We have a lot of creative educators out there who are trying to create and teach curricula that bridges the gap between STEM and The Humanities. Why is this an important thing to do? Because the critical thinking skills that we learn in the humanities will help technologists of the future create and scale meaningful solutions to complex problems.
The barrier that these educators face in this important work is that they are still bound to a siloed evaluation system. This system limits their creativity and ultimately, their effectiveness in bridging this gap.
Why is evaluating integrative student work so challenging? Perhaps it’s because educators and administrators might have to evaluate students on something that they themselves don’t have expertise in: true interdisciplinary work.
But if we are to ask our students to do something new in order to build a better future, than we educators and evaluators need to be generous in figuring out the evaluation side of the equation. Maybe evaluation needs to be done collaboratively with stakeholders who have cognitive diversity, who together can discuss how they appreciate the ways in which their students are practicing interdisciplinarity as well as identify and troubleshoot the places in which their students struggle.
Change of this magnitude requires that the leaders and evaluators of it be vulnerable. They are trying to teach and evaluate students on something that they themselves aren’t an expert in. It’s hard. It’s uncomfortable. But it’s what’s required.