The science, technology, engineering and math (STEM) movement has its roots back to Dwight D. Eisenhower, and the formation of NASA and NSF in 1958. The STEM Arts movement is a response, collage, and remix, of previous art education theories and STEM education concepts derived since that time. The STEM arts movement seeks to inspire youth with the multi-modal skills to inspire the next generation of innovators and global citizens. In this paper, I seek to draw a model of evolution in innovative education promoted by governments, corporations and ultimately American pride. However, several concerns still face the nation in the new era of Innovate + Educate, in the wake of the Bush era, “No child left behind” act. A new kind of social ethics confronts educators in the classroom as they teach STEM subjects to technically savvy students who are asked to use antiquated methods of technology, while students are asked to power off the most profound technological/information revolution in history. With increased population, saturation (technology/media) overload, climate change and globalization facing student populations, an approach to teaching innovation to youth in the 21st Century needs to be done with an expanded approach to STEM education, including multi-cultural, civic building practices in cyber, electronic, digital and mobile arts. Read entire paper here.