The Innovation Collaborative's website represents the organization's goals and values, which include serving as a national forum to foster creativity, innovation, and lifelong learning for STEAM education and professional development. THE INNOVATION COLLABORATIVE SERVES AS A NATIONAL FORUM TO FOSTER CREATIVITY, INNOVATION, AND LIFELONG LEARNING. We identify and disseminate information about the many ways that effective integration of the arts, sciences, humanities, engineering, and the use of technology reinforce teaching and incorporate lifelong learning in both in-school (formal) and out-of-school (informal) settings. STEAM Summit STEAM Summit Join the Innovation Collaborative Click here to subscribe to the Innovation Collaborative. STEAM Summit STEAM Summit 1/2 READ THE SPRING NEWSLETTER COLLABORATIVE TO OFFER STEAM K-12 LESSONS

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NSF AISL Grant #2314092 Texas Southern University The Innovation Collaborative STEAM in Informal STEM Learning Where Are We? Where Do We Head Next? The use of STEAM (Science, Technology, Engineering, the Arts, and Math) in Informal STEM Learning (ISL) is growing rapidly, with a wide variety of findings from researchers and practitioners. There is a significant need to assess these findings to determine where this field is currently and what are important next steps to take. This need was addressed by a National Science Foundation-funded AISL (Advancing Informal STEM Learning) project that was led by Texas Southern University (TSU) and The Innovation Collaborative . The project addressed various topics related to this need through an innovative working conference project where in-person and virtual participants worked collaboratively for almost two years. This work was highlighted by an in-person convening at TSU in Houston, TX, midway through the project. The participants consisted of 70 leading STEAM out-of-school time researchers and practitioners, representing a diversity of approaches, such as out-of-school time institution type, size, and location, in addition to participants’ career focus and longevity. The seven most important topics to consider in this project were developed through a survey of grant leadership and in-person participants. These topics were then addressed by seven topic-based cohorts, led by prominent STEAM ISL researchers and practitioners. The cohorts first investigated where the STEAM ISL field is in relation to their topic, then discussed their findings in depth with participants at the in-person convening in Houston. After that, they developed, based on their findings, where the field needs to head next. Below is a summary of each cohort’s findings, both where the field is and where it could consider heading next in relation to that topic. The summary includes links to the cohort’s PowerPoint and their full report that includes exemplar case studies and important references. For some cohorts, there also is a video from the Houston conference. The cohorts are: Belonging and Identity; Enhancing Professional Capacity; Formal and Informal Learning; Integrating the Arts with STEM; STEAM Creative and Innovative Thinking; STEAM for All; and Well-being. Belonging and Identity Cohort To address belonging and identity in STEAM Informal Science Learning (ISL), this cohort found, it is instructive to first develop definitions of “identity” and “belonging”. Identity, they found, is seeing yourself as a type of person such as mother/father and as part of several groups such as work and social groups. Belonging is fitting in and feeling valued. It is then important, the cohort found, to discuss how to develop a culture based on identity and belonging. Fostering identity with STEAM is centered in personal relevance. Fostering belonging includes organizing spaces, structures, research, and policies, in addition to developing a supportive ecosystem. Educators are a crucial component in promoting identity and belonging. After investigating the literature, exploring STEAM practice-based implementation models, and analyzing their findings, the cohort found that there is a need to address the wide variety in perceptions of STEAM. It also is important to address the need for more explicit looks at identity and belonging in STEAM by specifically addressing the intersections of the arts and sciences. These insights and findings are strengthened by case studies featuring STEAM afterschool camps in addition to professional development for ISL educators. For further information, see the full report and cohort PowerPoint. Integrating the Arts with STEM to Promote Learning and Thinking Seeing arts practices as central to the success of STEAM programs and to Informal Science Learning (ISL) provides the foundation of this cohort’s findings. Important findings include: 1) Arts skills and habits of mind dovetail with those emphasized in ISL; 2) the arts help promote a “tinkering mindset”; 3) the arts engage youth; 4) artmaking is part of being human. Arts integration as it applies to STEM, they found, can be viewed as processes and structures, as a transdisciplinary experience, as epistemological overlap, as STEAM, and/or as a perspective shift. Suggestions for future research include: 1) What are ways to integrate the arts with ISL that are the most impactful for youth; 2) how can there be equitable conversations and partnerships between artists and scientists, between researchers and practitioners; 3) how can the arts equitably be integrated into STEM learning; and 4) how can professional learning help ISL educators develop meaningful STEAM experiences. These insights and findings are strengthened by case studies featuring a digital network engaging youth in STEAM, an artmaking project engaging youth in climate science, and a program integrating technology, science, the arts, and where students live. For further information, see the full report, cohort PowerPoint, and video . Enhancing Professional Learning Capacity for Informal Educators In addressing how to increase informal educators’ professional capacity, this cohort found some important things to consider are: 1) The wide variety of informal learning institutions and different educator roles in these institutions; 2) learning frameworks and competencies; 3) career pathways; 4) educators’ diverse backgrounds and whether they are early-, mid-, or late-career professionals; 5) assuring educators’ technical competencies and use of reflective practice; and 6) integrating research and practice. The cohort also conducted a survey of this NSF conference grant participants and