Design Principles

Learning by Doing

Young people thrive in a hands-on setting, where they are able to be active participants in their learning, with all new skills immediately applicable in a project setting. These projects are industry-informed, through the review and support of the Industry Advisory Council, and rooted within real-world learning.

Why this Principle was Chosen

Hands-on learning allows for meaningful encoding. People learn best when new learning is experienced in memorable ways and is related to prior knowledge. In addition, people learn best when they practice challenging- but-doable skills at frequent, focused intervals and across diverse contexts, which is made possible through project-based learning.

Workplace Immersion

Career preparation should be relevant to the industry and adaptable to changing trends. Students should experience real-world work expectations in a constantly evolving learning environment. The feedback loop between the workplace and classroom should be short, and industry leaders should invest in preparing the next generation. Scholars gain the skills and credentials needed through workplace immersion in the local industry ecosystem.

Why this Principle was Chosen

Creating an immersive workplace learning experience fosters a sense of community between scholars, schools, and industry. This connection is crucial for effective learning and a sense of belonging. Industry investment enables curriculum updates, informed by current industry trends and needs. Relevant tasks that align with industry standards provide meaningful learning opportunities for 11th and 12th graders preparing for the workforce. Timely and targeted feedback, from both teachers and industry partners, further enhances learning.

With, Not For Scholars

Young people should play an active role in designing their learning experience. All experiences at the Brooklyn STEAM Center should be developed with scholars, not for them, from the community culture to the learning environment to the work products.

Why this Principle was Chosen

When people can maintain a sense of control, they can develop agency while having the autonomy to weigh in on what and how they learn. Being an active contributor to the community of which they are a part, and seeing themselves reflected in the community’s norms, builds a sense of belonging which supports learners’ ability to thrive. Contributing to a “with not for” culture equips young people with initiative, agency and input rather than just learning to follow directions. The most effective people in the future workforce will be self-directed, self-aware, and owners of their own career pathways.

Equitable Access

Young people should have the opportunity to pursue careers that will provide economic advancement and the ability to create wealth.

Why this Principle was Chosen

The STEAM Center addresses the unequal career outcomes faced by New York’s youth, particularly those from low-income and minority backgrounds. Middle-skill jobs constitute 50% of the state’s labor market, but skilled workers are in short supply. Access and cost barriers to quality education and career training programs, as well as limited networking opportunities, contribute to this problem. The STEAM Center strives to create equitable opportunities for all scholars by prioritizing design decisions that support high-quality career pathways.