fascinating how the stem to steam area is circulating into new discourses
here again at the US national academy of Science
with new rationales -=here:
1) prepare STEM students and workers to be more effective
communicators, critical thinkers, problem-solvers and leaders; and
2) prepare STEM graduates to be more creative and effective
scientists, engineers, technologists and health care providers.
· The value of integrating more STEM curricula and experiences
into the academic programs of students who are majoring in the
humanities, arts and related disciplines.
· Understanding how a more integrated liberal arts curriculum,
relative to current approaches, can better prepare students for
success as both citizens and workers, and help prepare them to
responsibly address the most compelling grand challenges facing our
society, such as global stewardship, health care for our youngest and
oldest citizens, and gene editing.
roger malina
You are Cordially Invited to Attend
INTEGRATING EDUCATION IN THE ARTS AND HUMANITIES WITH EDUCATION IN
SCIENCE, ENGINEERING, TECHNOLOGY, AND MEDICINE:
A Workshop Hosted by the Board on Higher Education and Workforce of the
National Academies of Sciences, Engineering, and Medicine
This workshop is intended for college and university faculty and
administrators, scientists and engineers, health professionals,
humanists, artists, federal agency officials, business leaders,
Congressional staff, and other stakeholders interested in exploring
the benefits of more integrated educational experiences at the
undergraduate and graduate levels
Sponsored by the Andrew W. Mellon Foundation
8:30 a.m. to 5:00 p.m.
December 2, 2015
The Conference Center
Carnegie Endowment for International Peace
1779 Massachusetts Ave, NW | Washington, DC 20036
If you have questions or need additional information, please contact
Tom Rudin (trudin@nas.edu) or Irene Ngun (ingun@nas.edu).
Key Issues to be addressed at the workshop:
· The value of incorporating curricula and experiences in the
arts and humanities--including history, literature, language,
philosophy, and the arts--into college and university STEM education
and workforce training programs, and understanding whether and how
these experiences: 1) prepare STEM students and workers to be more
effective communicators, critical thinkers, problem-solvers and
leaders; and 2) prepare STEM graduates to be more creative and
effective scientists, engineers, technologists and health care
providers.
· The value of integrating more STEM curricula and experiences
into the academic programs of students who are majoring in the
humanities, arts and related disciplines.
· Understanding how a more integrated liberal arts curriculum,
relative to current approaches, can better prepare students for
success as both citizens and workers, and help prepare them to
responsibly address the most compelling grand challenges facing our
society, such as global stewardship, health care for our youngest and
oldest citizens, and gene editing.
WORKSHOP PLANNING COMMITTEE
William "Bro" Adams, President of the National Endowment for the Humanities
Susan Albertine, Vice President, Office of Diversity, Equity, and
Student Success, AAC&U
Laurie Baefsky, Executive Director of the Alliance for the Arts in
Research Universities (a2ru) and the University of Michigan's
ArtsEngine
Norman Bradburn, the Tiffany and Margaret Blake Distinguished Service
Professor Emeritus in the faculties of the University of Chicago's
Irving B. Harris Graduate School of Public Policy Studies, Department
of Psychology, Booth School of Business and the College and a Senior
Fellow at NORC at the University of Chicago
Martin Chalfie, University Professor in the Department of Biological
Sciences at Columbia University, and co-recipient of the 2008 Nobel
Prize for Chemistry.
Richard K. Miller, President, Olin College of Engineering
Suzanna Rose, Director, School of Integrated Science and Humanity at
Florida International University, and Professor of Psychology and
Women's Studies
Pauline Yu, President, American Council of Learned Societies
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