Convivial Education: An Autoethnography of Integrating Visual Arts and Design Thinking into STEM through Art Museum-Based Education

We describe and reflect upon the experience of co-creating a student-lead research project on designing a museum-based workshop on formal art and design analysis for undergraduate STEM students in a design thinking course. The creation of the workshop precipitates a conversation between two educators and the student on the value and challenge of facilitating a convivial education with undergraduate students in an era of industrialized learning. …