Delving into the Art of STEM

Jane M. Spanich, PhD, Director of STEM, Saint Thomas Aquinas High School

Jane M. Spanich is the director of STEM at Saint Thomas Aquinas High School. She is a seasoned professional whose contributions are helping in the formation, development and sustainability of micro STEM communities within the school’s larger STEM structure.

In an interview with Education Technology Insights, Spanich illuminates the crucial role STEM plays in the evolving education landscape.

Can you share your professional background and journey that led to your current position at Saint Thomas Aquinas High School?

I was born and raised in Fort Lauderdale. I attended Florida State University to earn a bachelor of science in international affairs. I then pursued a master's degree in liberal studies at Rollins College, delving into diverse subjects like quantum mechanics, the works of Charles Darwin, Aristotle, Einstein, and even Shakespeare villains. The breadth of study cultivated my love for knowledge and scholarly contribution. Following my master's, I started my Ph.D. in practical theology at St. Thomas University. This degree fostered interdisciplinary approaches, ecological discussions, and integrated theory and practice, profoundly shaping my perspective on STEM education.

How did your academic and professional experiences influence your approach to STEM education?

My diverse academic background in art and scientific theory coupled with my theological specific conversations with mentors and communities I've been part of have deeply influenced my approach. I view STEM as innovative, inclusive, reflective, and supportive of families, especially in Catholic education. My approach to STEM education is to see it not just as a set of subjects but as a dynamic, evolving field that integrates empathy, social transformation, and critical reflection.

At my institution, we aim to create an environment where STEM education intersects with broader societal subjects like the academy, church and families, fostering critical conversations and meaningful practices. We encourage our STA students to think about STEM in terms of how it can be used to improve lives.

What are some of the challenges in the space and how do you address them?

STEM education faces a range of challenges, especially because it is continuously evolving. On a macro level, underserved poor and environmental sustainability must be addressed. Education leaders need to reflect models that integrate these themes into curriculums and pedagogical approaches to encourage students to engage in these important conversations. STEM is an art of interpretation, which creates a healthy avenue that connects people in communities with the hope of social transformation.

On a micro level, deep and spiritual relationships between STA students and teachers must also be a subject of importance for fostering kindness and openness to address social issues.

At a more practical level, integrating new technologies and managing e-waste while ensuring secure, reliable access to these tools can be challenging. By focusing on inclusivity and continuous improvement, educators can create dynamic and impactful STEM programs to prepare STA students for the future.

What are some of your recent initiatives that had a notable impact on students?

Technology plays a vital role in our STA student’s daily activities. They use Chromebooks regularly and we have several tech[1]focused initiatives. One standout project of ours is the robotics and garden initiative, which explores how robotics can enhance gardening practices. This project highlights the intersection of technology and nature, fostering creativity and practical problem-solving.

“STEM is an art of interpretation, which creates a healthy avenue that connects people in communities with the hope of social transformation.”

We also host TEDx events incorporating interdisciplinary STEM discussions and an impressive robotics program. Another significant STA initiative involves repurposing old Chromebooks. Instead of discarding them, we ship them to schools in Bogota, Colombia. This project promotes sustainability and ensures that students in under-resourced areas have access to up-to-date technology. In addition, we continue to seek ways to connect with STA Catholic feeder schools and families in our community.

What inspires you to work in the STEM education space?

My inspiration comes from multiple sources. Academically, the impactful professors and authors I’ve studied have left a lasting impression. Personally, my family, dedicated STA students, supportive parents and incredible colleagues at Saint Thomas Aquinas inspire me daily. Our STA STEM steering committee, consisting of Beth Albrecht, Lizette Foley, and Sarah Lauretta, is also a tremendous source of motivation.

STEM is an ever-evolving field that integrates theory and reflective actions, which offers endless opportunities for creativity, critical reflection, and community building. The intersection of STEM with spirituality and justice particularly excites me, and I aim to ensure our school is not just part of the STEM conversation but leading it.

What advice would you give to educators and peers seeking to enhance their STEM with SEAMS programs?

My advice to educators is to prioritize personal and professional growth. Study what you’re passionate about, stay current with leading research, and empower your team members. Embrace the excitement of discovery and innovation. Be open to new ideas, foster an environment of empathy, kindness, and respect, and encourage critical conversations about the broader impacts of technology. Create open-door policies that invite and support all community members to share and learn together. Educators can create dynamic and impactful STEM programs that prepare students for the future by focusing on inclusivity, continuous improvement, and hope.

Robotics