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Arts & Communication Fostering belonging through STEAM education

based learning into a cohesive pedagogical framework. essential questions from the outset of the project.
Each of these educational approaches begins with The success of this theoretical framework was supported
identifying a problem or challenge, followed by a structured by robust technical and pedagogical implementation. The
process to address the issue and assess the effectiveness library technician’s assistance with 3D printing and laser
of the proposed solutions. For instance, design thinking cutting was essential, as it provided the necessary technical
involves a non-linear, iterative process that encompasses expertise and resources to translate theoretical concepts
the phases of empathize, define, ideate, prototype, and into tangible products.
test. This methodology encourages students to gain a
comprehensive understanding of the problem, generate Furthermore, the reflection component of the STEAM
innovative solutions, develop prototypes, and refine their framework encouraged students to engage deeply with
designs based on iterative testing and feedback. their learning process through self-assessment questions
about their design development, challenges, and potential
The findings suggest that STEAM education, improvements. Assessment using a modified studio habits
particularly through community-driven board game of mind rubric provided a comprehensive evaluation
design, fosters a sense of belonging by integrating personal of both technical skills and conceptual understanding.
experiences with creative expression. The narrative-driven Student feedback revealed the effectiveness of this
nature of board game design allowed students to actively integrated approach.
construct representations of their community, leading to
a stronger identification with both their university and Assessment of the project was facilitated using a
its surrounding culture. This aligns with prior studies modified studio habits of mind rubric (Appendix 1). This
(e.g., by Gillen- O’Neel) indicating that students who feel rubric included six general habits of mind applicable across
5
connected to their learning communities exhibit higher various subjects and two art-specific criteria – developing
academic motivation and persistence. By allowing students craft and understanding artworks. The rubric incorporated
to actively create representations of their academic and both self-reflection and teacher feedback, providing a
local communities, the board game project encouraged comprehensive evaluation of the student’s performance
deep engagement with themes of identity, place, and social and learning outcomes.
connection. The iterative, inquiry-based nature of the Student feedback on the project was overwhelmingly
project provided students with a sense of agency in shaping positive. Mandy reflected, “This project provided a
their understanding of belonging, reinforcing that learning valuable opportunity to engage with the town’s history,
environments that integrate creativity and collaboration and I am proud to have created something that contributes
can serve as powerful catalysts for nurturing inclusion and to community engagement in Nacogdoches” (personal
engagement. communication, 2024). Similarly, Trace noted, “Working
Building on these findings, STEAM education on this project allowed me to gain a deeper understanding
emphasizes three fundamental components that work of university traditions, and I am excited to share the
together to create meaningful learning experiences: big board game with my friends” (personal communication,
ideas, enduring understandings, and essential questions. 2024). John expressed, “I particularly enjoyed the role-
Big ideas represent “broad topics that impact life and playing sessions with my teammates and the process of
include artistic behaviors,” serving to engage students’ recording our play” (personal communication, 2024).
interests and foster enduring understandings—knowledge These responses demonstrate how the project successfully
that students apply and expand upon throughout their connected technical skill development with community
lives. In the context of this study, the big idea of community engagement.
belonging provided a rich foundation for students to explore Most students reported high levels of satisfaction with
the intersection of art, technology, and social connection. their project outcomes, attributing their success to the
The essential questions are designed to be open-ended collaborative and interdisciplinary nature of the class.
and require a series of exploratory activities to answer, The diversity of disciplines among the students facilitated
thus presenting appropriate challenges and facilitating an cross-disciplinary learning and the application of various
integrated curriculum approach. The essential questions skills and knowledge. Several students leveraged prior
were: “How can this board game foster a sense of belonging experience with 3D printing and laser cutting from
in the community?” and “What specific elements should high school technology courses, which enhanced their
be included in the board game to enhance this sense of engagement and ability to integrate their major-specific
belonging?” Students approached these questions by knowledge into the project. While a few students noted the
exploring the big ideas, enduring understandings, and time-consuming nature of the project, this was expected

Volume 3 Issue 3 (2025) 11 doi: 10.36922/ac.4437