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Products for grant AKA-265769-19

Humanities-Driven STEM: A New Paradigm for the Liberal Arts
John Carrell, Texas Tech University

Grant details:

Humanities-Driven STEM: A New Approach for STEM & the Liberal Arts (Conference Paper/Presentation)
Title: Humanities-Driven STEM: A New Approach for STEM & the Liberal Arts
Author: John Carrell
Author: Aliza Wong
Abstract: Arts and humanities have often been an afterthought in STEM education. Developments with STEAM (Art), STREM (Reading), and STEMM (Music) have tried to address this by adding arts and humanities into STEM to increase problem solving, innovation, or creativity. This supplement leaves out many of the soft-skill development that arts and humanities provide. In a change of this approach, the Honors College at Texas Tech University has developed humanities-driven STEM courses that use arts and humanities as the basis of discussion of human progress and supplements with STEM principles through scientific discovery and engineering advancement. These courses have been instituted within a first-year experience program. Analysis of these courses and discussion of student and instructor feedback will be provided.
Date: 11/08/2019
Primary URL:
Primary URL Description: PDF of Conference Schedule with presentation abstract
Conference Name: 2019 AACU Transforming STEM Higher Education

Humanities-Driven STEM— Using History as a Foundation for STEM Education in Honors (Article)
Title: Humanities-Driven STEM— Using History as a Foundation for STEM Education in Honors
Author: John Carrell
Author: Hannah Keaty
Author: Aliza Wong
Abstract: Humanities have traditionally played a limited role in STEM education, yet their natural connections may be used to enrich academic understanding and student experience. Authors explore their mutuality by presenting an interdisciplinary curriculum, Humanities-Driven STEM (HDSTEM). Unlike other iterations of blended disciplines, HDSTEM provides students with abilities and knowledge to go beyond the acquisition of soft skills toward humanistic, often artistic, creative problem-solving and innovative thinking. A pilot HDSTEM course offered through the first-year experience program is described. Authors outline its development, implementation, outcomes, and evaluation, positing humanities at the forefront as the impetus and lens for contextualizing STEM research and discovery. Challenges and implications for future development beyond first-year experience are presented.
Year: 2020
Primary URL:
Access Model: Open Access
Format: Journal
Periodical Title: Honors in Practice
Publisher: National Collegiate Honors Council

Using Humanities as Context for STEM Empathy Development: A Discourse (Conference Paper/Presentation) [show prizes]
Title: Using Humanities as Context for STEM Empathy Development: A Discourse
Author: Joshua Cruz
Author: Stephanie Kuzmack
Abstract: The need to provide science, technology, engineering, and mathematics (STEM) learners, particularly engineers, with an understanding of humanities is becoming increasingly apparent. Continued globalization through technologies means that what engineers create has an impact on how we communicate within/across societies. Humanities and STEM education are currently siloed, limiting the connection between topics and fields. However, links between the humanities and STEM can deepen students’ educational experiences. Exploring the links between STEM and humanities, the Texas Tech University Honors College has developed an interdisciplinary curriculum incorporating the arts and humanities and STEM. Unlike other iterations of this technique, namely STEAM, where arts are included to help promote more creative, innovative problem-solving, this approach uses the humanities as the foundation for STEM learning. We coin this approach Humanities-Driven STEM (HDSTEM). HDSTEM education goes beyond creative thinking and problem-solving, providing soft skills through application of the humanities. Our paper focuses on the development of empathy, one soft skill. Specifically, discourse analysis was used to examine course assignments that ask students to reverse engineer technical dilemmas from World War II. In some instances, students were asked simply to reverse engineer; in others, they were asked to consider broader, contextual, humanitarian concerns during WWII. Results show development in empathetic language, such as emotionally evocative terms, attention to societal aspirations, and human-centric focus over more abstract problem-solution oriented thinking. We believe this illustrates a definite link between empathy development and technical problem-solving.
Date: 04/23/2020
Primary URL:
Conference Name: 2020 Gulf Southwest Section ASEE Conference