STEAM Program


"STEAM—develops, preserves, and disseminates knowledge and skills that convey personal, economic, and social benefits. Higher education provides the advanced work skills needed in an increasingly knowledge-intensive, innovation-focused economy and society."

What does the acronym "STEAM" mean?

The acronym "STEAM" is defined by the National Research Council as:
Science is the study of the natural world, including the laws of nature associated with physics, chemistry, and biology and the treatment or application of facts, principles, concepts, or conventions associated with these disciplines. Technology comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves.
Engineering is a body of knowledge about the design and creation of products and a process for solving problems. Engineering utilizes concepts in science and mathematics and technological tools. Mathematics is the study of patterns and relationships among quantities, numbers, and shapes. Mathematics includes theoretical mathematics and applied mathematics.

STEAM education can be an interdisciplinary or trans-disciplinary approach to learning where rigorous academic concepts are coupled with real-world problem-based and performance-based lessons. At this level, STEAM education exemplifies the axiom "the whole is more than the sum of the parts."


"STEAM education is vital to our future—the future of our country, the future of our region and the future of our children."

In a nutshell...Science is our natural world— sun, moon and stars…lands and oceans…weather, natural disasters, the diversity of nature, animals (large, small, microbial)…plants and food…the fuel that heats our homes and powers transportation. Technology means computers and smartphones, but it goes back to television, radio, microscopes, telegraph, telescopes, the compass, and even the first wheel. Engineering designs buildings, roads, and bridges, but it also tackles today's challenges of transportation, global warming and environment-friendly machines, appliances and systems. We only have to look around to see what improvements to our lives and our homes have been engineered in the last decade alone. We encounter mathematics at the grocery store, the bank, on tax forms, in dealing with investments and the family budget. Every other STEAM field depends on mathematics. STEAM is important, because it pervades every aspect of our lives.

STEAM is a significant part of our children's future—the technological age in which they live, their best career options, and their key to wise decisions. The United States Department of Labor listed the ten most wanted employees. Eight of those employees were ones with degrees in the STEAM fields: accounting, computer science, electrical engineering, mechanical engineering, information sciences and systems, computer engineering, civil engineering, and economics and finance.

The STEAM Program at Village East Gifted

Village East Gifted® (VEG) STEAM curriculum is designed specifically for gifted and talented learners in grades K-12. All topics and interactive workshops are presented at the "global" level rather than by grade or age of the participants. Accordingly, Village East Gifted® trademarked Phillips RBM (Reawakening Brilliant Minds) Approach® implements the same curriculum to all ages. The "highest level of comprehension" in each class determines the instructional level of every STEAM project. Additionally, the approach effectively introduces intricate concepts and engages the students in hands-on, self-directed explorations by simultaneously stimulating their multiple intelligences.

The VEG STEAM workshops encourage the students to draw on the "natural connections between scientific and engineering methods to engage them in a more technical exploration of traditional science lessons. Using the iterative process, "decisions or desired results are derived by repeating rounds of analysis or operations bring the result closer to the discovery with each repetition".

The Saturday STEAM Curriculum at Village East Gifted of Roslyn for Grades K-7: Spring 2016

The curriculum description for the Saturday classes in Roslyn from 10:00 AM-12:00 PM (grades K-2) and 12:30 PM-3:30 PM (Grades 3-6) is as follows: "The participants will participate in a STEAM curriculum (which integrates art into STEAM topics) through the scientific method, hands-on workshops and experiments in the following areas of study: anatomy and physiology, biomedical studies, microscope analysis, infectious disease and pathology, engineering, genetics, engineering, astronomy, life sciences and living environment."

The STEAM Curriculum at Village East Gifted of Huntington for Grades 2-6: Fall 2015/ Spring 2016

The curriculum description for the Thursday class from 4:30 PM -7:30 PM in Huntington (Grades 2-6) is as follows: " The participants will engage in research, hands-on workshops, experiments and microbiology studies in the following subject areas: astronomy (planets, solar systems, galaxies, stargazing), myths/legends of the stars, spaceflight (designing, building and testing student- created rockets and parachutes), greenscreen (capturing footage and using iMovie –"transport" techniques integrating concepts of weightlessness, craters, vacuums and temperatures in space), engineering (building moon landers, cars, hovercrafts and catapults) and microscopic studies (micrometeorites, microbiology in the solar system, entomology and earth science labs)."

