There is growing interest amongst forward looking public officials, educators, and professionals in enhancing the education platform to better prepare students for both analytical and creative thinking. Traditional STEM (Science, Technology, Engineering, Mathematics) degrees focus on convergent skills whereas art degrees focus on divergent skills. Having the ability to execute both at scale can better position our nation for global competitiveness. A study by the Partnership for a New American Economy, called “Not Coming to America,” demonstrates the lacking interest of STEM in undergraduates throughout American born citizens. With a STEM job market increasing three times faster than the rest of the economy, and only 4.4% of American undergraduates enrolled in STEM programs, there is a huge shortage of qualified high-tech workers. Education must foster not only problem solving skills but also problem seeking skills all while maintaining the interest of the students. The author, an art educator with STEM interest, will summarize the major initiative in STEM, rationalize the value of arts integration, discuss objective driven assessment, evaluate literacy opportunities, provide examples of taking theory to practice, and challenge the audience to go full “STEAM” ahead.
Michelle H. Land (Tue,) studied this question.
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