Abstract:

Those involved in bringing the sciences and the arts together have replaced, STEM (science, technology, engineering, mathematics) with the acronym STEAM (science, technology, engineering, arts, mathematics). This presentation will feature a case study of a workshop that included Middle school aged students (grades 7–9) who came to a university setting for a week-long summer workshop as part of a STEAM program. The students were taught by university design professors to learn life-long problem-solving techniques and strategies through design thinking. The “Delve into Design Thinking” workshop was an interactive, experiential, immersive learning experience that provided exposure to design thinking and problem-solving.

The workshop format was developed as a learner-centered environment for all types of learners by offering information both verbally and visually, so the students could learn the best way that suited him or her. The professors provided real world examples so the information was connected to what students have experienced, and how the process and ideas were used and employed in real world examples—which helped to establish a bridge between theory, history and practical use. Critiques and discussions were used throughout the workshop as a time of learning and check for understanding the strengths and weaknesses of the students. Student participants also benefitted from one-on-one meeting time with the instructors so they could get personalized feedback. Students worked in a studio setting and in a computer lab to solve a design problem, while exploring how thoughtful design positively impacts our daily lives. Students thoughtfully presented their final work to a panel of judges on the last day.

Objectives of the workshop:
1. To introduce techniques and strategies of design thinking and brainstorming to solve problems
2. To practice both divergent and convergent thinking skills in solving problems
3. To practice sketching and other means of visual communication to share concepts with others
4. To work on meaningful design projects
5. To encourage social skills and a sense of community by having students work collaboratively
6. To develop self-reliance and confidence by having students work individually
7. To move from a STEM model to a STEAM model; fully integrating ART
8. To provide students with access to various instructors as appropriate on a rotating basis as well as to college student mentors
9. To provide instruction in software to assist in the completion of the project for the workshop
10. To have student groups each prepare a professional presentation in a shark tank like manner to an audience of guests and judges

Keywords:

Arts and Humanities, Design thinking, Design process, Education, STEAM.