The STEAM Curriculum at Village East Gifted of Huntington for Grades 6-12: Spring 2016

The curriculum topic for the Saturday class from 10:00-1:00 PM in Huntington (Grades 6 to 12) is "Forensic Biology: Crime Scene Analysis and Fieldwork". Students learn how forensic biologists search for clues and analyze famous unsolved murders. Every participant systematically collects and examines evidence in the form of "health risk-free" bodily fluids, blood(artificial), hair, fibers, insects, plants and animal remains (field/lab observation only) that are recovered from crime scenes. A variety of chemical, enzymatic, and microscopic analysis techniques are taught both in a lab setting and out in the field. Students create composite pictures of suspects, analyze finger prints using bi-chromatic powders, study fibers and blood using paper chromatography, develop and navigate crime mapping and reconstruct skeletal and facial images of suspects as performed by forensic anthropologists.

The STEAM Teachers

Brian Clare earned his B.S. in Geology and M.A.T. from SUNY Stony Brook University in Earth Science and General Science Education. Mr. Clare was a high school earth science teacher in the Half Hollow Hills School District and in 2008, became the co-director of the Half Hollow Hills Planetarium and Discovery Center. The Discovery Center acts as a science lab where students in K-5 learn how to use the scientific method, design experiments, drive Mars rovers, simulate earthquakes and examine how windmill blade shape/design/number affect electricity generation, etc.. Mr. Clare also holds workshops on astronomy, nucleosynthesis (with Honors Chemistry Kids), physics and exo-planet exploration (Regents Biology ) as well as teacher training courses for the district.

Christopher Lafferty earned his Bachelors of Science in Geology and Masters of Arts in Secondary Education at SUNY Cortland. He holds certificates New York State certificates in Secondary Education, General Science, Earth Science and Biology. Mr. Lafferty has been an Honors Earth Science teacher at Elwood/John Glenn High School for over twenty-one years. Prior to teaching on Long Island, Mr. Lafferty spent four years as an adjunct professor at SUNY Cortland and several years in extensive field research through Cornell University's Entomology department. His high school students have participated in the Forensic Challenge Competition with other students across Long Island and Pennsylvania.

Paulette D'Alessio earned a BA in Biology with a minor in Chemistry and two New York State teaching certifications in Science. Ms. D'Alessio then completed her Master's Degree from Stonybrook University in Liberal Arts. She chose this path because she believe that "all great minds benefit from a background in both STEM and the humanities. Leonardo da Vinci wouldn't have been able to sculpt and paint the most beautiful images of the human body without studying anatomy". Ms. D'Alessio worked as a teacher in both public and private schools as well as a coach for many academic competitions. She taught the following courses on the high school: Living Environment, Genetics, Life Science, Anatomy and Physiology, Science Research, Human Nutrition, and Engineering. Over the summer, Paulette works at the YWCA in White Plains, NY as an art teacher for grades k-8. Her expertise in science and talent in art has made her the perfect STEAM teacher.

How to Enroll Your Child

1. Send an email to: info@villageeastgifted-Att: STEAM Program to check if there are still openings in the class of your choice.
Please include your name, phone number, your child's name and grade.
2. Go to: and complete the online registration form.
3. Go to: and select "STEAM Program" and make a class payment.

If your child is not currently a VEG student, an interview and curriculum assessment must be scheduled before participating in the VEG STEAM program.

For information about student qualifications, go to:
To view the STEAM Class Schedule, go to:

More About STEAM in Education

Scientific Method Meets Engineering Design in Integrative STEAM Project

Next Generation Science Standards emphasize the interconnectedness of science and technology content, a shift that educators, on the whole, support. As states implement these standards, however, teachers may find incorporating new content into already packed curricula daunting. Here, we will explain how teachers can draw on the natural connections between scientific and engineering methods to engage students in a more technical exploration of traditional science lessons.

