The Claremont Graduate University’s Transdisciplinary Studies program has just released the inaugural issue of their STEAM Journal! A “transdisciplinary, international, theory-practice, peer-reviewed, academic, open access, online journal”, the CGU STEAM Journal serves as a place for scholars and professionals of a variety of disciplines to provide commentary, ideas, and information. This online journal, with its open access model and the style of its collaborative compilation of works, exemplifies the aspect of STEAM that all areas of practice can benefit from — innovation.
The content of this new STEAM Journal is something to be really excited about, as it features not only interesting articles and editorials, but has full .PDFs complete with abstracts for pieces of excellent artwork. To see the full list of entries in this first issue of the journal, check out the online publication at http://scholarship.claremont.edu/steam!
This free-access online resource is ready to be read and devoured at your leisure, but for your convenience below are the abstracts of the articles included in the journal, hyperlinked to take you right to the download page if you want to read on! Additionally, you can also follow the project on Twitter (@TheSTEAMJournal) or join their groups on Facebook and LinkedIn (The STEAM Journal).
Chris Brownell, Claremont Graduate University (CGU)
This is the background to some of the work, art and thinking that went into the cover art for the inaugural issue.
Dr. James Catterall, University of California (UCLA)
STEM and STEAM are in the news. Researchers and educators in my field (cognition, art, and creativity) argue reasons for adding the A to STEM. While I visit this below, my focus is elsewhere. In this brief essay, I want to explore the meaning and importance of the E appearing in both STEM and STEAM. What’s engineering doing in this mix? And what are some reasons for affirming the arts when the role of engineering is clarified?
Whitney Dail, Savannah College of Art and Design (SCAD)
Within the last decade, the commingling of art and science has reached a critical mass. Science has long infused the arts with curiosity for natural phenomena and human behavior. New models for producing knowledge have given rise to interaction and collaboration across the globe, along with a renewed Renaissance.
John M. Eger, J.D., San Diego State University (SDSU)
With America slowly awakening to the need to turn out creative and innovative workers who can join the 21st century (its already 2012) workplace — because they have the new thinking skills –we have to change the current emphasis on STEM, for Science, Technology, Engineering and Math to STEAM, by insuring that the whole brain is nurtured through the arts: thus STEAM.
Natasha Hall, University of the Balearic Islands (UIB)
It has been stated that artists comprehend and chronicle the completeness of the visible world (Wallach & Bret, 1987), defining Art as the creative expression of knowledge about the visual world. But to what extent does that awareness extend into a scientific appreciation of the world? The acronym STEAM is an abbreviation of Science, Technology, Electronics, Arts and Mathematics. Weaving interactions between Science and Art, have been shown by Clarke and Button (Clarke & Button, 2011), to intensify interconnections between nature, with Landscape, and ultimately with sustainability.
Jarod Kawasaki, University of California (UCLA)
Dai Toyofuku, Claremont Graduate University (CGU)
The scientific issues that face society today are increasingly complex, open-ended and tentative (Sadler, 2004). Finding solutions to these issues, not only requires an understanding of the science, but also, concurrently dealing with political, social, and economic dimensions that exist (Hodson, 2003). For example, 40 years after the first congressional hearing on climate change held by Al Gore in 1976, the 2012 Intergovernmental Panel on Climate Change (IPCC) report states that climate change is still getting worse, despite efforts by governments, businesses, social actors such as Non-Government Organizations, and scientists. With the top minds in the world, across all disciplines, backed with government and corporate funding pursuing the same goal of resolving human impact on climate change, why haven’t we resolved the situation? What strategies might be employed to increase effective action?
Dr. Roger Malina, University of Texas at Dallas (UTD)
Recently an email hit my desk from Paul Thomas in Australia with a proposal to work together on a “Cloud Curriculum for Art and Science”. I immediately agreed to collaborate. I don’t yet have a clue of what a cloud curriculum is, but what I do know is that we are ‘backing into the future’ in educational institutions and we desperately need a ‘cloud curriculum.’ We need to look over the ten year horizon. And in the emerging art-science field I doubt that the usual approach to curriculum development will work.