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. Download Workshop Documents
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
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.
Wednesday March 14
12:15–12:20 Bus pick up at Doubletree Hilton, depart for Hunt Library
12:30–1:00 Poster set up
1:00-1:15 Welcome and Introductions
- JENNIFER KUZMA, PhD, GES Center Co-Director, Fulbright Visiting Research Chair, University of Ottawa, and Goodnight-NC GSK Foundation Distinguished Professor, NC State
- JOE HERKERT, D.Sc., Assoc. Professor Emeritus of Science, Technology & Society, Arizona State University, & GES Center Visiting Scholar, NC State
1:15-2:15 Keynote Address: Engaging Students to Engage the Public: Modeling Collaborative Inquiry in the Classroom, the Curriculum, and the Community
- DEAN NIEUSMA, PhD, Assoc. Professor & Assoc. Dean for Curricular Transition, School of Humanities, Arts and Social Sciences, Rensselaer Polytechnic Institute
2:15-3:30 NC State CCE STEM Project: Exploring Meanings of Responsible Innovation in Communities of Bioengineering
- JENNIFER KUZMA, JOE HERKERT, & ERIN BANKS
- PAT ROBERTS, NICOLE GUTZMANN, SELENE SCHMITTLING, & ELI HORNSTEIN
4:00-5:15 Poster Session I
- Perrin Falkner/Leon Yacoubian, Diana Bairaktarova/Thomas Staley, Susan Winter, Qin Zhu, Mark Bourgeois, Colin Potts
5:20–5:30 Bus departs Hunt Library for David’s Dumpling & Noodle Bar
5:30-7:30 Reception + Dinner
- David’s Dumpling & Noodle Bar, 1900 Hillsborough St.
7:30–7:40 Bus departs for Doubletree Hotel
Thursday March 15
8:15-8:20 Bus pick up at Doubletree Hilton, depart for Hunt Library
8:30-9:00 Continental Breakfast
9:00-10:00 Panel: Opportunities and Obstacles for Engaged Scholarship
- Moderator: DAVID BERUBE, PhD, Professor of Risk Communication & Dir. of PCOST, NC State
- Panelists: CRAIG BROOKINS, PhD, Assoc. Professor of Psychology, NC State;
DAVID RESNIK, JD, PhD, Bioethicist & NIEHS IRB Chair; and
SUSAN WINTER, PhD, Associate Dean for Research & CASCI Co-Director, University of Maryland
10:30-11:45 Breakout Session I
- Topic: Opportunities and obstacles
11:45-12:45 Lunch in house/networking
12:45-2:00 Poster Session II
- Dalton George, Mitch Cieminski/Dean Nieusma, Justin Hess/Grant Fore, Rachel Koh, David Che, Shakira Hobbs
2:00-3:00 Panel: Connecting Engaged Scholarship and Learning
- Moderator: ERIN BANKS, PhD, Dir. of Initiative for Maximizing Student Diversity, The Grad. School, NC State
- Panelists: JASON DELBORNE, PhD, Assoc. Professor of Science, Policy, & Society, NC State;
GAIL JONES, PhD, Professor of STEM Education, NC State; and
COLIN POTTS, PhD, Vice Provost for Undergraduate Education, Georgia Tech
3:30-4:45 Breakout Session II
- Topic: Connecting scholarship and learning
4:45-5:00 Workshop Wrap up: JOE HERKERT
5:00-5:15 Poster tear down
5:20-5:25 Bus pick up at Hunt Library, depart for Doubletree Hilton then transport to RDU airport
1. Tuff Capstone: Tuff Planning Housing Development for Persons Displaced by the 1988 Spitak Earthquake
On December 7, 1988, the Spitak earthquake devastated the northwest region of Armenia, destroying both its homes and businesses, resulting in a near thirty-year housing crisis and economic decay. Families and individuals were placed in domiks, temporary homes made from shipping containers, after the earthquake and are still living in the containers today.
2. The Role(s) of Engagement and Community in Transforming an Undergraduate General Education Curriculum and Cultivating a Culture of STEM Ethics
We are in the initial stages of a study of large-scale changes to the undergraduate curriculum at a major research university (Virginia Tech), an initiative known internally as ‘Pathways to General Education’ (or simply ‘Pathways’). This transformation of our core curriculum seeks to provide more meaningful and flexible learning options for students across the university.
3. The Privacy by Design Simulation: Ethics Education through Experiential Learning
Susan Winter, University of Maryland
Co-authors: Donal Heidenblad and Katie Shilton
Teaching the engineers who curate sensitive and personal data to make wise ethical decisions is a critical challenge for ethics education. This poster presents the Privacy by Design Simulation: a role-playing game designed to teach information ethics through experiential learning.
