Full STEAM ahead: a manifesto for integrating arts pedagogics in to STEM education

Date
2014-12-08
Authors
Connor, AM
Karmokar, S
Whittington, C
Walker, C
Supervisor
Item type
Conference Contribution
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Teaching, Assessment and Learning for Engineering (TALE)
Abstract

This paper sets out to challenge the common pedagogies found in STEM education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of engineering and “engineering like” projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

Description
Keywords
Pedagogies , Active learning , Project based learning , Inquiry based learning , Engineering education
Source
IEEE InternationalConference on Teaching, Assessment and Learning in Engineering 2014 held at Te Papa Tongarewa National Museum of New Zealand, Wellington, NZ, 2014-12-08 to 2014-12-10
DOI
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NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
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