Converting STEM into STEAM Programs

1. Front Matter

   Pages i-xvi

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2. From STEM to STEAM: How Can Educators Meet the Challenge?

   • Mariale M. Hardiman, Ranjini M. JohnBull

   Pages 1-10

3. The Importance of Integrating the Arts into STEM Curriculum

   • Michelle Land

   Pages 11-19

4. Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences

   • Bronwyn Bevan, Kylie Peppler, Mark Rosin, Lynn Scarff, Elisabeth Soep, Jen Wong

   Pages 21-38

5. Investigating the Complexity of Developing STEAM Curricula for K-8 Students

   • Danielle Herro, Cassie Quigley

   Pages 39-53

6. We Need More (than) STEAM: Let’s Go for Life-Wide and Lifelong Education

   • Wolff-Michael Roth

   Pages 55-66

7. Using Project-Based Learning to Teach STEAM

   • Gary Ubben

   Pages 67-83

8. How to Structure Project-Based Learning to Meet STEAM Objectives

   • Gary Ubben

   Pages 85-100

9. Enhancing STEAM Education Through Cultivating Students’ Savoring Capacity

   • Shu-Hsuan Chang, Li-Chih Yu, Jing-Chuan Lee, Chih-Lien Wang

   Pages 101-116

10. Science, Youth, and Integration: The Quest for Mindfulness Through Birding

    • Erin A. Ingle, Mike Mueller

    Pages 117-132

11. The Role of STEAM in a Sustainable World

    • Shushman Choudhury, Sohn Cook, Brittany Bennett

    Pages 133-147

12. Transgressing the Disciplines Using Science as a Meeting Place: The Science, Art and Writing Initiative

    • Anne Osbourn

    Pages 149-167

13. Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom

    • Joanne Haroutounian

    Pages 169-183

14. Putting the STEAM in the River: Potential Transformative Roles of Science, Technology, Engineering, Arts, and Mathematics in School District Culture, Organization, Systems, and Learning Environments

    • John Puglisi, Beth V. Yeager

    Pages 185-202

15. Emerging Scenarios to Enhance Creativity in Smart Cities Through STEAM Education and the Gradual Immersion Method

    • Jorge Sanabria-Z, Margarida Romero

    Pages 203-224

16. Applying Gradual Immersion Method to Chemistry: Identification of Chemical Bonds

    • Guillermo Pech, Jorge Sanabria-Z, Margarida Romero

    Pages 225-239

17. From Conceptualization to Implementation: STEAM Education in Korea

    • Sophia Jeong, Hyoungbum Kim, Deborah J. Tippins

    Pages 241-257

18. Emphasizing Transdisciplinary Prowess in the Evaluation of STEAM Programs

    • Kimberle Kelly, Erin Burr

    Pages 259-283

19. STEM Education and the Theft of Futures of Our Youth: Some Questions and Challenges for Educators

    • Sophia Jeong, Deborah J. Tippins, Kimberly Haverkos, Mel Kutner, Shakhnoza Kayumova, Stacey Britton

    Pages 285-305

20. Correction to: Converting STEM into STEAM Programs

    • Arthur J. Stewart, Michael P. Mueller, Deborah J. Tippins

    Pages C1-C1

This book examines the push and pull of factors contributing to and constraining conversion of STEM (science, technology, engineering and math) education programs into STEAM (science, technology, engineering, math and arts) education programs. The chapters in this book offer thought-provoking examples, theory, and suggestions about the advantages, methods and challenges involved in making STEM to STEAM conversions, at levels ranging from K12 through graduate university programs. A large driving force for STEM-to-STEAM conversions is the emerging awareness that the scientific workforce finds itself less than ideally prepared when engaging with so-called ‘wicked problems’ – the complex suite of emerging, multifaceted issues such as global climate change, social injustice, and pandemic diseases. Dealing with these issues requires cross-disciplinary expertise and the ability to insert technical and scientific understanding effectively into areas of public planning and policy. 

The different models and possibilities for STEAM, as the next phase of the STEM revolution, laid out in this book will promote research and further our understanding of STEAM as a forward-thinking approach to education.

Gillian Roehrig, STEM Education, University of Minnesota, USA

The ideal teacher sees opportunities for integrating ideas from multiple disciplines into every lesson. This book offers many worthwhile suggestions on how to do that deliberately and systematically

George DeBoer, Project 2061 of the American Association for the Advancement of Science, USA

For the last several years, calls for expanding STEM education have grown, but so too have concerns about technocratic approaches to STEM. This volume challenges the community to consider broader views on STEM by focusing on the place of arts education within this movement. The chapters offer much needed, new perspectives on the (re)integration of the arts and sciences

Troy Sadler, School of Education, University of North Carolina, USA

• Converting STEM Programs to STEAM Programs
• STEM education
• conventional STEM-education objectives
• cross-disciplinary expertise
• Encouraging the arts in STEM programs
• ways of envisioning complex problems
• cross-disciplinary expertise in research-team
• scientists with cross-disciplinary expertise
• cross-disciplinary education
• STEAM science education
• workforce with creative thinking
• problem-solving skills
• teaching creative thinking
• Integrating the Arts into STEM Curriculum
• Project-Based Learning to Teach STEAM
• Developing STEAM Curricula
• Arts Involvement in the classroom
• Arts in Science Teaching
• STEM policy
• Science education reform

• Oak Ridge Associated Universities, Oak Ridge, USA

  Arthur J. Stewart

• University of Alaska Anchorage, Anchorage, USA

  Michael P. Mueller

• University of Georgia, Athens, USA

  Deborah J. Tippins

Arthur J. Stewart of Lenoir City, Tennessee, is a scientist, science educator, and poet.  He earned his Ph.D. at Michigan State University in aquatic ecology and worked at the Department of Energy’s Oak Ridge National Laboratory for 17 years as an ecologist and ecotoxicologist before becoming a science education project manager for Oak Ridge Associated Universities.  In addition to publishing over a hundred scientific articles, book chapters, and technical reports, his science-inspired poetry has been published many literary magazines and in more than a dozen anthologies.

Michael P. Mueller is a professor of secondary education with expertise in environmental and science education in the College of Education at the University of Alaska Anchorage.  His philosophy now focuses on how privileged cultural thinking frames our relationships with others, including nonhuman species and physical environments.  He works with teachers tounderstand the significance of cultural diversity, biodiversity, and nature’s harmony.  He is the coeditor-in-chief of Cultural Studies of Science Education.

Deborah J. Tippins is currently a professor in the Department of Mathematics and Science Education at the University of Georgia.  Her scholarly work focuses on encouraging meaningful discourses around environmental justice and sociocultural issues in science education.

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