Tag Archives: STEM

STEAM: Adding Arts to STEM Education

I have written in the past about Science, Technology, Engineering, and Math (STEM) education for young people. I am a big advocate of STEM learning and participate in events when possible. I think it is important for everyone to be grounded in the sciences and math to be able to work in our increasingly complex world. It is nice to know how to use an app or a particular software but it is even better to know how it works, especially when it mysteriously fails and you need to try to fix it.

Lately, I have been seeing the term STEAM, which stands for Science, Technology, Engineering, Arts, and Math. In other words, arts inserted into STEM. To be honest, I was skeptical when I first started seeing this term because it felt like the arts were jumping on a bandwagon they were not supposed to be part of. In this post I will explore the origins of STEM and how we got from STEM to STEAM and the value of adding arts education.

Origins of STEM

The Russian satellite Sputnik launch in 1957 started a rivalry with America for technical superiority on earth and in space. America thought that it should be first in terms of smart scientists and mathematicians. The U.S. developed plans to place a man on the moon and in July, 1969, realized that vision and regained superiority in the space race. Growing up in the 1960s, we all wanted to be astronauts and we studied the necessary disciplines to get us into space. Science and math were fundamental. Computer development in the ‘80s and ‘90s kept technical subjects in the forefront. Programming, math, and electronics were important and exciting.

The National Science Foundation coined the term STEM in 2001 to refer to a renewed emphasis in teaching technical disciplines. Surveys showed that American education was slipping compared to other countries and we were losing that superiority we fought so hard to gain in the 1960s. STEM renewed the emphasis on science education in order to stay on top.

STEM to STEAM

The Rhode Island School of Design championed the term STEAM in an attempt to include art and design with the traditional STEM subjects. They are working to promote this transition with educational institutions around the country. A recent article in the Tech Edvocate did a good job of advocating for this move. Traditional STEM subjects are analytical or left-brained by nature whereas art and design and creativity and spatial awareness all come from the right hemisphere of the brain. In order to create a holistic or whole brained approach to teaching STEM subjects, we need to call on our powers of analysis and visualization. This makes sense to me. A recent conversation with school-age youth brought up the same points. Instead of arts trying to tag along with STEM, this is a way to actively incorporate other methods of learning into technical subjects.

Thoughts

If we are deliberate and thoughtful about adding art, design, and visualization exercises into traditional STEM curriculum, then I think it can be a plus for the student. It will help them navigate both hemispheres of the brain in order to turn out a more creative product. What are your thoughts? Is STEAM a good idea or will it detract from the STEM emphasis.

About Kelly Brown

Kelly Brown is an IT professional and assistant professor of practice for the UO Applied Information Management Master’s Degree Program. He writes about IT and business topics that keep him up at night.

Will Computer Science Displace Classic Education?

I believe that technology is now a routine part of our lives and I have been thinking lately about how much effort we should spend educating young students about computers. I read an article that highlighted a push to make computer science mandatory in German schools. My question is, has technology become so commonplace that we treat it like running water and electricity, or can it still provide a competitive advantage for a community or a nation?

Keeping up on Technology

One of the concerns of German lawmakers, which is shared by officials from other countries, is that their students will fall behind and not be able to fill future technology jobs. According to the head of German digital industry group Bitkom:

“IT skills are now as important as the basics. Digitisation determines our everyday lives more and more, for leisure time as well as for work. Schools must teach about media literacy beyond the classroom and give students a firm grasp of IT technologies.”

Suddenly, the tech kids are the cool ones in school. This follows the recent emphasis in schools in science, technology, engineering, and math (STEM). The theory is that partly because of the proliferation of technology, the best and most advanced jobs will go to those who are trained in those areas.

Code.org

In a blog post last year I highlighted the organization Code.org that believes that “every student in every school should have the opportunity to learn computer science.” They are working to increase access to computer curriculum, particularly for women and students of color. Just as the lawmakers in Germany are advocating, Code.org believes that computer science should be part of core curriculum in schools alongside biology, algebra, and chemistry. While I agree that computer science is important as part of a STEM curriculum, I wonder which classes we should drop to make room for it?

Curriculum Replacement

A recent PBS article highlighted a similar push to introduce coding courses in schools in Australia. Computer science curriculum, according to the article, will replace geography and history courses. I am sure that the change will generate a lot of debate around the virtues of a classic education versus a more modern education. It leaves the door open for ongoing conversations around curriculum mix and what students actually need to succeed in the future.

