts.Workingthrougha9to10-hourdaycanbedaunting,butgiventherightorganizationalplanningcanalsobeawonderfulopportunity.Allthe“intensivecourses”meetgraduationrequirementsaswell,sostudentscanusetheexperienceaspartoftheiracademicprogram.Whatfollowsishowallthesethingsweredoneandcontinuetobechangedandtweakedwhereappropriate.CourseOrganization,Content,andSchedule

Thestudentdayisalong9-10hourdaywithamplebreaks,mealsand“reflectivemeditation”.Thecoursebeginswithawholeclassdeepbreathingexercisesandsimplekinestheticmovementstooxygenatethebrain---aninformedandknowledgeableclassisintensive,attentiveandengaged!Thefollowinginformationisanoutlineofthedaily“sessions”thataredividedinto“day”and“evening”activities,workshops,tutoringsessions,etc.

SampleoftheDaySessions MiniLecturePresentations,dialoguesanddiscussionswithrelatedin-classactivitiess Small/LargeGroupDiscussions StudentTeamLabDesignTimes Film,documentaryandartifactreviews Articlereviews,researchexplorations ResearchJournalandnotetakings PossibleFieldOutingsandrequiredactivitiesassociatedwiththissite

SampleoftheEveningSession

s Problem-solvingactivitys StudentTeamLabDesignTimes ResearchJournalandnotetakings Article,researchexplorations Workshopsessions(E.D.G.E.)s Planning/ProjectDesignandDevelopments DailyJournalReflectionWriting

Thenextpartofthedailyscheduleisadiscussionoftheday’supcomingevents,reviewingmaterialfromthepreviousday’sexperiences,andintroducingour“invitedguests.“OurInvitedGuests,”(creativevisionarieswhoarepartofthedailydiscussionsandactivities)wereselectedasaresultoftheirdiversebackgroundsandexperiencesinthecontextofaSTEAMinterdisciplinarycurriculardesignandapproach.Thisisaneclecticandhighlyskilledgroupofindividualsthathavemadesignificantcontributionstothefieldsofscience,technology,engineeringartsandmathematics---andtheworld.

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Inmyopinion,theyallusetheelementsofSTEAMinuniqueanddynamicwaysaspartoftheirextraordinarytalents,skillsandwork.Onasidenote---mostofthestudentsinthecoursehaveneverheardofmanyofthese“guests,”sothatpresentedanopportunitytofurtherdeveloptheirknowledgeandunderstandingof“secretsofgenius.”Thefollowingminisessions(designate“MS”)arethe“topics”duringthecourse.Two“guests)andtheirspecifictopicsarehighlightedeachdaythatcompareandcontrastvariousideasandapproachesassociatedwiththeirwork.Thefollowingareexamplesofwhatiscurrentlydoneinthecourse---realizingthatinadifferentcontextand/orinstructionalstrategythesetopicsanddescriptionsmaychange.Anexampleoftheweeklyscheduleandguesttopics.Day1 Science:GeorgeWashingtonCarverandNikolaTesla–MS1:FoundationsofCognition,KnowledgeandUnderstandingDay2 Technology:MargaretBourkeWhite–MS2:“StoriesWithoutWords–ADayintheLife”Michelangelo–MS3:“SensingPlace:Inquiry,discoveryandexploration”Day3-Engineering

LeonardodaVinci-MS4-“UnderstandingPlaceandSpace”JacquesYvesCousteau-MS5:“DesigningNewOceanSystemsandCommunities”Day4-Arts:MayaLin-MS6:“ModernArtandCulturalDiversity–Keepingitreal”FrankLloydWright-MS7:“ADialogueinArtsandArchitecture”Day5-Mathematics:CountessAdaLovelace-MS8:”PoeticalScienceandNotesontheAnalyticalEngine”SirIsaacNewton-MS9:“HowtoProcess,Analyze,andVisualizeInformation/Data”ASummaryoftheWeeklySchedule

Thenextpartofthediscussionishowtheweekisplannedandorganized.Table1providesadetailedoverviewoftheweeklyschedule.Theplanningandorganizationofthecourseiscriticaltounderstandbecauseofthe“oneweek”formatofinstructionandrelatedactivities.Studentsareableto“see”howtheweekisconstructedandorganized,whatthedailyactivitiesandprojectsareinrelationshipto“ourguests”,andthetimeframefortheirparticipationinnumerousexperiences.Becausethisisthe“firstcollegecourse”manyofthestudentswillhaveexperiencedthereareseveralareasofhaving“asuccessfulcollegestart”thatareidentifiedandaddressedduringtheweek.Theseinclude,butarenotlimitedto,timemanagement,knowledgeandunderstandingofthecultureandhistoryofthecollege,copingwiththestressandchallengesofleavinghomeforthefirsttime,learninghowto“paceoneself”duringthecourseoftheircollegeeducation,andmakingpositivechoicesinregardstopersonaldecisionsandrelationships.Everyeffortforstudentsuccessisbuiltintothecourse---buildingasenseofcommunityisatthefoundationofour“journey.”

