As a child, I fell in love with science the first time I peered through a thin glass case at a Blue Morpho butterfly. Unabashedly iridescent and delicate, the butterfly shined in equal parts mystery and beauty. As I continued to explore as a teenager, science explained my visual world and provided a lexicon of marvelous explanations for mechanics I sensed but could not articulate. Curiosity, aesthetic appreciation and intellectual fulfillment became inextricable from my relationship with biology by the time I entered college.
I experienced the sterile reality of collegiate introductory science courses by my second semester at Brown. With inaccessibly delivered content and overwhelming class sizes, the science classroom suddenly became removed. I passively accepted the myth that the sciences require “weed out” courses for two intellectually unfulfilling years — until I realized this classroom culture can and must be changed. The existing paradigm transforms the early learning experience into a destructive zero-sum game — students implicitly believe that science education purposefully aims to rid departments of “weak” students and leave standing only “gifted and elite” ones.
Instead of presenting science in a clear manner that focuses on teaching a sound foundation, the current system portrays science as opaque, focused on minutiae and intentionally difficult to learn. But drear and struggle are not signs of hard-earned understanding. Drear and struggle are the signs of a failing science pedagogy and a desperate need for a revitalized curriculum. As a result, we often lose incredibly bright and creative minds to non-scientific fields and endure a suffering public opinion of science.
The crisis in technical education stems from its failure to clearly convey beauty, relevance and purpose to either its students or the general public. The sciences and mathematics are gorgeous languages that come with their own lexicons and pragmatics. Introductory classes must be taught in a way that does not alienate students before they obtain fluency. How do we ensure students successfully reach higher level classes so they may transform the mastery of their technical tools into creative products and discoveries? How do we restructure science education and its public perception? We need rejuvenation and skills provided by the creative arts.
The recent federal push for “STEM Education” highlights sciences, technology, engineering and mathematics as crucial for the future of our country. There has been a corresponding push from K-12 educators, universities, creatives and industry companies for STEAM — the addition of the “A” for the arts into the STEM acronym. The “A” in STEAM represents more than aesthetics. It encompasses fine art, design, writing and creativity, all of which hinge upon visual representation, communication and most of all, connection. The creative arts strive to make meaning — we personally invest ourselves when we recognize a greater narrative, a wider purpose. The “A” weaves the pattern connecting scientists, engineers and mathematicians back into the mainstream narrative of society and creates platforms for increased science literacy.
STEAM is not trying to make science “easier.” No one can do that. We are simply trying to reform teaching practices, culture and traditions that are hindering science today. The sciences need strong voices to champion their use and, more importantly, champion their accessibility so we do not lose bright and creative potential. We need to teach these voices how to present their work as relatable and exciting and relevant to the everyday lives of anyone they meet, regardless of background.
Science does not happen only in academic laboratories. Science encompasses everything we do, see and encounter in both the tremendous natural world and the ever-morphing technological realm. We must reintegrate science into the public consciousness by utilizing the creative arts, starting with the students we educate. By doing so, we empower students and the public to learn, teach and inspire in equal measure, in any way they dream, in any discipline the world has to offer.
Michelle Site ’14 adores biology, the arts and conversations with people who are passionate about what they do. She helps run the Brown STEAM Initiative and can be reached at michelle_site@brown.edu.
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