MarylandByDesign Supports the
Maryland Education
Development Collaborative

Roundtable Discussion
Tuesday July 18th, 2017
7:00 PM to 8:30 PM

STEAM-Design Education

On May 27, 2017 legislation was enacted by the State of Maryland to establish the Maryland Education Development Collaborative. This new organization creates an opportunity to promote and enhance 21st-century learning and socioeconomic diversity in Maryland’s Public Schools and establishes an Advisory Council to provide advice on matters relating to 21st-century learning, data collection and sharing.

Join Designers, Design Educators, Design Leaders,
Design Thinkers, Maker Space Leaders, Design Policy Makers
and Maryland Legislators

Bring your ideas, experiences, stories, goals, wishes, and dreams for making STEAM-Design Education central to education in Maryland’s Public Schools for all K-12 students. The roundtable is an opportunity to contribute your views about STEAM-Design Education to the
Maryland Education Development Collaborative.

Please prepare a 3-5 minute presentation to give during
this discussion.

RSVP: Please respond to by July 14th to confirm your attendance

Location: Maryland Institute College of Art,
Center for Social Design
Fred Lazarus IV Building
131 W. North Avenue, Room 170
Baltimore, MD

Parking: On Street Parking available on Maryland Avenue

Questions?: Please send them to



Senate Bill 908: Maryland Education Development
Collaborative was enacted under Article II, Section 17(c) of the Maryland Constitution-Chapter 849 on May 27, 2017. This establishes the Collaborative as of October 1, 2017. 

Innovation in public education was among the many education related issues discussed by legislators during the 2017 Maryland General Assembly Session, which concluded on April 10th this year.  Design driven innovation in education is an aim of  Senate Bill 908: Maryland Education Development Collaborative-Established. This legislation received a unanimous vote in the Maryland Senate on March 16th, 2017, and passed the House of Delegates by a vote of 95 to 44. Design is typically associated with innovation. A body of research exists showing proof that design is consistently the source of innovation in any organizational system.

A working group from the MarylandByDesign submitted testimony in support of the Maryland Education Development Collaborative explaining how design education and STEAM programming in public schools would be one of the key factors in innovating public school education in Maryland. As an example, in 2014 Rhode Island Department of Education used an Ambassador Design Team to develop a strategic plan for elementary and secondary education to advance learning and achievement for all Rhode Island Public School Students. The Ambassador Design Team used design thinking as a way to develop the strategic plan.

MarylandByDesign’s Working Group would be one of the many participants working together within the Maryland Education Development Collaborative. MarylandbyDesign can contribute a design driven innovation approach for making recommendations to innovate Maryland’s Public Schools by developing an implementation plan for design education and STEAM Programming to make design part of every child’s educational experience. This is only one of the many aspects of MarylandByDesign’s Design Policy. MarylandByDesign has as its overall mission to define design in all of its manifestations in the State of Maryland.

View MarylandByDesign’s testimony  for SB908 Testimony 3-21-17


There has been tremendous attention given to STEM education and the higher earning potential for degrees in the fields of science, technology, engineering and math as compared to design. A recent survey conducted and published by the Washington Post reveals very little difference in earning potential during the first 5 to 10 years of a person’s career once they have earned a STEM degree versus a design degree, and in fact many degrees in the humanities (which would include design disciplines) earn more. The conclusions when making comparisons between a bachelor’s design degree as compared to a bachelor’s degree in science (biology), technology (information technology), engineering (electrical engineering) or math, shows an insignificant earning difference between a biological sciences degree and a design degree during the first 10 years of experience after earning these degrees. (Click on the graph to enlarge).

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