found that there are many non-traditional staff positions working in the STEAM arena at all career levels, as well as a variety of professional learning opportunities offered these staff. Survey respondents also addressed the importance of breaking down silos within organizations and integrating the arts with STEM as an equal partner, not as an afterthought, to lead to effective STEAM transdisciplinary learning. It also was decided that certification might not be as effective in informal learning settings. These insights and findings are strengthened by case studies featuring professional learning in arts, science, math, and STEAM-based institutions that can be adapted for STEAM learning. For further information, see the full report, cohort PowerPoint , and video. STEAM Creative & Innovative Thinking This cohort found that STEAM is an invaluable catalyst for fostering creative and innovative thinking in a variety of learning settings, including early childhood. Citing current research, this cohort points out that creativity and innovation thrive in collective endeavors, especially involving play and iteration involving tactile exploration of materials. Especially important are constraints in this process, in addition to special areas for exploration such as makerspaces. Illustrative of these qualities is the widely used LEGO duck challenge, a design activity where participants use just six LEGO bricks to build a duck. Despite the limited materials, the results are almost always unique, demonstrating how constraints, iteration, and collaboration can spark divergent thinking and highlight the many possible solutions within STEAM learning. The cohort also found that while it has been shown that STEAM promotes creative and innovative thinking in STEM, there is more work to be done. This includes making effective STEAM available for all, such as in early childhood, providing professional development, developing effective assessments, and promoting a greater understanding of STEAM, especially in relation to education opportunities. These insights and findings are strengthened by case studies looking at how STEAM and creative/innovative thinking thrive in an early childhood setting, effectively teach STEM through dance, and inspire youth to explore coding using simple materials in a summer camp. For further information, see the full report, cohort PowerPoint, and video. Formal and Informal Learning Intersections The goal of this cohort was to investigate how informal (out-of-school time) and formal (K-12) educators can work together more effectively to use STEAM for students’ benefit and to determine where these fields need more effort. This cohort’s survey of 75 formal and informal educators found that both formal and informal educators indicated collaboration/communication and impact as the priorities to develop for their working together. Formal teachers specifically requested support from informal educators in STEAM education, while informal educators prioritized such things as collaboration/communication and educational support. Both types of educators emphasized the lack of research on: 1) How they can work together effectively in STEAM; and 2) the impact of out-of-school time learning on students. Some specific resources they indicated to address this included workshops and webinars, informal curriculum that aligns with formal education needs, and resources/tips for formal/informal educator collaboration. These insights and findings are strengthened by case studies describing a science museum biodiversity field trip, a math/science festival, an art museum field trip, a longitudinal study of early childhood informal learning experiences, and a six-session informal STEAM learning experience for formal classrooms. For further information, see the full report, cohort PowerPoint , and video . STEAM for All This study looks at where the STEAM Informal Science Learning (ISL) field is in addressing all learners along many metrics, including their location (such as rural), their socio-economic status, girls in STEM, their ability (high, middle, and low learners), their ethnicity, and more. Strategies to improve STEAM for all learners include using effective practices, overcoming barriers, bringing in new pedagogical strategies and role models, in addition to involving community stakeholders in designing programs. Research also points to the importance of designing programs intentionally, understanding multiple perspectives, taking into account learners’ lives, using pedagogical design that changes failure into the concept of iteration, and integrating formal (K-12) and informal (out-of-school time) learning. Important work for the future includes studying mentorship programs, developing community-based initiatives, creating pilots integrating formal and informal learning, looking at the effects of long-term engagement in a project, and applying the use of technologies to enhance learning. These insights and findings are strengthened by a case study featuring how the blind community in Houston partnered with a science museum to integrate art and exploration into making their museum experiences more engaging and effective. For further information, see the f ull report , cohort PowerPoint and video . Well-Being and STEAM Defining well-being and examining its effective use in STEAM Informal Science Learning (ISL) was this cohort’s goal. They addressed it through examining research and practice. This cohort adopted the concept of well-being that includes physical, social, personal, and intellectual aspects in an ongoing process that is daily impacted by an individual’s life experiences. It was found that, while there currently is no broad agreement on the intersections of well-being and STEAM ISL in research or practice, well-being can be seen as an important part of ISL practices. However, there are few examples of research or practice looking at well-being in relation to STEAM ISL experiences. There are studies looking at well-being in relation to the arts, but they use a more narrow approach to the concept. The cohort pointed out that, though well-being is being addressed in a limited way in informal STEAM settings, there is a need for clarification of its definition and of how this concept can be effectively implemented, especially beyond the current narrow usage. These insights and findings are strengthened by case studies featuring an environmental health education initiative, inquiry workshops, and STEAM programs in rural communities. For further information, see the full report , cohort PowerPoint , and video .

