STEAM: Where creativity meets science

Alec and his teammates, Max and Emmett, are unfazed. They’ve already added extra paperclips on the bottom of the craft to keep it skimming along the floor instead of lifting into the air as it races down the hallway. “Let’s try a thicker rubber band,” Max suggests.

This cycle—brainstorming, prototyping, testing, and refining—sits at the heart of STEAM, an approach to learning that blends science, technology, engineering, the arts, and math. Whether building paper skimmers or designing robots, students learn by doing, adjusting, and trying again.

The New York State Education Department has made STEAM a priority, investing in programs that strengthen technology and engineering education. Edgemont is embracing that vision, too. Beginning next year, the district will roll out a cohesive K–12 STEAM program, featuring two dedicated elementary STEAM teachers and expanded opportunities in newly built learning spaces funded through the 2024 Building Dreams Bond.

Paul Garofano, the district's technology director and STEAM coordinator, said that the curriculum will focus on design thinking, coding and robotics, mechanical and environmental engineering and digital literacy.  

“All types of students are engaged in this integrated, hands-on way of learning,” said Ben King, a STEAM teacher at Edgemont Jr./Sr. High School.

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Edgemont’s third annual STEAM Fair will take place on May 19 from 5:00–6:30 p.m. in the Panther Dome and is open to the public. The event showcases more than 50 student projects from grades 6–12, including Regenerative Braking Systems, Solar Panel Protection From Acid Rain, Aerodynamic Simulations and Wind Tunnels, Bath Bombs: What Makes Them Fizz, Plants and Artificial Intelligence and Human Saliva and Bacteria.

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King’s classroom blends high-tech tools with simple materials. Shelves along one wall display an array of student creations: cardboard boots, straw suspension bridges, and balsam wood airplanes.

Today, students work on laptops using Tinkercad, a design app for 3D modeling, electronics, and coding, to create custom name tags. King encourages them to develop four versions, reflecting on each iteration and considering improvements before selecting one to 3D print.

King said that STEAM helps students become problem solvers. “It’s a great skill to have that extends beyond school,” he said.

Students Maddie, Alec, Eliana, and Phoebe see that firsthand. They demonstrate a walking boot they designed for someone with cerebral palsy, pointing out features shaped by research and repeated testing. After learning that toe walking is a common challenge, they used Velcro to stabilize the foot and duct tape to form a rounded heel.

“We tested it many times,” Phoebe said. “Whenever it fell apart, we rethought it and built it again.”

“It’s all about experimenting,” Maddie added.

For these students, STEAM stands apart from traditional classes. Mistakes aren’t final—they’re part of the process. “Even if you mess up, something good comes from it,” one student said. “You can fix it. It’s a different way of looking at things.”