How might we design an interdisciplinary curriculum which incorporates collaboration and design-thinking to equip all students to tackle authentic, complex problems of critical relevance? This capstone project is an attempt to answer this question with an innovative mathematics curriculum that incorporates science, technology, engineering, art and mathematics into problem solving experiences that foster critical thinking, collaboration across networks, leading by influence, agility and adaptability, initiative and entrepreneurship, oral and written communication, accessing and analyzing information, curiosity and imagination and resourcefulness. This curriculum seeks to make six major shifts in student learning;from product to process, from consumption to production, from adult centered to student centered, from competition to collaboration, from risk averse to risk taking and finally the shift from single discipline thinking to interdisciplinary thinking. Throughout its development, the STEAM DTI curriculum has been viewed through a lense of equity which seeks to remove barriers to higher-level thinking for traditionally disadvantaged student groups. Inspired by the work of disruptive educators and Stanford University’s d.school, the curriculum will be available to high schools that wish to offer their students authentic problem solving experiences