RESEARCH THOUGHT LEADERS Our Research Thought Leaders are nationally known educators and researchers who integrate creative and innovative thinking with learning in the sciences, arts, and cognition. They represent both K-12 (formal) and Out-of-School Time (informal) learning. The Innovation Collaborative’s ongoing conversations with these Thought Leaders provide the deep underpinning of our work. This partnership not only stimulates Collaborative research about learning at the intersections of these disciplines but also informs the Thought Leaders’ work. Dr. Sandra Bond Chapman Founder and Chief Director of the Center for BrainHealth and Dee Wyly Distinguished Professor of BrainHealth, University of Texas, Dallas Dr. Rob Horowitz Executive Director ArtsResearch Associate Director Center for Arts Education Research Teachers College, Columbia University Dr. Bonnie Cramond Professor of Educational Psychology, Gifted and Creative Education, at the University of Georgia, and the former Director of the Torrance Center for Creativity and Talent Development, researches the assessment and development of creativity Dr. Bob Root-Bernstein Professor Emeritus, Department of Physiology, Michigan State University Rochelle Darville Fulbright and NSTA Awardee High School Science Teacher West St. John High School, Edgard, Louisiana Dr. Jean Ryoo Director of Research, Computer Science Equity Project, University of California Los Angeles Center X

< Back Rochelle Darville This is placeholder text. To change this content, double-click on the element and click Change Content. Want to view and manage all your collections? Click on the Content Manager button in the Add panel on the left. Here, you can make changes to your content, add new fields, create dynamic pages and more. Your collection is already set up for you with fields and content. Add your own content or import it from a CSV file. Add fields for any type of content you want to display, such as rich text, images, and videos. Be sure to click Sync after making changes in a collection, so visitors can see your newest content on your live site. info@mysite.com 123-456-7890

< Back Dr. Bonnie Cramond This is placeholder text. To change this content, double-click on the element and click Change Content. Want to view and manage all your collections? Click on the Content Manager button in the Add panel on the left. Here, you can make changes to your content, add new fields, create dynamic pages and more. Your collection is already set up for you with fields and content. Add your own content or import it from a CSV file. Add fields for any type of content you want to display, such as rich text, images, and videos. Be sure to click Sync after making changes in a collection, so visitors can see your newest content on your live site. info@mysite.com 123-456-7890

< Back Dr. Rob Horowitz This is placeholder text. To change this content, double-click on the element and click Change Content. Want to view and manage all your collections? Click on the Content Manager button in the Add panel on the left. Here, you can make changes to your content, add new fields, create dynamic pages and more. Your collection is already set up for you with fields and content. Add your own content or import it from a CSV file. Add fields for any type of content you want to display, such as rich text, images, and videos. Be sure to click Sync after making changes in a collection, so visitors can see your newest content on your live site. info@mysite.com 123-456-7890

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LUCINDA PRESLEY CHAIR AND EXECUTIVE DIRECTOR Lucinda Presley is the Innovation Collaborative's founder, Chair, and Executive Director. Ms. Presley also is Executive Director of ICEE (Institute where Creativity Empowers Education) Success, which integrates the arts, STEM, and innovation thinking skills to promote engagement, learning, and 21st century problem-solving. She works with partners in Texas, nationally, and internationally to develop school programming, write curriculum, train educators, and develop museums. With over 25 years' experience at the STEAM intersections, she has led STEAM education initiatives and teacher/artist training for an art museum, a science museum, and a national arts provider. She holds a Master of Arts degree in Interdisciplinary Studies. She has been an adjunct instructor of art at a large community college for over 20 years and was recently named Adjunct Professor of the Year. JONATHAN KATZ STRATEGIC ADVISOR Jonathan Katz, Ph.D., the Innovation Collaborative’s Strategic Advisor, helps lead the Collaborative strategically. He is a consultant, speaker and writer, specializing in strategic planning, leadership development, cultural policy and arts education. As CEO of the National Assembly of State Arts Agencies (NASAA), he spoke for and led an association of government cultural agencies that have grown to manage in excess of $400 million annually. He co-founded the Arts Education Partnership, which is the nation’s forum for advancing learning in the arts, and the Cultural Advocacy Group, which is the coalition that sets goals annually for the budgets of the federal cultural agencies. As an advisor to the International Federation of Arts Councils and Cultural Agencies (IFACCA), he facilitated the CEO Seminar for heads of national cultural agencies at World Summits in England, Singapore, South Africa and Australia. He may be contacted at JKatz00000@aol.com .

