The following cases (and other examples embedded throughout this report) are representative samples of a wide range of possible outcomes from integrative artistic practices that are connected to higher education, including programs, courses, and collaborations. Although not an exhaustive list, they reflect diverse approaches and applications to integration, and the various modes and pathways that different disciplines can use to inform one another to produce a myriad of results, outcomes, synergistic impacts, and localized, as well as far-reaching, potential benefits. Examples include a range of research projects, performative- and exhibition-based work, curricular and co-curricular endeavors, and community-engaged projects. Categories include citizen science, science communication and engaged research; therapeutic interventions and storytelling to inform innovation, healing, and discovery; exhibition and installation; venture creation; and aesthetic, as well as scientific explorations in the lab, with new media, and through traditional, as well as nontraditional, performance venue environments. These examples are from U.S.-based projects and are affiliated with academic institutions demonstrating curricular, co-curricular, and research-based integrative models and pathways (see Compendium of Programs and Courses on the Integration of Humanities, Arts, and STEMM at nap.edu). The committee maintains that the impact of certain forms of knowledge creation cannot be sufficiently described in words or numbers.
The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education Branches from the Same Tree