At the 2009 Professional Conference of the NCSSSMST, humanities types were gratified to find eight sessions devoted to the arts and humanities as well as several others with a civic or humanistic component. Integration and inclusion, it seemed, were in the air, embracing not just science, technology, engineering, and mathematics, but philosophy, language, rhetoric, and the fine arts as well. In this article, the author describes the different presentations offered and highlights two sessions which seemed of especially far-reaching significance. Susan Owens and her colleagues from the Anne Arundel STEM Magnet High School in Maryland discussed the development of a required fine arts course that utilizes scientific concepts. As interesting as the course itself was their explanation of the impetus behind it. It seems that stakeholders in their school had complained that engineering graduates were lacking in creativity, and insisted that the arts be included in the school curriculum as a means of fostering innovation and imagination in future engineers. Another presentation with broad implications was given by Corey Alderdice and Tim Gott of the Gatton Academy of Mathematics and Science in Kentucky. Drawing on a book by Daniel Pink, their presentation emphasized the importance of developing the whole brain by incorporating humanistic education, as well as social and emotional nurturing, along with scientific education.