HISTORY OF THE INNOVATION COLLABORATIVE The Innovation Collaborative, established in Washington, D.C., in May, 2013, is an outcome of the National Science Foundation (NSF)-funded SEAD (Science, Engineering, Arts, Design) project. This project grew out of meetings co-organized by the NSF, the National Endowment for the Arts, and the National Endowment for the Humanities. WHY A major project of the SEAD Network was the call for and analysis of white papers related to current research and creative work across the arts and sciences. The Innovation Collaborative seeks to take this research and further explore its applications (and implications) for learning in K-12 classrooms and informal learning environments. HOW Drawing on the combined expertise of leading national arts, sciences, and humanities institutions, researchers, and practitioners, the Innovation Collaborative researches STEAM (Science, Technology, Engineering, the Arts, and Math) in formal and informal learning settings. A focus of this research is how these intersections deliver vital creative and innovative thinking skills while teaching important content. The Collaborative also has begun its programming outreach to educators and administrators with its K-12 STEAM Teacher/Administrator Professional Development. By working continually to build shared vocabulary, goals, and strategies, the Collaborative develops rich mutual understanding and cooperation across disciplines and learning settings. WHAT Since its inception in May, 2013, the Innovation Collaborative has accomplished many goals. Among these are: Conducted three rounds of strategic planning Developed ongoing, successful and productive collaborations among a number of diverse institutions and disciplines that support Collaborative goals Developed an active Research Thought Leader group made up of nationally known researchers representing the arts and sciences, as well as neuroscience and creativity Completed its multi-year National Endowment for the Arts-funded national research project. This project identified K-12 effective practices for teacher/administrator professional development and classroom implementation that support promote creative and innovative thinking at the intersections of the sciences, arts, and humanities Completed a two-year National Science Foundation-funded project, in partnership with Texas Southern University . This project, comprised of 70 leading STEAM Out-of-School Time researchers and practitioners across the U.S., studied where STEAM is in relation to serving all populations in Out-of-School Time and where it could head next. Has procured significant funding that is helping grow its infrastructure. Has successfully conducted annual STEAM Summits where educators, administrators, and supporters across learning settings learn and interact in relation to relevant STEAM topics. Is launching its national research-based K-12 Teacher/Administrator Professional Development.

The Innovation Collaborative completed a four-year National Endowment for the Arts-funded national research project. It determined the most effective practices that promote important workforce-related creative and innovative thinking skills at the intersections of the Sciences, Technology, Engineering, the Arts, and Math (STEAM) and mandated content in K-12 teacher/administrator professional development and classroom implementation. K-12 EFFECTIVE PRACTICES THE RESEARCH The Innovation Collaborative completed a four-year National Endowment for the Arts-funded national research project. It determined the most effective practices that promote important workforce-related creative and innovative thinking skills at the intersections of the Sciences, Technology, Engineering, the Arts, and Math (STEAM) and mandated content in K-12 teacher/administrator professional development and classroom implementation. These and subsequent studies are developed through collaborations with university researchers, content leaders, teachers, administrators, and the Innovation Collaborative’s Research Thought Leaders. This research is helping provide a strong research-based foundation for the growing STEAM movement. STEAM TEACHER/ADMINISTRATOR PROFESSIONAL DEVELOPMENT An important outgrowth of this research is the Collaborative’s STEAM Teacher/Administrator Professional Development. In this training, educators and administrators learn what STEAM is, the important thinking skills it elicits, how to integrate state standards, ways to deepen STEAM experiences, and how to create their own lessons.

OUT-OF-SCHOOL-TIME NSF PODCASTS EQUITY, INNOVATION AND STEAM – STRENGTHENING THE RESEARCH & DEVELOPMENT CONNECTIONS The Innovation Collaborative, in partnership with the National Science Foundation and Texas Southern University (TSU), hosted a national STEAM Out-of-School-Time conference at TSU in Houston, in July. Given the dynamic nature of this important conference, the Collaborative wanted to get real-time reflections from some of the key attendees. Towards that, midway through the in-person convening, we did a series of short video interviews with several attendees, asking them to share their perspective on the conference and STEAM education in general. We'll be posting future updates here, or visit the Innovation Collaborative's Youtube channel, www.youtube.com/@TheInnovationCollaborative . Professor Erica Halverson of the University of Wisconsin Madison Nicole Temple, Vice President of Education, Houston Museum of Natural Science Dorothy Bennett, Director of Creative Pedagogy, New York Hall of Science Gabriela Kane Guardia, Executive Director of Latinitas in Austin John Falk, Director and Founder of the Institute for Learning Innovation Judy Koke, Senior Fellow and former Deputy Director, Institute for Learning Innovation

