Blog Post

STEM or STEAM? Putting Creativity into STEM


This is a reblog from FAST COMPANY.  Many people are saying that STEM (Science, Technology, Engineering, and Math) kills science.  You drill kids in STEM and you drill any inquisitive right out of them.  What we really need is STEAM--Science, Technology, Engineering, ARTS, and Math.   We need to inspire kids with the scientific method, which happens not to be scientific exclusively but, basically, learning where any form of discovery is rewarded and encouraged.   We think that is intrinsic to the humanities as well.  That's why we invented HASTAC, with its iconic HAYSTACK logo, layering (even if abstractly) the humanities, arts, science, technology together in the collaboratory model.   


We have been so proud to be part of Educate to Innovate this year, the White House initiative that is new-style STEAM learning----and this blog from Fast Company exemplifies those principles in action.  Enjoy!  




Redesigning Education: Building Schools for Science, Technology, Engineering, and Math

BY TRUNG LEFri Jun 4, 2010

"It is the tension between creativity and skepticism that has produced the stunning and unexpected findings of science." --Carl Sagan

Not since the Soviets launched Sputnik into Earth's orbit in the 1960s has there been such urgency for America to redesign science and math education programs. Now, in the third millennium, the initiative takes the form of STEM (Science, Technology, Engineering, and Mathematics) education. Research demonstrates that interest among American students in STEM subjects has greatly declined, a major issue given that the STEM labor force is an indicator of a nation's ability to sustain itself. The new STEM initiative will launch with a bold mission: to reengage students in the joys of learning science and mathematics at all levels of education.

The launch is well underway. In January of this year President Obama announced that $250 million would be invested in training and recruiting 100,000 new science and math teachers. Secretary of Education Arne Duncan made STEM a prerequisite for states applying for Race to the Top funding.

Workshop image courtesy of the American Architectural Foundation

In lockstep with the White House announcement, the Bill & Melinda Gates Foundation in conjunction with the American Architectural Foundation, conducted workshops as part of a national summit on how design thinking and the design process can help to foster creative new models for STEM school development and create a framework for scaling up the STEM knowledge network. Using design thinking, workshop participants also investigated what a STEM educational environment would look like. America is investing in STEM education with money and with human capital.

Now is the time to reflect on the reasons for students' disengagement from science and technology subjects. We need to treat STEM as a pedagogical approach and design an environment to support this new way of teaching. Brian Greene, a best-selling author and theoretical physicist best known for his work in string theory, talks passionately about how we have educated the curiosity out of the math and sciences. Greene says that we have paralyzed our children with the fear of being wrong. Risk-taking and making mistakes are critical to the scientific process. This fear of being wrong has resulted in disengagement from science and mathematics: learning science and math is a drag! He makes a convincing assessment of the problems with our current science education system and stops just short of demanding a new pedagogy to bring excitement and relevance back to the learning of science and math. 



Watch Brian Greene's talk from a recent Aspen Ideas Festival on recapturing children's innate spirit of exploration. The collision of the arts and sciences--right-brain thinkers collaborating with left-brain thinkers--helps spur new knowledge and innovation. So why are the arts left out of the STEM discussion? I would argue we need to modify STEM to become STEAM to encompass the inventive, creative characteristics embodied in the arts. By including the arts in the discussion, we also have the possibility of increasing engagement with students.



For example, at the University of California, Santa Barbara, JoAnn Kuchera-Morin, a musician, collaborated with her scientific colleagues to create the AlloSphere--an entirely new way to visualize and hear scientific data. The Allosphere is a massive, echo-free sphere with large projection screens and surround sound that is connected to a super computer. It enables scientists to employ all of the human senses and completely submerge themselves in their most complex data and models. As Kuchera-Morin describes the phenomenon: "imagine seeing and hearing the music of the electrons spin." Words alone cannot explain the AlloSphere, you have to watch it in action.

crayon physicsCourtesy of and Kloonigames Ltd.

Combining the arts and sciences can take a much simpler form as well. Crayon Physics is a free Web-based game that introduces children to Newton's Laws of Motion. The simple goal is to design a contraption that knocks a star off various platforms. Kids can experience, in real time, the interconnected relationship of Newton's laws as their contraption is activated and unfolds. The bigger idea is that the game allows the kids to solve puzzles by designing contraptions that are innovative, functional, and beautiful. 



What Does a STEM Environment Look and Feel Like?

It's critical to create an environment that promotes rather than hinders the collaborative human dynamic and the collision of mathematics, the sciences and the arts. To promote this collision, spaces should flow into each other to encourage children's natural tendency to explore. Do away the self-contained laboratory and let the lab atmosphere pervade a school's every nook and cranny! We should promote project-based, rather than subject-based, curricula to enable inquiry and discovery. Tinkering and prototyping rather than repetitive experimentation and testing should be the goal.

Some of the best examples of dynamic learning happen outside of school. At the Museum of Science and Industry in Chicago, the "Science Storms" installation captures the sensorial, experiential joy that children discover in science. At the ground level, the space is anchored by an immense vertical installation that allows children to feel a tornado spinning. The perimeter of the installation is lined with smaller lab spaces for group learning. The labs' glass walls and sliding doors provide a visual and tangible connection to the adjacent stimulating, hands-on experiments. It is ironic that we create such amazing interactive science exhibitions that we bring our children to on special occasions rather than just building them at the schools.