Thoughts

To circle back to my original question, is it necessary to add specific computer science curriculum to schools? Or has technology become so pervasive that everyone knows how to use it, but only a few need to be able to create new and unique applications? In the same vein, should we also introduce mandatory physics courses as well to better understand the underlying hardware? Finally, which courses would you replace? As you look back on your education and career, which classes have shaped you the most and why? Let me know your thoughts.

About Kelly Brown

The Information Umbrella’s Best Blogs of 2014

Happy New Year from the AIM faculty and staff!

Our blog writers’ curiosity took some surprising turns in 2014, which sparked us to ask what resonated with you readers. Below is our list of most popular blogs of the year, with a special challenge to astrologers to make sense of the odd coincidence involving publication dates.

#5 Our Shrinking World

AIM blogger Kelly Brown ponders the question “With everything we have in place, are we really tapping the potential of a shrinking world or still limiting ourselves to the familiar surroundings and friends to supply us with answers and advice?” From April 15, 2014.

#4 So We Had a Parade

Guest blogger Tim Williams, a 2000 AIM graduate, an adjunct instructor for the AIM Program, and COO of Sesame Communications, shares his thoughts on his experience in organizational culture and team building. From July 15, 2014.

#3 The Dark Side of the Deep Web

Kelly Brown’s curiosity takes him deep into the layers of the Web. Think onions and murky depths. From April 8, 2014.

#2 A Terabyte of Storage Space: How Much is Too Much?

How much storage is enough? Kelly Brown calculates just what will fit into 1,000 gigabytes. From July 8, 2014.

#1 Too Many Coders?

Are there too many coders to meet the needs of the future? Not enough? That question resonated with more Information Umbrella readers than any other in 2014, rocketing this blog post to top spot for the year. From February 18, 2014.

What do you want to read about in 2015? Send us a message with your ideas.

Don’t miss The Information Umbrella next week when Kelly Brown scores a touchdown with a timely topic!

Too Many Coders?

I have been reading a number of articles lately lamenting the fact that we do not have enough programmers or coders in America and not enough students are entering and graduating from computer science programs. The Kentucky Senate last week passed a bill that would allow for programming classes to count as foreign language credits in public schools. The bill still needs to pass the Kentucky House to become law. There is also the oft-quoted number from the National Center for Educational Statistics (NCES) that only 2.4 percent of current bachelor’s degrees are awarded to computer science majors.

The Argument

I think that the argument is overly simplistic and ignores cycles, needs, and capacity. In terms of cycles, there is a reason for fewer computer science majors today. If you look at the historical trends in computer science degrees displayed in this interactive chart, you will see that computer education peaked at 4 percent of all bachelor’s degrees in 1985 and again in 2004. I believe that the introduction and popularity of personal computers in the late 1970s and early 1980s led to the first peak. It takes four years to complete a bachelor’s degree, so the cycles are offset. Similarly, I believe that the second peak was because of the dot com boom of the late 1990s and very early 2000s. In both cases, it was very cool to be in computers and desirable to pursue computer education. Conversely, the troughs occurred in 1995 and 2009. By 1990, computers had become commonplace but we had not yet entered the Internet boom. In 2004–2006, sizable tech companies and Internet companies such as HP, IBM, EDS, and Cisco were laying off large numbers of employees. My belief is that during the layoffs, an education and career in tech did not look very enticing. Computer science degrees have come out of the trough since 2009 and are on the rise again; that may be in part attributed to the boom in mobile computing. Computing is cool again.

Broad-based STEM Education

That being said, I am a huge advocate of science, technology, engineering, and math (STEM) education, and I think all students should be solidly grounded in those disciplines. They can take that education and those skills into a number of vocations and professions. I don’t believe, however, that everyone needs to become a programmer or be proficient in programming, despite the proclamations of Mark Zuckerberg and Barack Obama on Code.org. I laud their efforts to at least introduce coding to all students but it is just one small part of a larger education in technology and science.

There are other emerging fields that are outside the boundaries of traditional computer science. Perhaps it is a matter of semantics, but students should also consider a career in bioinformatics, which is a combination of statistics, computer science, and biology. This is a chance to apply computing and data analysis skills to the task of gene sequencing and other biological research. There are other emerging fields as well, such as robotics and materials science. Work in all of these specialties is going to take a solid background in math, science, technology, and even some programming. They are all exciting areas waiting for those willing to tackle the rigorous work necessary to make a break through discovery.

My Thoughts

These are exciting times to be involved in computing and analytics and there are diversified disciplines looking for those skills. I think the key to the future is a solid applied STEM education that will prepare students for the challenges ahead. The opportunities are broad and other possibilities should not be ignored by focusing only on programming skills or computer science degrees. What do you think? Let me know.

