To really make this pop, create a card for each position, laminate it and then have students randomly pull one for each project. Obviously, not all careers are going to work for this idea (you probably won’t have a forensic psychologist), but you could definitely have a standard rotation of options. You could have the same jobs for each project, or you can rotate some of them out. There’s a lot of flexibility and possibilities here.

Yet another could be the conservator who curates each element for the product designer. Another could be the product designer that provides the sequence of the presentation to the graphic designer.

For instance, one person could be the group’s graphic designer, creating the artwork for the finished presentation. Why not translate some of these STEAM career fields into actual jobs your student can do in the classroom? For each group project you have students working on throughout the year, each person in the group could take on a STEAM career role. Here are some ideas for getting students really excited: 1. It’s one thing to be aware these kinds of jobs exist, but it’s a whole new world when students can explore each of these careers. Here’s a list of 25 STEAM careers that are exciting for students to explore: Both the actual arts themselves and/or the skills the arts build. Instead, the arts are an integral part of the work as a whole. It’s not just about “making the product look pretty”. STEAM is intentional about connecting the arts in and through the STEM areas. And while STEM and STEAM are often linked hand in hand, there are some key distinctions. There are many lists of STEM careers available, but surprising little has been shared about possible STEAM careers. These are skills that are grounded in integration, which is exactly the point of both STEM and STEAM education models. The job market of the future requires flexibility, innovation, and connections. Rather, it’s a shift to consider that STEM and STEAM are two sides of the same coin. And in each of these fields, applicants are considered more prepared and desirable if they are also creative thinkers, collaborators and effective communicators – the 21st century skills that are embedded within all art forms. It’s about making connections across Science, Technology, Engineering and Math. But this argument falls flat when you consider that STEM itself is integrative in nature. Often, one of the arguments against using STEAM education as a teaching approach is that it’s “taking away” from preparing our students for jobs in the STEM fields. Not just because these careers are quickly emerging, but because the STEAM process itself allows students to explore through curiosity, play and hands-on learning. That’s why exploring STEAM careers is worth the time. But that’s a challenge for 21st century teachers because the jobs our students will enter haven’t been invented yet. Since the beginning of education, part of our focus as teachers has been preparing students to enter the workforce. There’s no way that we could possibly know what kind of jobs or career paths will exist in the next decade, much less the next 5 years. Let’s face it: the world is changing more rapidly than ever.

Stem jobs