Though different in content, the iterative quality of and steps involved in the scientific method and the engineering design process are largely similar. In fact, engineers often require the scientific method to provide proof of the quality and functionality of their designed product. The graphic below shows how both the scientific method and engineering design process originate with a question and are then followed by research that is used to generate a hypothesis. Scientists test hypotheses by conducting experiments, while engineers test hypotheses by building things. But both scientists and engineers collect data, analyze their data, and then refine their question or product.

Bridging the Scientific Method and Engineering

Teachers can highlight the interconnectivity of the scientific method and engineering design process by adjusting the popular bridge-building lesson: instead of just asking students to design and build their structures, have them also use the scientific method to prove the stability of the bridge and the effectiveness of their plan.

By using both the scientific method and the engineering design process, teachers can extend the traditional bridge-building lesson to include a plethora of scientific topics and experimentation. For example, rather than giving specific constraints for this project, we ask our students to design a bridge based on realistic constraints and then challenge them to hypothesize the amount of force the bridge can sustain based on formulas and physics content taught in class. Once the students have applied the engineering design process to create their bridge design, they use the scientific method to test their hypothesis, determine how much force the bridge can withstand, and draw conclusions about the safety of their structure.

Teachers can easily adapt this high school project to meet the needs of students at various levels. In a more advanced class, students can freely design and build their structures based on prior knowledge and research, while less advanced students can learn the same content by completing the project on a smaller scale. In a lower-level class, whether special education or at a lower grade level, students can focus on the iterative nature of the design process by building and rebuilding their bridges. Rather than using balsa wood, they can use Popsicle sticks to model the structure, and the teacher may decide to use colored sticks to signify different struts and ties or even forces acting on the structural members.

While teachers might ask high school students to use trigonometric functions to predict how much force their structures can hold, they can ask younger students to make predictions based on either smaller-scale tests of their bridges' design and materials or prior knowledge. Even though these students aren't applying advanced mathematics, their learning goals are consistent with those of older students.

Educators do not need to teach STEAM content and processes in isolation or approach them as disparate topics. Integrating technology and engineering into science content merges the best of these worlds and prepares students for the interdisciplinary challenges of the real world. By Debra Coen and Kelly Hart

U.S. News STEAM Leadership Hall of Fame 2015

U.S. News & World Report honors five leaders in the science, technology, engineering and math fields. The 2015 Stem Solutions Hall of Fame honorees include, clockwise from top left, Craig Barrett, Eduardo Padrón, Shirley Malcom, Maria Klawe and Stephen Bechtel Jr.

U.S. News & World Report is pleased to announce the 2015 STEAM Leadership Hall of Fame, honored in advance of the U.S. News STEAM Solutions conference, which will be held June 29-July 1 in San Diego. In choosing the honorees, U.S. News sought out leaders who, among other things, have achieved measurable results in the science, technology, engineering, and math fields; challenged established processes and conventional wisdom; inspired a shared vision; and motivated legions of aspiring STEAM professionals.
The honorees:

Craig R. Barrett, Ph.D.
Retired CEO/Chairman of the Board, Intel Corporation
Craig R. Barrett is a leading advocate for improving education in the U.S. and around the world. He is also a vocal spokesman for the value technology can provide in raising social and economic standards globally. In 2009, he stepped down as chairman of the board of Intel Corporation, a post he held from May 2005 to May 2009.
Barrett was born in San Francisco. He attended Stanford University in Palo Alto, California, from 1957 to 1964, receiving Bachelor of Science, Master of Science and Ph.D. degrees in materials science. After graduation, he joined the faculty of Stanford University in the department of materials science and engineering, and remained through 1974, rising to the rank of associate professor. Barrett was a Fulbright Fellow at Danish Technical University in Denmark in 1972 and a NATO postdoctoral fellow at the National Physical Laboratory in England from 1964 to 1965. He is the author of more than 40 technical papers dealing with the influence of microstructure on the properties of materials, and a textbook on materials science, Principles of Engineering Materials.
Barrett joined Intel in 1974 and held positions of vice president, senior vice president and executive vice president from 1984 to 1990. In 1992, he was elected to Intel's board of directors and was promoted to chief operating officer in 1993. In 1997, Barrett became Intel's fourth president, chief executive officer in 1998 and chairman of the board in 2005.
Barrett previously served as chairman of the United Nations Global Alliance for Information and Communication Technologies and Development, which works to bring computers and other technology to developing parts of the world. He chairs Change the Equation, a national education science, technology, engineering and math (STEAM) coalition; National Forest Foundation and Dossia. He co-chairs the Lawrence Berkeley National Laboratory Advisory Board and vice chairs Science Foundation Arizona.
Barrett is chairman of the Governor's Arizona Ready Education Council, president and chairman of BASIS Schools, Inc., and a member of the board of directors of Achieve Inc., Carnegie Institution for Science, K12 Inc., Society for Science and the Public, Arizona Commerce Authority Board, Impele Holdings LLC and Grameen Intel Social Business. He is International co-chairman of the Russian Federation's Skolkovo Foundation Council and serves on the Council for Foreign Relations Task Force on U.S. Education Reform and National Security, as well as numerous advisory boards.
Barrett has been an appointee of the President's Advisory Committee for Trade Policy and Negotiations and the American Health Information Community. He has co-chaired the Business Coalition for Student Achievement and the National Innovation Initiative Leadership Council, and has served as a member of the Board of Trustees for the U.S. Council for International Business, the Clinton Global Initiative Education Advisory Board, and numerous other boards, policy and government panels and committees.

