Abstract
Harrison and Parks provide a framework for interdisciplinary Science, Technology, Engineering, Arts, and Mathematics (STEAM ) collaborations, arguing that such collaborations lead to more varied and textured learning environments for students entering a uniquely competitive and complex global world. Focusing on a model for English-centered initiatives in STEAM-based learning, the chapter explores the successes and challenges of an innovative summer bridge course. In addition, approaches to incorporating STEM-based features in first-year writing classes and writing center models for self-identified STEM majors are discussed. The goal of “How STEM can gain some STEAM” is to help other educators create meaningful experiences for students that emphasize and practice shared tenets and methodologies of seemingly divergent disciplines and that center the sciences culturally and politically in a humanities framework.
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Harrison, R.L., Parks, B. (2017). How STEM Can Gain Some STEAM: Crafting Meaningful Collaborations Between STEM Disciplines and Inquiry-Based Writing Programs. In: Myatt, A., Gaillet, L. (eds) Writing Program and Writing Center Collaborations. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59932-2_6
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DOI: https://doi.org/10.1057/978-1-137-59932-2_6
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