![]() The main objective is to identify the characteristics of the documents, to examine which of them have the greatest impact which are the lines of research to identify the main journals and their classification to establish in which languages STEAM is published to recognize which are the countries where the research comes from, to determine which types of documents. The method of systematic mapping of the literature on the STEAM approach in education was developed, for which the Web of Science and Scopus databases were used, finding 214 articles in a general level, of which 61 have open access. This article presents the results obtained through the technique of quantitative content analysis applied to the topic of digital competencies and STEAM in education, in the period between 20, in order to determine the research conducted on this topic. The art was externally evaluated through American Society for Microbiology's (ASM's) Agar Art Contest and each time, at least one of our student artworks was chosen as a finalist for the People’s Choice Award, providing validation of the success of our collaboration. Advanced art students earned higher scores than introductory students however, the average scores for all students were “proficient” or above suggesting that the learning outcomes were met. Improvement in aesthetic, conception, and technical proficiency in handling the bacteria were demonstrated when comparing their first attempt at creating agar art to their second. Student learning was assessed using a rubric to evaluate their art and demonstrate that the learning outcomes were met. After learning aseptic technique to culture bacteria, the students were supplied with a variety of media and bacterial strains and tasked with recreating a famous artist’s drawing or using their own artistic concept. The activity was integrated into two to four sessions of introductory and advanced art courses over four semesters. We hypothesized that art students could effectively learn microbiology laboratory techniques and use them as novel tools for artistic practice. Our goal was to integrate science into art courses using an agar art activity. Here, we discuss a unique collaboration between professors in the art and biology departments. Unfortunately, undergraduate education often creates disciplinary silos where the two are not integrated. ![]() The author, an art educator with STEM interest, will summarize the major initiative in STEM, rationalize the value of arts integration, discuss objective driven assessment, evaluate literacy opportunities, provide examples of taking theory to practice, and challenge the audience to go full “STEAM” ahead.ĪBSTRACT Evidence-based studies on the benefits of integrating STEM into the arts are limited however, some suggest that it can lead to improved scientific literacy and new approaches for artistic scholarship. Education must foster not only problem solving skills but also problem seeking skills all while maintaining the interest of the students. With a STEM job market increasing three times faster than the rest of the economy, and only 4.4% of American undergraduates enrolled in STEM programs, there is a huge shortage of qualified high-tech workers. ![]() A study by the Partnership for a New American Economy, called “Not Coming to America,” demonstrates the lacking interest of STEM in undergraduates throughout American born citizens. Having the ability to execute both at scale can better position our nation for global competitiveness. Traditional STEM (Science, Technology, Engineering, Mathematics) degrees focus on convergent skills whereas art degrees focus on divergent skills. There is growing interest amongst forward looking public officials, educators, and professionals in enhancing the education platform to better prepare students for both analytical and creative thinking.
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