Branches from the Same Tree: A National Convening on the Integration of the Arts, Humanities, and STEMM in Higher Education Proceedings of a Workshop–in Brief (2020) / Chapter Skim
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Branches from the Same Tree: A National Convening on the Integration of the Arts, Humanities, and STEMM in Higher Education: Proceedings of a Workshop - in Brief
Branches from the Same Tree: A National Convening on the Integration of the Arts, Humanities, and STEMM in Higher Education: Proceedings of a Workshop - in Brief
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RECALIBRATING HIGHER EDUCATION In his opening remarks, David Skorton, chair of the committee that produced the Branches from the Same Tree report, and secretary of the Smithsonian Institution, said that the difficult issues facing society today will not be solved by science and technology alone. The humanities and arts, beyond their inherent value and beauty, will help solve the great problems facing humanity.
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While all three institutions provided him with the challenges and rewards of a life in academia, he wanted to be a more "holistic thinker, feeler, and actor." As executive director of the Future Earth global research platform, he helped foster "transdisciplinary science that begins with problems of the real world." This platform has contributed to the work of such organizations as the Intergovernmental Panel on Climate Change and the United Nations. Since 2017, he has been chief sustainability officer of Pennsylvania State University and director of the Sustainability Institute and professor of management at Penn State's Smeal College of Business.
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The grants allow people in all fields to challenge themselves in a low risk way to create new kinds of learning structures. Shrivastava added that academics have fragmented conversations in higher education into more than 8,000 different disciplines in the United States alone and more than 15,000 in the world, since scholarly disciplines are defined differently around the world.
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"I was amazed at how, by the time kids hit middle school, they already have a very clear idea of what an engineer looks like, what a computer scientist looks like, and looks like me; often times the person they envision as the prototypical computer scientist and engineer is a white man." Colleges have an opportunity to work with diverse groups of students both before and during college to give them the interdisciplinary education they will need, she said. "A lot of different types of people go through universities, and we want everyone to come out much better than when they began." Rediet Woldeselassie, a graduate student of health informatics and data analytics in the College of Health and Human Services at George Mason University, learned about the value of understanding people's personalities while serving for ten years in the Marines.
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In graduate school she read books by people who were undergoing societal and spiritual struggles, and she is now able to relate those struggles to the people she knows in her church, including "the elderly women and men in my church who impart wisdom all of the time into my life." Woldeselassie added that he used to volunteer at a retirement home, which was an eye opening experience for him because there "a richness that comes with this interaction, and it inspires you to look at things in a different way that you never thought of before." When asked about the experiences in their childhood that contributed to their empathy and creativity, Woldeselassie said that he learned much of the social skills that he has applied in his education during his time in the Marines. Carroll gave credit to some of her high school friends, such as a best friend who spent "more time writing hip hop verses than he did in the classroom." Pastore agreed that people often learn about empathy outside the classroom.
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This requires assessing not only what students have learned but the ways in which integrative activities affect learning, which involves such issues as the quality of the pedagogies students encounter in integrative programs, the extent to which programs are implemented consistently across sections, the nature of students' interactions with peers, and the assumptions and knowledge that students bring to a program. Articulating the goals of a learning experience is the first step in assessment, participants at the session pointed out, which can be particularly complex with interdisciplinary activities that draw on different terminology and perspectives.
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Jill Sonke, director of the Center for the Arts in Medicine at the University of Florida, identified risk taking and comfort with failure as common elements of successful programs. For example, her university is implementing a new undergraduate core curriculum called UF Quest that challenges students to grapple with intellectual and social programs that extend beyond the classroom and any one discipline.
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REVIEWERS: To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop -- in Brief was reviewed by Charles Blaich, Wabash College; Paul Shrivastava, Pennsylvania State University; and Mary Beth Leigh, University of Alaska, Fairbanks. Marilyn Baker, National Academies of Sciences, Engineering, and Medicine, served as the review coordinator.
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