Why STEAM Education is harder to implement on higher level
While STEAM education is gaining traction at the primary and secondary school levels, implementing this interdisciplinary approach to learning at the higher education level can be challenging. In this article, we’ll explore some of the reasons why STEAM education is harder to implement on a higher level.
Traditional Education System
The traditional education system steam activities for preschoolers at the higher level is based on discipline-specific silos. This means that universities and colleges are divided into departments, such as physics, mathematics, engineering, and the arts. The curriculum in each department is designed to teach students the fundamental principles and concepts of the discipline. As a result, students are often taught in isolation from other disciplines. This siloed approach makes it difficult to integrate STEAM education into the curriculum.
Lack of Integration
STEAM education requires the integration of multiple disciplines into a cohesive curriculum. However, the siloed approach of the traditional education system makes it challenging to integrate different disciplines. This lack of integration makes it difficult to design courses and projects that are truly interdisciplinary. While some universities have attempted to address this challenge by creating interdisciplinary programs or centers, these initiatives are often limited in scope and funding.
Implementing STEAM education requires resources, including funding, facilities, and equipment. Higher education institutions often have limited resources, which makes it challenging to create and sustain STEAM education programs. While some universities and colleges have received grants or funding to support STEAM education initiatives, these resources are often temporary and do not provide long-term sustainability.
Faculty expertise is another challenge to implementing STEAM education at the higher level. STEAM education requires faculty members to have expertise in multiple disciplines, which can be challenging to find. Most faculty steam education members are trained in a single discipline and may not have the skills or knowledge to teach interdisciplinary courses. This lack of expertise can make it difficult to design and teach STEAM courses.
The institutional culture of higher education institutions can also be a barrier to implementing STEAM education. The traditional education system is often focused on research and scholarship, with less emphasis on teaching and innovation. This culture can make it challenging to create and sustain STEAM education programs, which require a focus on teaching and collaboration.
Accreditation standards can also be a challenge to implementing STEAM education at the higher level. Accrediting agencies often have specific requirements for program accreditation, including discipline-specific requirements. This can make it challenging to create interdisciplinary programs that meet accreditation standards. While some accrediting agencies have recognized the importance of interdisciplinary education and have modified their standards to support STEAM education, these changes are often slow to be implemented.
Finally, student preparedness can be a challenge to implementing STEAM education at the higher level. Many students enter higher education with a limited background in science, technology, engineering, arts, and mathematics. This can make it challenging to design STEAM courses that are appropriate for students with varying levels of preparation. While some universities and colleges offer remedial courses or support services to help students catch up, these initiatives are often underfunded and not widely available. In conclusion.
While STEAM education is gaining traction at the primary and secondary school levels, implementing this interdisciplinary approach to learning at the higher education level can be challenging. The traditional education system, lack of integration, limited resources, faculty expertise, institutional culture, accreditation standards, and student preparedness are all barriers to implementing STEAM education at the higher level. However, despite these challenges, there are many higher education institutions that are successfully implementing STEAM education and are paving the way for others to follow.