Resources for Faculty

Research Discussing the Integration of Liberal Arts and STEM

We don’t need more STEM majors. We need more STEM majors with liberal arts training.

Washington Post article by Loretta Jackson-Hayes

The nation’s competitiveness depends on graduating more students majoring in the STEM fields. This article discusses how there has been an artificial line drawn separating science and the arts when this should not be the case. Throughout this article the authors highlight testimonies from professionals who credit their success from having experience in both liberal arts and STEM. The authors argue that while there needs to be an increase in STEM graduates, it is, however, imperative that these graduates also have experience in the liberal arts.

Jackson-Hayes, L. (2015, February 18). We don’t need more STEM majors. We need more STEM majors with liberal arts training. Washington Post.

Full STEAM Ahead: The Benefits of Integrating the Arts Into STEM

Michelle H. Land

The author of this article shine light on a major STEM initiative that places a special emphasis on the integration of arts within the STEM field. The goal of this initiative, called the STEAM initiative, is to integrate the Arts into the STEM field to increase literacy and enhance the innovation and creativity amongst college students in STEM majors. According to this article, higher education is likely to see a trend of more dual degree programs in both the Arts and STEM disciplines (Land, 2013).

Due to the low number of students enrolled in STEM majors accompanied with a large percentage of STEM department employees close to retirement the article addresses the growing need for STEM. This piece also discusses the need for students to be more creative thinkers. The world isn’t black and white, therefore adding the arts into the STEM field can prepare students for real world problems. The STEAM initiative is a cross-curricular collaboration that can offer students more high-tech skills.

Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547–552.

Often Asserted, Rarely Measured: The Value of Integrating Humanities, STEM, and Arts in Undergraduate Learning

Hannah Stewart-Gambino, Lafayette College
Jenn Stroud Rossmann, Lafayette College

This report was curated to measure the value of integrating STEM, humanities, and arts in undergraduate curriculum. Often it can be difficult to assess if learning in these areas complement one another, however, the authors conclude that reaching across disciplines benefit students in different ways. For example, by integrating STEM and the Liberal Arts critical thinking can be promoted. It is also believed that STEM fields and non-STEM fields “enliven intellectual pursuit in each other” (Stewart-Gambino & Rossmann, 2015). This report also posits an advancement in career readiness amongst college graduates and a higher salary in those students from a wide variety of majors/curriculum.

The authors also address underrepresented groups in the STEM field. The authors discuss how women are represented by enrollment in STEM majors, but when it comes to receiving degrees in the STEM field there is a large gender discrepancy (Stewart-Gambino & Rossmann, 2015). To tackle the issue of other underrepresented groups in STEM fields, the authors explore the possibility of a need to make the curriculum more “attractive”.

Stewart-Gambino, H., & Rossmann, J. S. (2015). Often Asserted, Rarely Measured: The Value of Integrating Humanities, STEM, and Arts in Undergraduate Learning. National Academies of Sciences, Engineering and Medicine.

STEAM: Using the Arts to Train Well-Rounded and Creative Scientists

Verónica A. Segarra, Barbara Natalizio, Cibele V. Falkenberg, Stephanie Pulford, and Raquell M. Holmes

This article focuses on STEAM and infusing arts into STEM. This article is seeking to combat challenges in recruiting and training STEM graduates into the workforce. These scholars are looking to infuse the visual, spatial, and graphical arts into the field of STEM. The article briefly discusses how these different arts can be beneficial to STEM. The authors argue that the arts seem to be the most beneficial to STEM majors because they often include diagrams, which are beneficial when communicating findings. Considering visual communication is a big part of STEM learning, by incorporating visual arts into the curriculum this can improve cognitive skills and abilities. The authors also discuss different ways STEAM can be beneficial to conventional pedagogy and training.

Segarra, V. A., Natalizio, B., Falkenberg, C. V., Pulford, S., & Holmes, R. M. (2018). STEAM: Using the arts to train well-rounded and creative scientists. Journal of Microbiology & Biology Education, 19(1).

Oral Communication Excellence for Engineers and Scientists

Synthesis Lectures on Professionalism and Career Advancement for Scientists and Engineer (Vol. 3)
Judith Shaul Norback

This text includes input from 75 executives from leading organizations that discuss the importance of strong oral communication skills for science and engineer majors. Throughout the book the author addresses how to reach oral communication excellence for these specific types of students. The text also suggests that by including input from science and engineering executives, universities will be able to shape their curriculum to better prepare their students for careers. Presentations were given on how to communicate effectively in meetings, how to face challenges of oral communication, as well as tips on cross-cultural communication.

Norback, J. S. (2013). Oral Communication Excellence for Engineers and Scientists (Vol. 3). Morgan & Claypool Publishers.