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TheWeeklyScheduleataGlance

Day1-Science Today’sGuests:NikolaTeslaandGeorgeWashingtonCarver

Morning(9-12) WelcomeandIntroductions

Ourjourney…S.T.E.A.M.Explorers,Voyagers,andThinkers–WeavingATapestryofCreativity,InnovationandIdeasMS1:FoundationsofCognition,knowledgeandunderstanding

Afternoon(1:30-4:30) MS1:FoundationsofCognition(continued)Evening(6-8:30) DesignCenterWork(withtutors)

Evening(8:30-9:45) GroupSessions

Day2-Technology Today’sGuests:MichelangeloandMargaretBourkeWhite

Morning(9-12) MS2:Storieswithoutwords–Adayinthelife-FieldOutingtoWatervilledowntown

Afternoon(1-4:00) MS3:SensingPlace:Inquiry,discoveryandexploration-FieldOutingtoColbyMuseumofArt

Evening(6-8:30) DesignCenterWork(withtutors)Evening(8:30-9:45) GroupSessions

Day3-Engineering Today’sGuests:

LeonardodaVinciandJacquesYvesCousteauMorning(9-12) MS4:UnderstandingPlaceandSpace

Afternoon(1:30-4:30) MS5:DesigningNewOceanSystemsandCommunitiesEvening(6-8:30) DesignCenterWork(withtutors)

Evening(8:30-9:45) GroupSessions

Day4–Arts Today’sGuests:MayaLinandFrankLloydWright

Morning(9-12) MS6:ModernArtandCulturalDiversity–Keepingitreal-FieldOutingtoL.C.BatesMuseum

Afternoon(1:30-4:30) MS7:ADialogueinArtsandArchitectureEvening(6-8:30) DesignCenterWork(withtutors)

Evening(8:30-9:45) GroupSessions

Day5-Mathematics Today’sGuests:CountessAdaLovelaceandSirIsaacNewton

Morning(9-12) MS8:PoeticScienceandNotesontheAnalyticalEngineAfternoon(1:30-4:30) MS8:HowtoProcess,Analyze,andVisualizeInformation/DataEvening(6:00-7:15) FinalDesign/ProjectPreparationsEvening(7:20-8:30) ProjectGalleryDisplayandCelebrationEvening(8:30-9:45) GroupSessions

Table1

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FieldResearchOutingsThefieldresearchoutingsareanintegralpartofthecourseactivitiesandprojectsthatareplannedaroundmajorquestionsandthemes.Theseincluderesearchassignmentsthatarecompletedintheclassroomandthefield.FieldSiteswhereweconductourresearchincludetheMaineMaritimeMuseum,ColbyCollegeArtMuseum,and/ortheStateofMaineMuseumandArchives.MissionstatementsfromthesethreesitesareprovidedasabackgrounddescriptionfortheirdiverserolesinprovidingeducationalresearchopportunitiesandexperiencesrelatedtoSTEAM.

“TheMaineMaritimeMuseumcelebratesMaine’smaritimeheritageandcultureinordertoeducatethecommunityandaworldwideaudienceabouttheimportantroleofMaine

inregionalandglobalmaritimeactivities.”

“TheColbyCollegeArtMuseumisateachingandcollectingmuseumthatprovidesanextensivecollectionexhibitsthatarededicatedtothepreservation,display,

andinterpretationofthevisualarts.”

