Converting STEM into STEAM Programs

1 Prologue; Arthur J. Stewart, Michael P. Mueller and Deborah J. Tippins.- 2 From STEM to STEAM: How Can Educators Meet the Challenge? Mariale M. Hardiman and Ranjini M. JohnBull.- 3 The Importance of Integrating the Arts into STEM Curriculum; Michelle Land.- 4 Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences; Bronwyn Bevan, Kylie Peppler, and, Lynn Scarff.- 5 Investigating the Complexity of Developing STEAM Curricula for Middle School Students; Danielle Herro, and Cassie Quigley.- 6 We Need More (than) STEAM: Let's go for Life-wide and Lifelong Education; Wolff-Michael Roth.- 7 Using Project-Based Learning to Teach STEAM; Gary Ubben.- 8 How to Structure Project-Based Learning to meet STEAM Objectives; Gary Ubben.- 9 Enhancing STEAM Education through Cultivating Students' Savoring Capacity; Shu-Hsuan Chang, Li-Chih Yu, Jing-Chuan Lee, and Chih-Lien Wang.-  10 Science, Youth and Integration-The Quest for Mindfulness through Birding; Erin A. Ingle andMike Mueller.- 11 The Role of STEAM in a Sustainable World; Shushman Choudhury, Sohn Cook, and Brittany Bennett.- 12 Transgressing the Disciplines using Science as a Meeting place: The Science, Art and Writing Initiative; Anne Osbourn.- 13 Artistic Ways of Knowing: Ensuring Substantive Arts Involvement in the STEM/STEAM Classroom; Joanne Haroutounian.- 14 Putting the STEAM in the River: Science, Technology, Engineering, Arts, and Mathematics and their Potential Transformative Roles in School District Culture, Organization, Systems, and Learning Environments; John Puglisi, and Elizabeth Yeager.- 15 Emerging Scenarios to Enhance Creativity in Smart Cities through STEAM Education and the Gradual Immersion Method; Jorge Sanabria, and Margarida Romero.- 16 Applying Gradual Immersion Method to Chemistry: Identification of Chemical Bonds; Guillermo Pech, Jorge Sanabria, and Margarida Romero.- 17 From Conceptualization to Implementation: STEAM Education in Korea; Sophia (Sun Kyung) Jeong,

Arthur J. Stewart of Lenoir City, Tennessee, is a scientist, science educator, and poet.  He earned his Ph.D. at Michigan State University in aquatic ecology and worked at the Department of Energy's Oak Ridge National Laboratory for 17 years as an ecologist and ecotoxicologist before becoming a science education project manager for Oak Ridge Associated Universities.  In addition to publishing over a hundred scientific articles, book chapters, and technical reports, his science-inspired poetry has been published many literary magazines and in more than a dozen anthologies.



Michael P. Mueller is a professor of secondary education with expertise in environmental and science education in the College of Education at the University of Alaska Anchorage.  His philosophy now focuses on how privileged cultural thinking frames our relationships with others, including nonhuman species and physical environments.  He works with teachers tounderstand the significance of cultural diversity, biodiversity, and nature's harmony.  He is the coeditor-in-chief of Cultural Studies of Science Education.Deborah J. Tippins is currently a professor in the Department of Mathematics and Science Education at the University of Georgia.  Her scholarly work focuses on encouraging meaningful discourses around environmental justice and sociocultural issues in science education.