The Team in STEAM: Integrating Disciplinary Practices into Project-Based Experiences

Academia moves slowly — slowly enough that you can almost forget you wrote something, until one day it shows up published. That just happened with a piece I'm really proud of: "The Team in STEAM: Integrating Disciplinary Practices into Project-Based Experiences," now out in The Transdisciplinary STEAM+ Journal (Vol. 6, Iss. 1).

I worked on it alongside Margaret Borden, David Reese, and Michelle Richter, on behalf of Defined. It's about something close to my heart: how project-based learning can bring science, technology, engineering, art, and math together in ways that actually feel real to kids — and we share a framework we call GRASP for making those projects more authentic.

Abstract

In recent years, there has been a growing emphasis on integrating science, technology, engineering, art, and mathematics (STEAM) education into the curriculum to enhance student engagement and prepare them for success in an evolving global society. Project-Based Learning (PBL) has emerged as a powerful pedagogical approach to address these goals, offering opportunities for rigorous, collaborative, and authentic learning experiences. Drawing from literature and practical examples, the article discusses the implementation of PBL in STEAM curriculum development, emphasizing the importance of authenticity, interdisciplinary collaboration, and real-world connections. Additionally, the article provides insights into the GRASP framework as a tool for infusing authenticity into PBL experiences and offers practical tips for designing and implementing interdisciplinary STEAM tasks. Ultimately, the article advocates for a holistic approach to STEAM education that leverages the power of PBL to empower students as innovative problem-solvers and lifelong learners.

About the Authors

• Margaret Borden is a mathematics educator with expertise in project-based learning (PBL). She started her career in the classroom and is now pursuing a doctorate in mathematics education. She spends her professional time developing project-based curricular materials for secondary math teachers, facilitating professional development around PBL, and conducting research on how to engage students in math using PBL.

• Meghan Raftery is an instructional designer specializing in interdisciplinary education methods at the intersection of school and work. A generalist at heart, she has worked in gifted education, curriculum development, school and community partnerships, adult education, family engagement, executive coaching, and skills validation.

• Dr. David Reese serves as the Chief Academic Officer for Defined Learning. He guides the development of performance tasks, projects, and associated resources, as well as the creation and implementation of professional learning opportunities for educators. His work is focused around his passion for supporting all students through engaging and relevant learning to help them succeed in the world beyond school.

• Michelle Richter has been a high school teacher for over 20 years, primarily in alternative settings such as continuation schools in a large, urban school district. As a teacher of science and art, Michelle has a passion for making STEAM accessible and engaging for all students, and believes that project-based learning offers the real-world problem-solving and learning opportunities that engage students and instill exploration, empathy, and critical thinking.

Read the full article

"The Team in STEAM: Integrating Disciplinary Practices into Project-Based Experiences" — The Transdisciplinary STEAM+ Journal, Vol. 6, Iss. 1, Article 10. DOI: 10.5642/steam.KFTC7004