“TheStateofMaineMuseumandArchivesbuildsandmaintainssystematiccollectionsregardingMaine'spre-history,history,andnaturalscience.Itsgoalistopromotepublic

awarenessofMaine'snaturalresourcesandhistoricalrichness.”ThesesitesareselectedbecausetheyprovidemultipleopportunitiesfordiscoveryandexplorationofSTEAMconceptsandpractice.Thepaceandnumberofassignmentsisdesignedcarefullyandkeepinginmindthatstudentassessmentandevaluationcanbebothsummativeandformative.Drawinguponandusinginformationfromfieldoutingsites,allstudentscompleteactivitiesandresearchprojectsthatdemonstrateproficiencyandapplicationofknowledge,aswellasadeeperunderstandingofSTEAMapplications.StudentAssessmentandEvaluationSTEAMisamodelofcollaboration,interdisciplinarystudy,andinstruction(Figure4).Theworldisconnectedinsomanywaysthatthisallowsfortheabilitytoworktogetherandtosolveproblemsacrossmultipledisciplinaryfields.Inthisview,thinkingskills,research,imagination,craftsmanshipandinnovationcrossalldisciplines.ItwouldbedifficulttolookattheworksofDaVinciandnotappreciatetheshearvolumeofhisideasassociatedwithalloftheSTEAMdisciplines(RISD,2013).ThecourseusesthePBL(problem-basedlearning)approach.ThegoalsofPBLaretohelpstudentsdevelopflexibleknowledge,effectiveproblemsolvingskills,self-directedlearning,effectivecollaborationskillsandintrinsicmotivation(Torp&Sage,1998))

Figure4

Science

Technology

EngineeringArts

Mathematics

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DailyAreasofStudentAssessmentandEvaluationTheorganizationandstructureofthedailycourseactivitiesareillustratedinTable2.Eachdayaseriesofactivitiesarescheduledwithadesignationofwhetherornottheseare“team”or“individually”designedand/orproduced.Asaresult,studentsareassessedandevaluatedonvariousprojectsandactivities(23inall)relatedtocoursegoalsandobjectives.

Day1 Who

1 DesigningandBuildingExperience Team2 Usingbasicelectricity Team3 ChallengeQuestion/ProblemSolving

Experience#1Team

4 JournalEntry#1 Individual Day2 5 FieldOuting:Watervillecommunity

Usingspace,placeandperspectiveIndividual

6 FieldOuting:ColbyCollegeArtMuseum-AjourneyinArt,SculptureandPhotography

Individual

7 Thecreativeself–inwhichdirectionareyouheaded?

Individual

8 ChallengeQuestion/ProblemSolvingExperience#2

Team

9 JournalEntry#2 Individual Day3

10 StudentPortfolioWork Individual11 Design,construction,andanalysis#1 TEAM12 ChallengeQuestion/ProblemSolving

Experience#3Team

13 JournalEntry#3 Individual Day4

14 FieldOuting:MaineMaritimeMuseum–applicationandinterpretationinexperiential

learning

TEAM

15 Design,construction,andanalysis#2 IndividualorTEAM16 Design,construction,andanalysis#3 TEAM17 ChallengeQuestion/ProblemSolving

Experience#4Team

18 JournalEntry#4 Individual Day5

19 PhysicsResearchChallenge#1-ScientificMethodandAnalysis

TEAM

20 PhysicsResearchChallenge#2ScientificMethodandAnalysis

TEAM

21 ChallengeQuestion/ProblemSolvingExperience#5

Team

22 JournalEntry#5 Individual23 FinalExhibitPresentationandGalleryWalk

(allstudents)IndividualandTEAM

DailyAreasofStudentAssessmentandEvaluationTable2

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Studentvoices…theirjourneyandreflectionsIhavetaughtthiscourseoverathree-yearperiodandenjoyedtheopportunitytoengagestudentsinathoughtfulandthought-provokingjourneyasweponderanddiscussthelimitlessopportunitiesrelatedtoSTEAMresearchdesignanddevelopment.Thiscreativeandinnovativeapproachhasyieldedawealthofideas,conversationsanddialogues,knowledgeandunderstandingandexperiencesofSTEAMdiscoveryandutility,andembracingthediversityofvoicesandopinionsinarespectfulandinformedmanner.

Abriefsummaryofstudentcourseevaluationcomments(from2013-15)areasfollows:

“Ienjoyedworkingingroupsandgoingonfieldtrips,Ialsoenjoyedthehands-onworkandhowknowledgeablemyinstructorwas…”

“enjoyedthecourse…allthehands-onactivitiesandgroupwork,fieldtripsandmovies”

“…everything…everythingaboutallfivesubjects(STEAM)wastheperfectorganizationofideas…”

“thehands-onaspectsofthecourse,bringingthestudentsbackintimetowhenmajor

people(ourdailyguests)lived…”

“…theteacher,teambuilding,andsubjects…”

“…allthefieldtripsandprojects.Everythingisreallyinteractive,andeasyandfuntolearnthings.”

