These are great suggestions, Christina, and very important to implement,
not only in higher education, but also in pre-university (formal elementary
and secondary) education and in museums. You are right-on in pointing to
the importance of knowledge transfer, research, and cross-disciplinary
dialogue.
It would be beneficial to find ways for higher education, pre-university
(formal elementary and secondary education), and museums to share
successful strategies and lessons learned in creating these intersections,
especially among faculty, administrators, museum visitors, and funders.
Sharing strategies that demonstrate the impact of cross-disciplinary
learning on student and museum visitor innovation thinking skills also
would be valuable. Bob Root-Bernstein, who is the white paper's co-author,
is conducting research on studies that have been conducted at this
intersection in pre-university (formal elementary and secondary education)
and museums.
We welcome any studies, data, successes, lessons learned, and best
practices that demonstrate the effectiveness of the arts/STEM
intersections, especially as they relate to the important innovation
thinking skills that are listed in the study.
Lucinda
Lucinda Presley
Executive Director, Institute where Creativity Empowers Education (ICEE)
Success
On Sun, Oct 6, 2013 at 4:20 AM, cristina miranda <
cristinamiranda.de@gmail.com> wrote:
> Dear all,
>
> Thank you Roger and all for this great subject of debate. Thinking on the
> question of 'what suggestions do you have to begin an introduction of these
> skills into your realm?' and being linked to the intersection between art +
> architecture + digital culture fields I suggest:
> 1) Transferring processes of knowledge creation: creating knowledge
> transferring structures at pre-university and university levels. In
> concrete to create more opportunities (dialogue spaces and structures, such
> as online platforms, inside the university for cross fertilization) to
> foster trans-disciplinary learning between art and science and technology.
> This will enable skills such as those mentioned by the authors, "observing,
> imaging and visualization, abstracting, pattern recognition and pattern
> invention, analogizing, dimensional thinking, modeling, body or kinesthetic
> thinking, manual dexterity, familiarity with tools, transforming data into
> visual or graphical forms, converting theories into mechanical procedures,
> and understanding data and experiments kinesthetically and empathetically",
> and that are currently developed in Art, to be fully integrated in STEM,
> but counting on Art to develop this process together with other disciplines.
>
> 2) Researching together: creating trans-disciplinary funding structures
> for research that include art at the same level, not only as 'illustrators';
>
> 3) Undertanding each other: teaching university students how to dialogue
> across disciplines.
>
> Hope this is useful,
>
> Best,
>
> Cristina Miranda de Almeida
> Departmento de Arte y Tecnología, UPV/EHU
> Research Programme Digital Culture, IN3/UOC
>
> El 06/10/13 05:31, roger malina escribió:
>
> yasminers
>>
>> here is an initial discussion
>>
>> roger
>>
>>
>> SEAD DISCUSSION:
>>
>> In ongoing studies, Robert and Michelle Root-Bernstein have found that
>> more than 80% of scientists and engineers surveyed say that arts and
>> crafts education should be a required aspect of STEM education. The
>> authors point out it is arts and crafts experiences that gave these
>> scientists and engineers the thinking skills that led to their
>> success. These skills include: "observing, imaging and visualization,
>> abstracting, pattern recognition and pattern invention, analogizing,
>> dimensional thinking, modeling, body or kinesthetic thinking, manual
>> dexterity, familiarity with tools, transforming data into visual or
>> graphical forms, converting theories into mechanical procedures, and
>> understanding data and experiments kinesthetically and
>> empathetically". These thinking skills can be fostered in formal and
>> informal experiences, the authors point out. The most potent effect
>> comes, they say, in extended and persistent exposure to the art or
>> craft over a period of years.
>>
>> They add, however, that research shows that only the following skills
>> were included in science textbooks above the 8th grade level:
>> observing, analogizing, modeling, and patterning. Many of the other
>> skills are not included in the traditional STEM textbooks at all.
>>
>> Their suggestions include: informing all stakeholders of the
>> importance of arts and crafts education to STEM education; providing
>> continuous arts and crafts education from "childhood to maturity";
>> making these experiences available across the socio-economic spectrum
>> in both formal and informal settings; emphasizing imagination,
>> knowledge transfer, and the inventing process in arts and crafts
>> education; and providing further research into these areas.
>>
>> Based on the findings of this study and the national need for these
>> vital innovation thinking skills, what suggestions do you have to
>> begin an introduction of these skills into your realm?
>>
>> Lucinda Presley, Robert and Michele Root Bernstein
>>
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--
Lucinda Presley
Director
ICEE Success*
Institute where Creativity Empowers Education Success*
lucinda.presley@gmail.com
903-530-9019
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