Inclusive STEAM education in diverse disciplines of sustainable energy and AI
Michelle Skowronek,
Renée M. Gilberti,
Michael Petro,
Christopher Sancomb,
Stacy Maddern,
Jasna Jankovic
Affiliations
Michelle Skowronek
Urban and Community Studies, University of Connecticut, Storrs, United States
Renée M. Gilberti
McNair Scholars Program, Center for Academic Programs, Institute for Student Success, University of Connecticut, Storrs, United States
Michael Petro
Louis Stokes Alliance for Minority Participation, Institute for Student Success, University of Connecticut, Storrs, United States
Christopher Sancomb
Industrial Design, Department of Art and Art History, School of Fine Arts, University of Connecticut, Storrs, United States
Stacy Maddern
Urban and Community Studies, University of Connecticut, Storrs, United States; Corresponding authors.
Jasna Jankovic
Materials Science and Engineering Department, Center for Clean Energy Engineering and Institute for Materials Science, University of Connecticut, Storrs, United States; Corresponding authors.
This perspective article explores challenges of traditional education in science, technology, engineering and math (STEM) as it relates to emerging sustainable energy and artificial intelligence development. A special perspective is given for education of underrepresented and minority students in STEM. We discuss the existing issues and suggest that, for an equitable sustainable education in the area of energy, artificial intelligence and sustainable society in general, science and technology knowledge should be acquired in conjunction with humanities and arts, through a multidisciplinary STEM+Art (STEAM) approach and special programming that supports inclusion of diverse professional, socio-economical, racial and gender groups. We underscore that infusing technical training with social sciences, arts, ethics, and business prepares future leaders to creatively participate in solving identifiable barriers towards a sustainable society. Whether these are challenges caused by climate change, social tensions, or systematic inequalities, such holistic and sustainable education has the power to ease complex global crises, empower and dignify all people, as well as interrupt environmental degradation.
