Science, technology, engineering and maths, or what we all know as Stem education, has become the “it” phrase in the education industry in recent years. Globally, there has been a clear push by governments and education institutions to promote Stem education and to encourage younger people to take an interest in science and research. It seems to be a reversal of an opposing trend that had been dominant in years before, where science was seen as “uncool” and “too complicated”.
Stem education is a broad term covering a wide range of educational areas. The US, in particular, provides an interesting example of how these subjects are promoted to university students and to a much younger primary and secondary audience.
According to a 2013 report by the Committee on Stem Education at the National Science and Technology Council, one of America’s strategic goals was to “support a 50 per cent increase in the number of US youth who have an authentic Stem experience each year prior to completing high school”.
Barack Obama mirrored this strategy clearly during the 2013 White House science fair, when he stated that it was important to implement an “all-hands-on-deck approach to science, technology, engineering and math”.
Similar trends can be seen in the Mena region. The UAE’s Government, for instance, has been a true supporter for promoting scientific knowledge and research. Initiatives such as the capital’s annual science fair and the nationwide innovation drive are two of the many mediums being used to attract the younger generation. In 2015, two public schools in Dubai piloted customised classrooms that allow students to experience science in a fun and innovative manner. Fruits of this strategy have certainly been reaped. It is no longer shocking for us to hear about Emirati females who are excelling in aero- space, telecommunications and medicine, for instance. In fact, it has become expected, as there is a clear rise in the rate of women studying Stem subjects in the GCC.
It is exciting for me to witness perceptual changes in the minds of youth towards the world of science, and to play a role in supporting a movement which is taking place on a global scale. However, it is important to ensure that we do not repeat what has happened in the past, where, in our enthusiasm to promote science, we leave the liberal arts in the dark. Understandably, the push for Stem was triggered by market needs and lack of qualified individuals to occupy positions that were crucial to the national and economic development of countries; however, balance is needed, to avoid repeating a similar scenario in the future.
In 2015, women in the GCC comprised as much as 60 per cent of engineering students in some universities, compared with 30 per cent in the US and Europe, according to numbers issued by the Unesco. Despite these facts, research clarifies that there is also a considerable number of female students who decide to change their areas of study from Stem subjects to other fields during the course of their education. These figures show that our issue is not getting women to study science, but, rather, in getting them to stay in that field of study once they start and to accept employment in technically-related positions.
One method of achieving a sustainable balance between Stem and liberal arts education is through setting requirements for undergraduates that provide a comprehensive education, by covering both areas of Stem and liberal arts. This balance is something that we design into every degree programme and practice in every curriculum at the American University of Sharjah. Students at all academic units are required to complete multiple courses in liberal arts, in fact a total of three semesters equivalent, while at the same time ensuring that the quality of engineering-specific courses we offer guarantees that they are capable of contributing and competing with their international counterparts.
In addition to promoting liberal arts education in curriculums, it is essential to ensure that students are provided with an opportunity to tap into their creative side outside a strict academic setting. We need to offer students art classes, give them a chance to attempt acting in a drama production, allow them to express themselves through photography, and let them explore the worlds of philosophy and psychology. Regardless of the careers they have chosen for themselves, I personally believe that everyone should maintain a healthy level of interest in culture and arts.
As educators, it is our responsibility to find a balance in supporting market needs and ensuring that we have well-rounded graduates as well. Science students can also be artists, and at the same time, a journalism student can be fascinated by scientific experiments. Humans are complex beings, and our brains are created to allow us to experience multiple facets of this life. It is unfair for us to condition our students into pursuing one interest, exclusive of another. Instead, let us focus on providing all-inclusive knowledge, not only to avoid future gaps in the market, but also to create a more interesting and dynamic world to live in.
Dr Leland Thomas Blank is interim provost and chief academic officer of American University of Sharjah