4. Teaching Global Ethics of Nanotechnology to Engineering Students: A Gaming Approach
Qin Zhu, Colorado School of Mines
In recent years, there has been a growing interest in exploring the “engaged scholarship” in STEM ethics education. Students are invited to critically examine the crucial role of expertise and experts in shaping the future of global society. Philosophers of engineering education have argued that what is missing in current engineering education is the idea of “self-knowledge” and engineering educators are encouraged to become “critical participants” in the making of engineers.
5. The Social Responsibilities of Researchers Program at the University of Notre Dame
Mark Bourgeois, Notre Dame University
SRR – the Social Responsibilities of Researchers program – is a one-year-long training program in ethics and the social impacts of research for STEM PhD students at the University of Notre Dame. It is funded by an NSF EESE award and is now in its final year of operation, with the third of three cohorts finishing the program in May of 2018. The idea behind SRR is to connect motivated PhD students to the social context that their research takes place within.
6. STEM Students’ Attitudes Towards Public Welfare: The Effects of Community Engagement
Colin Potts, Georgia Tech
Co-authors: Ellen Zegura, Jason Borenstein, Alexandra Erwin, and Wendy Newstetter
Recent research suggests that undergraduate engineering programs may have a negative impact on the attitudes students have towards the public’s welfare (Cech 2014). As public pressure and other factors encourage academic institutions to place more emphasis on STEM education, it is important to evaluate and build on findings from prior studies in the literature and see whether these findings generalize to technical disciplines beyond engineering. If it can be substantiated that what Cech refers to as a “culture of disengagement” is occurring, then one pathway to explore is whether curricular and non-curricular interventions that may help mitigate that effect.
7. Data Grounded Fiction: An Engaged Method for Ethical Case Study Design
Dalton George, North Carolina State University
Ethics training has historically been under the domain of philosophy. Philosophical approaches to ethics emphasized universal principles such as beneficence and strove to teach STEM students central categories of normative philosophy such as utilitarian, duty-based, and rights-based perspectives. As practitioners aim to find additional ways to bring ethics into the classroom, some commentators have suggested incorporating lessons from Science, Technology and Society (STS) into engineering curricula (Herkert 2010; Han & Jeong 2014).
8. Engaging Student Understandings of Engineering Ethics: Responsibly Innovating Student Learning Regarding Responsibility
In the past several years, engineering ethics education has witnessed tremendous innovation and, along with that innovation, has experienced much-needed diversification. This diversification is seen in both instructional approaches and research agenda. On the instructional front, educators are preparing students to attend to a wide range of modalities of ethics decision making.
9. CCE STEM Institutional Transformation: Integrated Community-Engaged Learning and Ethical Reflection
To ensure the development of an exemplary generation of STEM professionals, current undergraduate STEM students must be trained in ethics in ways that effectively draw out their dispositions towards ethical thought and action. Yet, there is currently no consensus on the most appropriate or effective model for STEM ethics instruction. This poster will provide an overview and rationale for the Integrated Community-Engaged Learning and Ethical Reflection approach, or I-CELER.
10. Teaching Engineering Design and Ethics through Assistive Technology
Rachel Koh, Lafayette College
Overview: In an introductory engineering design class (ES101) at Lafayette College, students partnered with a local senior center to design assistive devices for clients. In teams of three to five, students brainstormed solutions, interviewed their clients about the problem, designed and prototyped solutions, and made recommendations for a final product design.
11. The Development of a Hybrid Course on Ethics, Service Engineering, Society and Technology
David Che, Mount Vernon Nazarene University
The development of a hybrid/combo course to address a multitude of ABET assessment outcomes that are related to contemporary/society issues of technology, engineering ethics, service engineering and Christian worldviews are introduced. Traditionally, these topics are covered in separate courses. For example, some engineering programs offer a 2 or 3 credit engineering ethics course. Some programs require or encourage students to take a course related to “society and technology”. Some mission minded schools would have “service engineering” courses or course components.
12. Impacts of Community Engagement Workshop
Shakira Hobbs, University of Virginia;
Co-authors: Rider Foley, Jameson Wetmore, Amy Landis, Matthew Harsh, and Thomas Woodson
Oftentimes, community based projects fail, even though successful engineers may direct the initiative. Engineers are taught to solve technological problems; however, basic community engagement techniques are not embedded in their curriculum. To address this problem, a team of faculty from five different universities developed a community engagement workshop. The workshop introduces science and engineering graduate students and early professionals to the complexities and challenges of community engagement and development.
Registration for the Ethics and Responsible Innovation in STEM Workshop.
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.”