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. ABOUT Mission: The Innovation Collaborative serves as a national forum to foster creativity, innovation, and lifelong learning. It identifies and disseminates information about the many ways that effective integration of the arts, sciences, humanities, engineering, and the use of technology reinforces teaching and incorporates lifelong learning in both in-school (formal) and out-of-school (informal) settings. Goals : The Innovation Collaborative promotes creativity and innovation in diverse audiences, advances knowledge, and positively shapes education practice through research, effective practices, policy, and convening. History : The Innovation Collaborative is an outcome of the SEAD (Sciences, Engineering, Arts, and Design) Network. The SEAD Network is a community of advocates for the importance and value of research and creative work across the arts and sciences. Council : Governance for the Innovation Collaborative includes a national advisory council, which serves as a think-tank, and a working group that carries out the recommendations of the larger council. Partners: Discover what organizations are partnering with the Innovation Collaborative. JOIN US! Help us support teaching and learning in the arts, sciences, and humanities! To learn more, contact us at info@innovationcollaborative.org . JOIN

WHY IS RESEARCH-BASED STEAM IMPORTANT? The Workforce and Innovative Thinking Nationally recognized researchers, educators, businesses, and governmental studies state that the United States’ future in the global economy could be significantly impacted by how well today’s students learn to think innovatively. STEAM Rapidly Expanding The STEAM (Science, Technology, Engineering, Arts, and Math) movement is expanding exponentially in a variety of venues. It has been demonstrated that STEAM can help promote these important creative and innovative thinking skills. SEAD Research Documented the Need The Innovation Collaborative is an outcome of the National Science Foundation-funded SEAD (Science, Engineering, Arts, Design) network and initiatives, which were co-organized by the National Endowment for the Arts, the National Science Foundation, and the National Endowment for the Humanities. An analysis of the 55 SEAD white papers submitted by university science and arts practitioners internationally showed that there is a significant need for research and advocacy in the wide variety of arts/STEM learning applications. Lack of Data on Effective Practices However, research also has demonstrated that there is a great lack of significant data documenting the impact of STEAM in a variety of learning settings. Anecdotal Evidence Shows Success Anecdotal evidence shows the success of these strategies in promoting important thinking skills, but research is needed to document what practitioners are seeing. How Important Are the Results? The practices that are effective in delivering creative and innovation thinking skills in today’s students and adults are vital in developing a workforce that can innovate. WHAT HAS THE COLLABORATIVE DONE TO ADDRESS THIS NEED? K-12 Effective Practices The Collaborative conducted research for 6 years to determine the most effective practices that delivered these important creative and innovative thinking skills in concert with mandated content learning in STEAM teacher/administrator professional development and classroom implementation. This research is the first effort by a coalition of national institutions. Based on input from the research and from experts in all disciplines, a comprehensive set of criteria has been identified, and statistically validated rubrics have been developed. These findings are now driving the Collaborative’s national STEAM Teacher/Administrator Professional Development. Out-of-School Time Effective Practices The Collaborative, in partnership with Texas Southern University , studied STEAM in Out-of-School Time nationally in a two-year project funded by the National Science Foundation. 70 leading STEAM researchers and practitioners from across the U.S. and also from Canada and Germany determined where the Out-of-School Time field is and where it needs to head next. This will be presented in the project’s Final Report. Who Are the Advisors? One of the strengths of the Innovation Collaborative is its cadre of nationally and internationally recognized researchers who serve as very active advisors for all our work. Known as Research Thought Leaders, they help provide the foundation for our research and all the work that we do. There are additional advisory teams of experts and practitioners from all disciplines helping strengthen the research and practice in K-12 and Out-of-School Time Learning.