RESEARCH THOUGHT LEADERS (ARCHIVED) Dr. James S. Catterall is Professor Emeritus and past Chair of the Faculty at the UCLA Graduate School of Education and Information Studies. Dr. Catterall is an Affiliate Faculty member at the UCLA Center for Culture, Brain, and Development. Dr. Catterall is also the Principal Investigator at the Centers for Research on Creativity, (CRoC), based in Los Angeles and London, UK. Dr. Catterall is coauthor of Critical Links: Learning in the Arts and Student Academic and Social Development, Arts Education Partnership’s (AEP) 2002 landmark compilation, which provides summaries of numerous significant research studies in dance, drama, the multi-arts, music and visual arts as well as comprehensive summaries written by some of the most recognized names in arts research. Dr. James S. Catterall Sandra Bond Chapman, Ph.D., Founder and Chief Director of the Center for BrainHealth at The University of Texas at Dallas, Dee Wyly Distinguished University Chair and author of Make Your Brain Smarter, is committed to maximizing cognitive potential across the entire lifespan. As a cognitive neuroscientist with more than 40 funded research grants, Dr. Chapman's scientific study elucidates and applies novel approaches to advance creative and critical thinking, strengthen healthy brain development, and incite innovation throughout life. Dr. Sandra Bond Chapman Bob Root-Bernstein received his A.B. in Biochemistry (Robert Langridge) and his Ph. D. in the History of Science (Thomas Kuhn) from Princeton University and then did post-doctoral work in Theories in Biology (Jonas Salk) at the Salk Institute for Biological Studies where he received a MacArthur Fellowship. He is currently Professor of Physiology at Michigan State University, where he performs research on autoimmune diseases, the evolution of physiological systems, the nature of scientific creativity, and sciences-arts interactions. He is author of Discovering (Harvard, 1989), Rethinking Aids (Free Press, 1993), and with his wife Michele, Honey, Mud, Maggots and Other Medical Marvels (Free Press, 1997) and Sparks of Genius (Free Press, 1999). He is himself an amateur artist and musician. Dr. Robert Root-Bernstein Dr. R. Keith Sawyer Dr. R. Keith Sawyer, a professor of education at the University of North Carolina in Chapel Hill, studies creativity, learning, and collaboration. After receiving his computer science degree from MIT in 1982, he began his career with a two-year stint designing videogames for Atari. His titles included Food Fight, Neon, and Magician. From 1984 to 1990, he was a principal at Kenan Systems Corporation, where he worked as a management consultant on innovation technologies. His clients included Citicorp, AT&T, and U.S. West. Since receiving his Ph.D. in 1994, he has dedicated his career to research on creativity, collaboration, and learning. Dr. Sawyer has published fourteen books and over 80 scientific articles. His research has been featured on CNN, Fox News, TIME, New York Times, Wall Street Journal, NPR and other media. A popular speaker, he lectures to corporations, associations, and universities around the world on creativity and innovation. He has been a jazz pianist for over 30 years, and spent several years playing piano with Chicago improv theater groups.

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INNOVATION COLLABORATIVE STEAM EDUCATOR & ADMINISTRATOR PROFESSIONAL DEVELOPMENT The Innovation Collaborative is now offering its successful research-based STEAM professional development to teachers, administrators, and schools across the US. This is an opportunity to become an active participant in a dynamic community of learners interested in STEAM best practices. The training is available in-person or online. Created jointly with the Collaborative’s national education institutions, this professional development builds on five years of Collaborative research into the most effective practices for bringing STEAM learning to K-12 students of all populations. Choose from the following professional development opportunities: In-person, including virtual support (for groups, with a max of 15 participants) 1 day (STEAM basics). $1500 plus expenses 2 days (STEAM basics plus classroom applications). $2500 plus expenses Online (for individuals or groups, with a max of 15 participants) Level 1 (STEAM basics): 15 hours. $150/person Level 2 (STEAM applications to classroom): 15 hours. $170/person Levels 1 and 2 combined (basics and application to classrooms): 30 hours. Discounted to $300/person Groups of 3 or more receive an additional 10% discount. Conducted with a combination of synchronous and asynchronous learning. Worth knowing: These trainings can be customized to meet the needs of specific schools and districts. Graduates can earn micro-credentials as STEAM educators. For more information or to register, contact Lucinda Presley, Collaborative Executive Director, at lpresley@innovationcollaborative.org .