Graduate STEM Education for the 21st Century

National Academies of Sciences, Engineering, and Medicine. 2018. Graduate STEM Education for the 21st Century. Washington, DC: The National Academies Press. https://doi.org/10.17226/25038.
The U.S. system of graduate education in science, technology, engineering, and mathematics (STEM) has served the nation and its science and engineering enterprise extremely well. Over the course of their education, graduate students become involved in advancing the frontiers of discovery, as well as in making significant contributions to the growth of the U.S. economy, its national security, and the health and well-being of its people. However, continuous, dramatic innovations in research methods and technologies, changes in the nature and availability of work, shifts in demographics, and expansions in the scope of occupations needing STEM expertise raise questions about how well the current STEM graduate education system is meeting the full array of 21st century needs. Indeed, recent surveys of employers and graduates and studies of graduate education suggest that many graduate programs do not adequately prepare students to translate their knowledge into impact in multiple careers.

Full STEAM Ahead: Creativity in Excellent STEM Teaching Practices

Danah Henriksen (2014)  The STEAM Journal Vol. 1, Issue 2

 

This article emphasizes the value of creativity and arts-based learning in the sciences (STEAM education), using one example from a recent research study of creative and effective classroom teachers. The future of innovative thinking in STEM disciplines relies on breaking down the distinction between disciplines traditionally seen as “creative” like the arts or music, and STEM disciplines traditionally seen as more rigid or logical-mathematical (Catterall, 2002). The most exceptional thinkers in fields like science or math are also highly creative individuals who are deeply influenced by an interest in, and knowledge of, music, the arts and similar areas (Caper, 1996; Root-Bernstein, 2003; Dail, 2013; Eger, 2013). In light of this, STEAM must become an essential paradigm for creative and artistically infused teaching and learning in the sciences. I recently conducted a study of creative teaching practices among highly effective teachers (winners/finalists of the National Teacher of the Year program). This article looks at a single case drawn from this study, and considers the arts-based science teaching/learning employed by one of these teachers, Michael Geisen, the 2008 National Teacher of the Year award winner, and a middle school science teacher.

 

https://scholarship.claremont.edu/steam/vol1/iss2/15/

 

 

The Art of Science Learning

The Art of Science Learning is a National Science Foundation-funded initiative that uses the arts to spark creativity in science education and the development of an innovative 21st Century STEM workforce.

The initiative is built on more than 15 years of work by Harvey Seifter and colleagues, exploring the impact of artistic skills, processes and experiences on learning and the innovation process.

 

http://www.artofsciencelearning.org/what-its-about/

 

When Is Information Visualization Art? Determining the Critical Criteria

Andres Ramirez Gaviria

Leonardo, Volume 41 (5), 479-482,  October 2008 

This paper initially examines the differences between functional and aesthetic forms of visualization for information visualization. The author then shows such a dual categorization to be ineffective as a critical scheme for evaluating artwork that utilizes comparable visualization techniques. Adopting Joline Blais and Jon Ippolito’s classification of artistic production, the author argues for the use of “genre art” and “research art” as more suitable criteria for the analysis and assessment of such artwork.

 

https://www.mitpressjournals.org/doi/abs/10.1162/leon.2008.41.5.479