Stephen D. Bechtel Jr.
Senior Director, Bechtel Group, Inc.
Senior Director, The Fremont Group
Stephen D. Bechtel Jr. is senior director of Bechtel Group, Inc. He is also senior director of The Fremont Group, separate affiliated companies that manage and operate in marketable securities, natural resources, and other selected investments. In addition, Bechtel is chairman of the S.D. Bechtel, Jr. Foundation and the Stephen Bechtel Fund. His business headquarters are in San Francisco.
Bechtel served as the third-generation head of the worldwide engineering and construction business that began in 1898 as a small Western railroad construction firm. Today, Bechtel Group, Inc. provides a broad range of technical, construction and management services to clients in many industries around the globe, including power, petroleum and chemicals, surface transportation, aviation facilities, water supply and treatment, infrastructure development, pipelines, mining and metals, and telecommunications.
Bechtel holds a bachelor's degree in civil engineering from Purdue University and a master's degree in business administration from the Stanford University Graduate School of Business. He also holds an Honorary Doctorate of Engineering degree from Purdue University, an Honorary Doctorate of Science degree from the University of Colorado, and an Honorary Doctor of Engineering degree from the Colorado School of Mines.
Bechtel served as a director on the boards of several major corporations including General Motors and IBM. Presidents Johnson, Nixon and Ford each appointed him to presidential committees and commissions. Bechtel is a recipient of numerous industry, academic and professional society awards. He served several industry and community organizations as chairman, including The Business Council, The Conference Board, Inc., and the National Academy of Engineering. He served as vice chairman on the California Council for Science and Technology Task Force in 2006, advising the governor of California on increasing California's technical talent pool by improving K-12 science and mathematics education. Bechtel currently serves on the Hoover Task Force on Energy and the MIT Energy Initiative External Advisory Board.

Maria Klawe, Ph.D.
President, Harvey Mudd College
Maria Klawe began her tenure as Harvey Mudd College's fifth president in 2006. A renowned computer scientist and scholar, Klawe is the first woman to lead the college since its founding in 1955.
Prior to joining Harvey Mudd, she served as dean of engineering and professor of computer science at Princeton University. Klawe joined Princeton from the University of British Columbia where she served as dean of science from 1998 to 2002, vice president of student and academic services from 1995 to 1998 and head of the department of computer science from 1988 to 1995. Prior to that, Klawe spent eight years with IBM Research in California, and two years at the University of Toronto. She received her Ph.D. (1977) and B.Sc. (1973) in mathematics from the University of Alberta.
Klawe has made significant research contributions in several areas of mathematics and computer science, including functional analysis, discrete mathematics, theoretical computer science, human-computer interaction, gender issues in information technology and interactive multimedia for mathematics education. Her current research focuses on discrete mathematics.
Klawe is a renowned lecturer and has given talks at international conferences, national symposia, and colleges across the U.S. and Canada about diversity in science, technology, engineering, and mathematics disciplines and industries, gender and gaming, and lessons from her own career in STEAM industry and education. She has devoted particular attention in recent years to improving K-12 science and mathematics education.
Klawe is one of 10 members of the board of Microsoft Corporation, a board member of Broadcom Corporation and the nonprofit Math for America, a fellow of the American Academy of Arts & Sciences, a trustee for the Mathematical Sciences Research Institute in Berkeley and a member of the Stanford Engineering Advisory Council, the Advisory Council for the Computer Science Teachers Association, and the Canada Excellence Research Chairs Selection Board. She is co-chair of the Scientific Advisory Board of the Simons Institute at UC Berkeley. She is the recipient of the 2014 Women of Vision ABIE Award for Leadership and was ranked 17th on Fortune's 2014 list of the World's 50 Greatest Leaders.

