STEAM thinking is a process which promotes collaboration between the Arts, Science, Technology, Engineering and Maths. Its direct relation, STEM thinking (prioritising Science, Technology, Engineering and Maths, only), has typically been understood as a way of delivering the skills required for high-tech, high-value jobs, and so seen as critical to economic prosperity. Increasingly, this position has been expanded to incorporate the benefits that ‘artistic’ practice can provide. In particular, approaches that favour clear application of creativity and imagination, in combination with more typically understood STEM skills such as numeracy and analysis, are considered to be routes to deeper insight and more transformative innovation. Obviously, what constitutes creativity and imagination is a potentially contentious point, but an outlook that focuses on the areas of intersection between the arts and the sciences leads to certain, tangible benefits, including: techniques for collaborating across disciplines; the ability to consider varied perspectives; and the identification of points of common ground between seemingly unrelated areas of thought. The resulting competencies are combinatorial in nature and, in an HE setting, find expression in courses such as design engineering, digital arts and data visualisation. Whilst arguments for supporting STEM are well rehearsed, STEAM, is becoming more and more prevalent in the HE sector. This is not only as a way of ensuring that students acquire the multi- trans- and inter-disciplinary skills required for the future jobs market, but also to increase intellectual curiosity and, through collaborative approaches, to prime them in developing solutions to multi-aspect global challenges. Furthermore, an HE institution with STEAM at its centre, is well positioned to develop new and responsive curricula that move beyond the traditional segregation of faculties and schools found in most European universities. Whilst a number of approaches to multi-, trans- and inter-disciplinary learning currently exist, to date, no comprehensive scheme has been developed to identify the specific effectiveness of HE STEAM approaches. The STEAM INC project seeks to address this, and the rising importance of STEAM in HE, by way of three objectives: 1. Identify points of intersection across current European HE STEAM approaches and develop a collaborative definition of HE STEAM 2. Produce methodologies for the implementation of STEAM thinking in HE education, policy and engagement 3. Create an evaluation framework for measuring the effectiveness of STEAM processes in HEIs and HE partner organisations The partnership is made up of six higher educational institutions currently delivering STEAM approaches. They have been selected for their foresight in adopting process which span traditionally separate areas of thought. Birmingham City University (lead partner) Central St Martins College, University of Arts London Trinity College - Science Gallery Dublin Aalto University, Helsinki Amsterdam University Dresden Technical University The seventh partner is Ars Electronica, which is a unique, world-renowned platform for art, technology and society, hosting an annual festival in September each year, where the work of the project will be showcased, tested and demonstrated. The activities in STEAM INC will centre on five, linked processes: 1) collaborative definition of work packages at transnational partner meetings 2) cross-partner development of STEAM learning resources through working-group leads 3) international training events at which HE staff, students and partners are invited to experience new STEAM methods and approaches 4) pre and post questionnaires identifying increased understanding of STEAM thinking 5) refinement and publication of final STEAM resources. This will result in a STEAM approaches Handbook; guidance for STEAM implementation across HE education, policy and engagement; and a framework for STEAM evaluation. It is envisaged that the impacts of the project will be wide-ranging and sustainable, including: • More confident and effective arguments for including cross-disciplinary collaboration in HE strategies • Clearer positioning on the value of STEAM in HE and so more streamlined routes to implementation • Deeper student competencies in multi-, trans- and inter- disciplinary practices • More stimulating curriculum design • Expansion of methods for assessing student work • Better designed cross-faculty and cross-school projects and proposals • More rewarding external partnerships The potential longer-term benefits of the project include an increased awareness of the value of 'artistic' skills and their application; a more agile HE sector (through appreciation of different perspectives and competencies); and an increased ability for Universities to tackle global challenges and generate innovations.
The original objectives were as follows - to strengthen the HE sector and promote adoption of STEAM techniques through: 1. Identifying points of intersection across current European HE STEAM approaches and developing a collaborative definition of HE STEAM (IO1) 2. Producing methodologies for the implementation of STEAM thinking in HE education, policy and engagement (IO2) 3. Creating an evaluation framework for measuring the effectiveness of STEAM processes in HEIs and HE partner organisations (IO3) The Project Team set out an ambition, post-funding, where the project outcomes can provide a platform through which to operationalise longer-term benefits of the project such as an increased awareness of the value of 'artistic' skills and their application; a more agile HE sector (through appreciation of different perspectives and competencies); and an increased ability for Universities to tackle global challenges and generate innovations, through a STEAM approach.
In an increasingly complex and interconnected world, collaborative approaches are gaining traction and STEAM practice is at the forefront. This is not only to ensure that students acquire the multitrans, and inter-disciplinary skills required for the future jobs market, but also to increase intellectual curiosity and, through co-operative approaches, to prime them in developing solutions to multi-aspect global challenges. This is particularly effective where 'real-world' external collaborations are promoted, including exploration with industry and cultural organisations. HE institutions need to be able to make the arguments for supporting the development of such curricula and partnerships, and the proposed project sort to do that. A HE institution with STEAM at its centre, is well positioned to develop new and responsive curricula that move beyond the traditional segregation of facultiesand schools found in most European universities.The Project has devleoped three Intellectual Outputs, that combined, will provide HE colleagues with a tangible resource to explore the application of STEAM approaches and the implementation of STEAM Methods within their own institutions.