About Kelly Brown

Kelly Brown is an IT professional, adjunct faculty for the University of Oregon, and academic director of the UO Applied Information Management Master’s Degree Program. He writes about IT and business topics that keep him up at night.

Maintaining Our Technology Lead

Background

Recently, there was an article published in Information Week in which author and former Department of Transportation CIO Nitin Pradhan posed the question: “Do we need a U.S. Department of Technology?” Pradhan lays out his argument for a U.S. cabinet level department of technology to promote technology education and technology jobs in the U.S. I disagree and would like to offer an alternate view on how we can address the same issue.

The Issue

Mr. Pradhan argues that we need a centralized coordination point to retain our global technology lead and that we should combine current technology departments for efficiency and to have one strong voice. He writes, “Tech industries grow because of the availability of research and development dollars, a high-quality education system, a tech-savvy workforce, a large local technology marketplace and government incentives.” I agree with all except the last point, and that is where our thoughts diverge.

Early Education

A business maintains competitive advantage by investing in superior research and by hiring superior people that can carry out that research. I believe the key to developing those superior people lies in early education. The key lies in providing an engaging and compelling education in science, technology, engineering, and math (STEM). If young people are excited about these fields, then they will be excited about finding new ways to use technology. This is what will lead them to maintain our technological edge. Since early education in the U.S. is largely a public function, then I agree with Mr. Pradhan that we need some governmental coordination. However, this needs to be done in lockstep with private industry that are the beneficiaries of this new talent, and I would argue that the push should be led by private industry. Larger government programs would only hinder the progress.

Proposal

Here is my early intervention proposal for increasing interest in technology and working to maintain our lead in the world:

Bring real world technology applications and research into the classroom. This benefits the school by raising the awareness and interest of the students. It benefits the business by increasing their exposure to future employees and by garnering ideas from a broader audience. Crowdsourcing ideas from a middle school? Why not?
Encourage post secondary education in STEM by providing high school job shadowing opportunities with people who are creating the future. These could be in information technology, bioinformatics, or technology research.
The technology industry can step up to take the lead on creating this future. There are already several consortiums and associations formed to address various intercompany and interindustry problems. This education lead could be housed through one of the existing associations, to be co-led by an existing government agency.

Thoughts

The need exists and the desire exists to maintain our technology lead. The key is partnering to make technology exciting and fulfilling so that we can attract brilliant minds to help create our future. Do you agree? Are there other ways to reach this future state? Let me know your thoughts.

About Kelly Brown

Bridging the Technology Gender Gap

There has been a big emphasis over the last few years on STEM (science, technology, engineering, and math). Education initiatives are pushing STEM in elementary, middle, and high schools. With this emphasis we should see more young men and women entering college degree programs and careers in these fields. Will this push help to reverse the decline of women entering into the information technology field? Time will tell, but I have a few ideas for narrowing this gap.

Statistics

According to a recent study by the National Center for Women In Technology, 57 percent of professional jobs in the US are held by women but only 26 percent of professional computing occupations were held by women. According to the same survey, only 18 percent of Computer Science and Information Science undergraduate degree recipients were women. The trend for women in technology appears to be getting worse and not better.

Ideas

In a recent blog post, Jaleh Bisharat, vice president of marketing at oDesk, suggests three things that may invite more women into the technology and communications field:

Make computer programming a requirement for graduating from high school.
Aggressively combat the stereotypes of computer scientists.
Expose the creativity involved in advanced math and science.

Her premise is that if we demystify information technology by exposing young people, male and female, to areas such as programming then they will begin to understand that tech jobs can be rewarding. The tech industry needs to shed its “nerdy” image in order to be considered a viable option for young women. As Ms. Bisharat points out, programming can be poetry and it is very much a creative field.

Thoughts

Here are some things I have been thinking about to attract more young women to STEM and keep them interested enough to pursue a degree and a career in technology or engineering:

Bring more girls in contact with technology professionals, even as early as elementary school.
Create better marketing by the technology industry to attract more young women to the industry.
Make math hip by highlighting top-of-the-line applications!

If we are successful in introducing young people to technology and information professionals, they will understand that these are the people that help bring new devices and applications to life. In turn, the professionals can help reinforce the notion that math and science are cool and they are not limited to one gender. Finally, we need to do a much better job of marketing the technology industry. We have the Beef Council, why not a technology council, complete with a tagline and a jingle and a captivating app? Come and join us and help us invent the future! All of these efforts could help narrow the current gender gap in technology jobs and help us to employ the talents of creative men AND women.

Do you have other ideas for attracting talented women into the technology field? What do you think are our biggest barriers? Let me know your thoughts.