Shirley Malcom, Ph.D.
Head of Education and Human Resources Programs, American Association for the Advancement of Science
Shirley Malcom is head of education and human resources programs at AAAS. She works to improve the quality and increase access to education and careers in STEAM fields as well as to enhance public science literacy.
Malcom is a trustee of Caltech and a regent of Morgan State University, and a member of the SUNY Research Council. She is a former member of the National Science Board, the policymaking body of the National Science Foundation, and served on President Clinton's Committee of Advisors on Science and Technology.
Malcom, a native of Birmingham, Alabama, received her Ph.D. in ecology from the Pennsylvania State University, master's in zoology from UCLA and bachelor's with distinction in zoology from the University of Washington. She holds 16 honorary degrees.
Malcom serves on the boards of the Heinz Endowments, Public Agenda, the National Math-Science Initiative and Digital Promise. Internationally, she is a leader in efforts to improve access of girls and women to education and careers in science and engineering and to increase use of science and technology to empower women and address problems they face in their daily lives, serving as co-chair of the Gender Advisory Board of the UN Commission on Science & Technology for Development, and Gender InSITE, a global campaign to deploy science and technology to help improve the lives and status of girls and women.
In 2003, Malcom received the Public Welfare Medal of the National Academy of Sciences, the highest award given by the academy.

Eduardo J. Padrón, Ph.D.
President, Miami Dade College
An American by choice, Eduardo J. Padrón arrived in the United States as a refugee at age 15. Since 1995, he has served as President of Miami Dade College, a national model of student achievement and the largest institution of higher education in America, with more than 165,000 students.
An economist by training, Padrón earned his Ph.D. from the University of Florida. In 2009, Time magazine included him among the 10 best college presidents in the United States; in 2010, Florida Trend magazine named him Floridian of the year; and in 2011, The Washington Post recognized him as one of the eight most influential college presidents in the country.
In addition, the Carnegie Corporation of New York granted him its prestigious Centennial Academic Leadership Award; he is the first college president to receive the National Citizen Service Award from Voices for National Service; he has been named an Ascend Fellow by the Aspen Institute; and he is the recipient of the Hesburgh Award, the highest honor in U.S. higher education.
During his career, Padrón has been selected to serve on posts of national prominence by six American presidents. He currently chairs the White House Commission on Educational Excellence for Hispanics, and he is former chair of the board of directors of the American Council on Education and the Association of American Colleges and Universities.
Padrón is widely recognized as one of the top educational leaders in the world. He serves on the boards of the Council on Foreign Relations, the Business/Higher Education Forum, RC-2020, the College Board Advocacy and Policy Center, the White House Fellows Selection Panel, and the International Association of University Presidents. He has held leadership positions on the American Academy of Arts & Sciences/Humanities Commission and on the boards of the Carnegie Foundation for the Advancement of Teaching, the Hispanic Association of Colleges & Universities, the Kennedy Center for the Performing Arts, Campus Compact, and the Congressional Hispanic Caucus Institute. He is also a past board chair of the Federal Reserve Bank of Atlanta, Miami branch.
Padrón has received some of the most prestigious awards in and out of academia and more than 15 honorary doctorates from leading universities such as Rollins, Princeton and Brown. He is also the recipient of highest honors by the governments of foreign nations, including France, which named him Commandeur in the Ordre des Palms Académiques; Argentina, which awarded him the Order of San Martin; and Spain, whose King Juan Carlos II bestowed upon him the Order of Queen Isabella.