For designers invested in educational spaces, the challenge is obvious: We cannot simply hammer the round peg of this STEM initiative into the square hole that is the 19th century school model. Educators, scientists, architects, engineers, artists, technologists, designers, and kids can collaborate to re-envision the pedagogy and the learning environment needed to support STEM. Through this design journey we will rediscover the spirit of playfulness and fun in learning science and meet the challenges of the Race to the Top.

Top image, the new "Science Storms" exhibition at Chicago's Museum of Science and Industry

Read Trung Le's blog Design Education
Browse more blogs by Expert Designers

Trung Le is a principal education designer at Cannon Design. Over the past two years he has helped lead an interdisciplinary group of designers and educators from the U.S., U.K., Canada, and Germany, to collaborate on a research project that resulted in the publication The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. The term "the third teacher" is derived from Loris Malaguzzi, founder of the Reggio Emilia approach to learning and who wrote about the three teachers of children: adults, peers and the physical environment. Environment, said Malaguzzi, is "the third teacher."




Reblogged from (raleigh):

High-tech display of geek history: inside the best personal library in the world by Lori Smith

June 3, 12:33 PMSan Diego Interior Decorating ExaminerLori Smith

Internet entrepreneur Jay Walker used his fortune to create an elaborate library filled with intellectual achievements spanning human history. This private library is 3,600 square feet filled with landmark and bejeweled books, an early edition of Chaucer, a small earth globe signed by nine astronauts, a 300-million-year old trilobite fossil, the original hand prop from the TV show The Addams Family, a hand-painted “celestial atlas” from 1660, an original copy of The Nuremberg Chronicle from 1493, a working version of a Nazi-era Enigma machine, an original Sputnik 1 satellite hanging from the ceiling, a chandelier from a James Bond film, the napkin that Roosevelt sketched out his plan for victory in 1943, a field tool kit for Civil War surgeons, all encompassed in three levels packed with more rare artifacts than your local history museum. As Wire revealed, you’ll find all of this and more in internet entrepreneur Jay Walker’s unbelievable New England crib. The founder of technology think tank Walker Digital, Jay Walker set out to create a space dedicated to the human imagination.  The result is a functional fantasy land that serves as a shrine to creativity, and inspiration for anyone looking to build their own home library. Walker describes his motivation: 

“I started an R&D lab and have been an entrepreneur. So I have a big affinity for the human imagination,” he says. “About a dozen years ago, my collection got so big that I said, ‘It’s time to build a room, a library, that would be about human imagination.’”

 This TED video of Jay Walker shares the insides of his “Library Of Imagination.” Not only does he have an amazing collection of one-of-a-kind relics, but he presents them in a space that looks like it’s been cooked up by the Disney Imagineers and Willy Wonka. He has objects that span 5000 years of imagination!

The beginning of the video, Jay talks about some of his artifacts… Just past the 3 minute mark, you’ll see images from the Library of Imagination.



As someone who has been involved in promoting STEM and fully appreciating STEAM before anyone thought of making that one up, I really think a lot of the people in this article are missing the point.  I think I can sum up the problem in one word - overkill. Take this quote as an example:

"The Allosphere is a massive, echo-free sphere with large projection screens and surround sound that is connected to a super computer. It enables scientists to employ all of the human senses and completely submerge themselves in their most complex data and models. As Kuchera-Morin describes the phenomenon: "imagine seeing and hearing the music of the electrons spin." Words alone cannot explain the AlloSphere, you have to watch it in action."

The Allosphere segment, for one, was just plopped into the article with no connection to the subject of getting children interested in science again. Never mind that aside from the extensive gee-wiz treatment of the device, there was no indication of exactly what kinds of problems in science and engineering demanded such a monstrosity, the idea of the Allosphere seems more like an exercise in generating synesthesia experiences. 

The whole point of STEM is to get children interested in those subjects again. Why did they lose interest all of the sudden? I've got news for you - a good portion of kids were never interested in the first place but our parents told us that we had better do our school work and bring good grades home - or else. I never liked math in school until my 9th grade year and the first semester of my 10th. By the end of my 10th grade year I hated my teacher so much that I swore I'd never take another math class again - and I didn't. But the problem wasn't the subject, it was how it was taught. It's still the same problem today.

It doesn't require wild classroom set-ups and quirky techno-wiz bangs to get kids into math and science. What it takes it the imagination to recognize how to change the way it's presented and taught. For example, why are children taught to memorize multiplication tables instead of just shown how the short cuts work? The short cuts still work no matter what, and you still have to know what the process is that you're cutting through, but that's what would make math easier, fun, and have more time for other things. Now maybe there are schools now where this is taught, after all, I haven't seen how math is handled lately, - I just read about how bad children are doing in it everywhere.But my point in closing is that elaborate schemes to reinvent the learning process are not the answer, in fact they may not produce the results sought after. The grades may come up a bit but I'm concerned about proficiency. After all, if children are having to create pictures to illustrate math concepts, how much time was spent making the picture that could have been spent on getting more of the math?