CHILDREN'S STEM BOOKS: REDEFINING STEM LITERATURE By Juliana Texley, former NSTA President, a Collaborative Board Member, and member of the NSTA committee evaluating the Best STEM Books National Science Teachers Association (NSTA) holds an annual competition at the intersections of STEM and humanities. It looks for the most interesting children’s books that promot important creative and inventive thinking skills in STEM areas. Below is a description of that competition and the results. Children learn best when they are exploring authentic problems that are relevant to them and their communities. But today, children have less freedom to explore. For 45 years, the National Science Teachers Association and the Children’s Book Council have worked together to identify the most Outstanding Science Trade Books for young scientists. But in the past few years, new questions have emerged. Science, Technology, Engineering and Mathematics are subjects in themselves. But STEM is more than that: it is a creative state of mind. STEM is naturally integrated, and includes arts, social studies and any other realm in which young learners can ask questions and solve problems. So, last year NSTA convened a panel of technology, engineering, mathematics and science educators to redefine what the Best STEM Books might look like. Their conclusion: Subject matter content didn’t really matter. What was important was creativity, divergent thinking and the spirit of invention. STEM thinking might involve science or mathematics, but it might equally involve social studies or the arts. A year of discussions resulted in a rubric. Publishers were invited to send books that illustrate an integrated approach to STEM thinking. In 2016, out of about 350 submissions, the panel identified about two dozen books that illustrated how creativity and ingenuity could work. The list included books about inventors, artists, and architects. It included stories about stubborn young “makers” and a crafty pirate with a plan! STEM had become not a collection of subjects, but a state of mind. To see the list of books selected for the first year, click here In 2017, over 330 books were submitted and reviewed by a joint committee. Twenty-two books were selected for national recognition. They included music, architecture, art, and even coding skills without words or computers – all representing the best in integration. See them here .

RESEARCH THOUGHT LEADERS CONVENING The Innovation Collaborative’s Research Thought Leaders provide the Collaborative depth in education scholarship and leadership. While the Thought Leaders meet virtually with the Collaborative both individually and collectively, they also convened in person with Collaborative members in Washington, DC on November 30-December 1, 2016. This convening was made possible by a generous National Endowment for the Arts Art Works grant, by the National Writing Project, which facilitated the grant, and by the National Museum of Women in the Arts, which provided the facilities and staff for the meeting. The Collaborative is making ongoing and extensive use of all that it learned in this convening. The Thought Leaders are continuing their input as the Collaborative’s plans move forward. Successes of this convening include: Developing a cohort of leading researchers from a variety of disciplines who can converse, plan, and share enthusiasm about interdisciplinary learning Revising the Collaborative’s rubric to even more deeply reflect the importance of the intersections of the arts, STEM, and humanities to promote creative and innovative thinking, in addition to cross-disciplinary learning Revising the Collaborative’s goals, strategies, and research methodologies to significantly strengthen its work.

STEAM POSITION In its position as a national STEAM education trailblazer, the Innovation Collaborative has adopted a position on STEAM education. This position was thoughtfully developed by a team of Collaborative leaders representing arts, sciences, and humanities institutions, with continuous input by all Collaborative members across disciplines and learning settings. THE INNOVATION COLLABORATIVE'S POSITION ON STEAM EDUCATION STEAM (Sciences, Technology, Engineering, the Arts, and Math) is an approach to education that promotes student-led explorations driven by curiosity and the application of competencies and practices across disciplines that can effectively prepare them for success in education and the 21st century workforce. This approach includes but is not limited to: Observing the world, asking questions, and visualizing solutions Developing the mindset of interdependence among the disciplines for deeper understanding and synthesizing Creatively problem-solving Collaborating in and across the disciplines Persisting through explorations and innovation using multiple perspectives Evaluating and communicating ideas Critically reflecting Assuring that all student populations have equitable access to STEAM education benefits. We are offering a fresh way of looking at arts integration as transdisciplinary where it goes beyond the separated approaches informing each other to the infusion of skills, practices, and knowledge through the simultaneous experience of the various disciplines. Transdisciplinary approaches allow for the holistic use of disciplinary processes to promote cognitive and affective growth.

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The Innovation Collaborative's archived newsletters, which contain lessons and research by thought leaders, advisory council members, and K-12 educators, are available to members who create an account on the website. Load More