Engaged Scholarship for Ethics and Responsible Innovation in STEM Fields
Workshop: March 14-15, 2018
James B. Hunt, Jr. Library, NC State University, Raleigh, NC
- To share methods, outcomes, and experiences with engaged scholarship and learning for ethics and responsible innovation from the Genetic Engineering and Society Center’s CCE-STEM study;
- 13 other projects from U. S. colleges and universities will also be presented.
The 1.5 day workshop will include a keynote presentation, poster presentations, interactive panels on engaged learning and scholarship, and breakout discussion sessions.
Posters will be presented on ethics and responsible innovation courses, research projects and activities in STEM fields that incorporate engaged scholarship, such as:
- collaborative, community-engaged research and learning involving STEM students
- teaching social science research skills such as focus-group facilitation to STEM students
- teaching civic-engagement theory and practice to STEM students
- Wednesday, March 14, 2018, 1:00 PM – 7:00 PM (Including dinner at David’s Dumplings)
- Thursday, March 15, 2018, 8:30 AM – 5:00 PM
More details will be added as they are available.
Workshop supported by the National Science Foundation CCE STEM Program (Award No. 1540244) and the Genetic Engineering & Society Center, North Carolina State University.
Associate Professor & Associate Dean for Curricular Transition, School of Humanities, Arts and Social Sciences, Rensselaer Polytechnic Institute.
Dean Nieusma studies engineering reform from a variety of perspectives—professional, educational, epistemological, and cultural—focusing particularly on efforts at the intersection of technical and social dimensions of engineering. Nieusma also develops courses and curricula that integrate engineering and liberal education, such as within Rensselaer’s signature interdisciplinary Programs in Design and Innovation (PDI), which he directs.
Engaged Scholarship, by which the activities of academe meet the needs of external communities and vice versa (Van de Ven 2007), is a form of experiential learning that can serve as a bridge in linking students with real-world contexts for the issues and problems they are studying.
Peterson (2009) describes its usefulness as “providing a well-rounded education for students, a widening of the university’s knowledge base, and an empowering investment in community change,” and argues that there is a needed shift in higher education in this direction “in order to produce socially responsible students who are able to engage with the critical problems of our times.”