STEAM for non-novice STEM students with Digital Musical Instruments

STEAM education extends STEM (Science, Technology, Engineering, and Mathematics) with Arts, often with the aim to attract newcomers to technical disciplines. We present and report on a university STEAM course implemented for non-novice STEM students: Advanced Computer Science students with little or no musical background designed, built, and performed with Digital Musical Instruments. We examine the collected quantitative and qualitative data (attendance, dropouts, feedback, homework submissions, participation metrics) in the light of qualities and deficits of STEAM discussed in the literature. Our results coincide with purported beneficial outcomes of STEAM such as a growth in skills, evidenced for instance by our students' success acquiring and applying both new technologies and musical insights. Furthermore, we avoid common pitfalls such as an unclear extent and role of artistic content and issues in the practical course implementation through thorough planning. This is corroborated by the students' sustained participation and positive feedback.