INVITATION:Tale of Thirty Thinking Systems: Art Science Education at US National Academy of Science

Colleagues

If you are attending the US National Academy of Science Convening on April 12

http://sites.nationalacademies.org/PGA/bhew/branches/

on the Integration of Arts, Humanities, and STEMM in Higher Education

We invite you to discuss, critique and collaborate with us on our TOTTS initiative

The initiative for teaching and learning art and science in the way that brains work

we look forward to meeting you there

details below of TOTTS

 

Website: https://cdash.atec.io/
ToTTS Team:

Tale of Two (or maybe Thirty ?) Thinking Systems (ToTTS):

The initiative for teaching and learning art and science in the way that brains work

Lauren Bernal, Eun Ah Lee, Kathryn Evans, Linda Anderson, Alex Topete, and Roger Malina
The University of Texas at Dallas

Our brains do not always think in a single, straightforward way. Previous studies suggest different ways of “thinking,” for example, one is fast, intuitive and implicit thinking and another is slow, reasonable and explicit thinking. Traditionally, teaching science mainly focuses on slow, reason-based, and explicit thinking, while teaching art usually encourage fast, intuitive, and implicit thinking. This traditional pedagogical approach, however, might not optimize the utility of how our brains work. Art-based teaching of science or science-based teaching of art can encourage multi-layered thinking systems by activating multi-modal sensory system, by engaging attention using novel and incongruent concepts or by
facilitating to take divergent paths of cognitive processing. This transdisciplinary teaching will bring more fruitful learning outcomes because it helps the way that our brains work. We have been developing and implementing programs, courses, and studies to pursue this transdisciplinary teaching and  initiatives to the campus and toward extended communities:
CDASH (Curriculum Development in the Arts, Sciences, and Humanities), a compendium of art-science courses that allow
for the study of the international impact of art-science teaching and provide a platform for instructors of art-science curricula.
TASTA (TAlk Science Through the Arts), a STEM Education Approach based on cross-disciplinary collaboration between high school students and undergraduate mentors. Study the Students, Teach the Teachers, using arts-based workshops as intervention to enhance thinking skills in both high school and college student populations, and informing teaching practices. Teaching Creativity and Innovation Through the Arts, using arts-based learning to develop different methods to teach arts appreciation to STEM and business majors that enhance creative thinking.
HERMES (Highly Effective Research Merging Epistemic Research), researching how researchers and expert practitioners work together in inter- and trans-disciplinary contexts to tackle complex problems with creative solutions, ranging from the
environment, to new ways of learning to technology and societies.

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