Governments, schools, and other nonprofit organizations are engaged in critical budget decisions that may affect our economic development success. The assumption is that arts and crafts are dispensable extras. Research suggests, however, that disposing of arts and crafts may have negative consequences for the country’s ability to produce innovative scientists and engineers who invent patentable products and found new companies. A study of Michigan State University Honors College science and technology graduates (1990-1995) yielded four striking results: (a) graduates majoring in science, technology, engineering, and mathematics (STEM) subjects are far more likely to have extensive arts and crafts skills than the average American; (b) arts and crafts experiences are significantly correlated with producing patentable inventions and founding new companies; (c) the majority believe that their innovative ability is stimulated by their arts and crafts knowledge; and (d) lifelong participation and exposure in the arts and crafts yields the most significant impacts for innovators and entrepreneurs.

Previous studies of science, technology, engineering, mathematics, and medical (STEMM) professionals have identified a common “mental toolkit” composed of 13 “tools for thinking” that STEMM professionals use in their problem raising and problem solving. The present research surveyed a convenience sample of 225 STEMM professionals to investigate whether these “thinking tools” are correlated with STEMM achievement measured variously as patents filed or licensed, companies founded, number of papers and books published, and copyrights assigned. Some mental skills such as modeling and playing are significantly correlated with patent filings and licenses, and others are correlated with different measures of STEMM achievement. Previous research has also demonstrated that some of these thinking tools, most notably visual thinking skills, can be taught through various arts, crafts, and design (ACD) practices, resulting in significant improvements in STEMM learning outcomes. The present research therefore investigates in the survey pool whether ACD are associated with the same measures of STEMM achievement as thinking tool use. Correlations exist between use of some thinking tools and particular ACD avocations: Modeling and playing are correlated with persistent crafts avocations such as metalworking, woodworking, and mechanics, which are, in turn, significantly correlated with patent production. Most survey participants were explicitly aware of the connections between their ACD avocations; their STEMM work; and the tools, skills, and knowledge derived from the former. We conclude that integrating ACD with STEMM content by means of tools for thinking may be an effective way to achieve improved STEMM learning outcomes.

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