“…Journaling…havenotdonethissincethe5thgradeandwasthebestwaytolearn…”

“…allofit(courseactivitiesandreadings)…it’sallveryuseful

knowledgeweshouldbelearning”

“Iwouldkeepeverythingaboutthiscourse…it’samazing!”

“…instructor’scompassionforwhatheteachesandhishistory.Hecancombinethemandtellusalessonhelearned,andheencouragesustofollowourdreams.”

“Ilikedeverythingaboutthecourse…”

Seventy-five,first-yearstudentsfrom11academicdisciplineshavetakenthecourse.WhatIhavegatheredfromthestudentresponsesisthatIhavebeenableofferaninnovativeandcreativeintroductorySTEAMeducationalexperiencethatisorganizedasathoughtfulandengaginglearningcommunity.Studentshavelearnedthevalueandimportanceofteamwork,aswellasindividualcontributionsinworkingonanydiscussion,project,task,orresearchassignment.Asaresult,instructionalgoalsregardingtheintegrationofeducationalandscientifictheories(STEMtoSTEAM),philosophies,conceptsandideas,methodsandapplications,and“realia”intoatapestryoflife-longlearningopportunitieshaveexceededmyexpectations.

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Conclusions

Inhis1939book,TheSaber-ToothCurriculum,HaroldBenjamin(akaJ.AbnerPediwell)sketchedaparableofstagnatecurriculumreform.Thebookisametaphoricalandhistoricalaccountofthedevelopmentofaneducationalsystem.Thispaperaddresses,throughthe“lens”ofPediwellandmanyothers,thecriticalneedtoexaminethefoundationsofhowcurriculumandinstructionevolveasrelatedtoSTEAM,andhowweaddress“learningtolearn”inpreparationforalifetimeofchangeinthe21stcentury(Biffle,2013).TheSaber-ToothCurriculumrecountshowaPaleolithicschoolcurriculumbecameobsoletewhentheIceAgecame.Thenewconditionsdemandedadifferentcurriculumtobetaughttothecommunitysoitmightsurviveandprosper.However,allattemptstointroducerelevantskillsintothecurriculummetwithsternopposition."Butthatwouldn'tbeeducation",theeldersofthetribearguedwhenthesubjectsweresuggestedthatwouldenablethetribetocopewithlivinginthesnowywastes.Theinevitableresultwasthatthetribedidnotsurvive(Benjamin,1939)!Throughhissatire,Pediwellarguedfortheideaoflearningtolearn(oratleastflexibleandtransferableNeolithicskills)asanimportantdimensionofanycurriculum.

Thispaperdevelopstheargumentthatourcurriculum,asbasicallytaughttoday,isasaber-toothcurriculum.Becausethecurriculumwasestablishedinthe19thcentury,andalthoughtimeshavechangeddramatically,thefundamentalandsacredaspectsofthe19thcenturycurriculumremainwithustoday(Biffle,2013)Wemustaccepttheneedtolearnnewwork,aswellastechnicalandinstructionalskillsinordertodevelopappropriatepractices.

AwellintegratedSTEAMexperienceteachesusthatacurriculumshouldpreservethepast,butnotbelimitedbyit.Integraltocurricularandteachingsuccessareexperiencesthatexemplifythedesignandorganizationofa“360-degreecurricularfocus”thatengages,informs,andcreatesanenvironmentinwhichstudentsdiscusstheprinciplesofintegratedSTEAMideasandstrategies(Biffle,2013).Byusingtheseparticularapproachesandstrategies,educationprogramsandschoolscouldre-focusonthedevelopmentofcollaborative,inclusiveandcreativeSTEAMinitiatives.REFERENCES

Benjamin,H.(1939).Thesabertoothcurriculum.McGraw-Hill:NewYork,NY.Biffle,R.(2013).President’sSpeech-AATC2012.ContinuingtheWorkofUnpopularIdeas:MovingBeyondCurricularParalysis.InD.Flinders&B.Uhrmacher(Eds.),CurriculumandTeachingDialogue(pp.1-12)Greenwich:InformationAgePublishing.Cole,R.(2008).Educatingeverybody’schildren:Weknowwhatworks–andwhatdoesn’t.ASCD:Alexandria,VA.InterviewwithJohnMaeda,PresidentoftheRhodeIslandSchoolofDesigninTheSeattleTimes,“Guest:TurnSTEMintoSTEAMwithartseducation”(April6,2013).

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