Institutional Transformation: Enhancing IUPUI STEM Curriculum through the Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

该项目将促进和研究印第安纳大学-普渡大学印第安纳波利斯分校（IUPUI）生物医学工程和地球科学系的机构转型。具体而言，它将(i)促进社区参与学习和道德反思（i - celer）在这些STEM课程中的整合，（ii）探索该项目对制度变革的组织影响，以及（iii）分析与学生和教育者道德发展相关的个人变化。该项目将通过参与旨在探索I-CELER框架的教师学习社区（FLC）会议，提高教师在其部门课程中整合哲学反思和社区参与的能力。反过来，这将改善他们的本科生在道德发展方面的学习成果。通过从研究到实践的循环，研究人员将促进、探索和迭代在社区参与环境中嵌入和教授STEM伦理的技术。这将为本科生提供设计潜在解决方案的背景，与社区成员建立共情关系，同时通过约翰·杜威的道德哲学和关怀伦理的哲学镜头反思影响这些关系的意义和价值观。通过将社区参与的伦理教学纳入院系课程并调查这些影响，研究机构的STEM伦理教育将注入新的活力，从而培养出具有伦理素养、具有公民意识和同理心的本科生群体，以及对将伦理和社区参与教学法融入课程充满信心的教育工作者，以及将伦理教学纳入整个课程的转型部门。在理论层面上，该项目将为STEM学生和教师的道德发展提供很大程度上缺乏的本体论论述。许多杰出的STEM伦理教育学关注学生的伦理推理或敏感性，但很少有学者研究护理实践的制定和对多样性的真实参与如何影响STEM学生和教育者的伦理主体性。通过利用I-CELER框架，地球科学和生物医学工程学院将在他们的课程中整合伦理反思和社区参与，从而改变整个课程中学科伦理的教授方式。该项目将采用融合混合方法设计进行研究，并将使用多种调查，包括DIT2和公民意识毕业生和专业人员量表，以及来自民族志方法的数据。通过将这种设计置于教育研究和实践周期中，年度研究见解将改进下一年的干预，这将为改进的问题和假设提供信息。总而言之，该项目将为转变STEM伦理的教学和学习创造一个经过测试的模型。

This project will facilitate and research the institutional transformation of two Indiana University-Purdue University at Indianapolis (IUPUI) departments, Biomedical Engineering and Earth Sciences. Specifically, it will (i) promote the Integration of Community-Engaged Learning and Ethical Reflection (I-CELER) in these STEM curricula, (ii) explore the organizational impact of the project on institutional change, and (iii) analyze individual changes associated with students' and educators' ethical development. This project will increase faculty's ability to integrate philosophical reflection and community engagement within their departmental curriculum through their participation in Faculty Learning Community (FLC) meetings designed to explore the I-CELER framework. In turn, this will improve their undergraduate students' learning outcomes related to ethical development. Through a research to practice cycle, investigators will promote, explore, and iterate on techniques for embedding and teaching STEM ethics in community-engaged environments. This will provide the context in which undergraduates will design potential solutions, establish empathic relationships with community members, and simultaneously reflect upon the meanings and values affecting those relationships through the philosophical lenses of John Dewey's moral philosophy and an ethic of care. By integrating community-engaged ethical instruction into departmental curricula and investigating these effects, STEM ethics education at the investigators' institution will be infused with a new vitality leading to ethically-literate, civic-minded, and empathic cohorts of undergraduate students, educators who are confident about integrating ethics and community-engaged pedagogy in their courses, and transformed departments that incorporate ethics instruction throughout their curriculum. At a theoretical level, this project will inform a largely lacking ontological discourse about the ethical development of STEM students and faculty. Many prominent pedagogies in STEM ethics focus on ethical reasoning or sensitivity of students, but rarely have scholars investigated how the enactment of care practices and an authentic engagement with diversity influences the ethical subjectivities of STEM students and educators. By utilizing the I-CELER framework, Earth Sciences and Biomedical Engineering faculty will integrate ethical reflection and community engagement in their courses, thereby transforming the way disciplinary ethics are taught across the curricula. The project will be researched using a convergent mixed methods design and will use multiple surveys, including the DIT2 and the Civic-Minded Graduate and Professional scales, along with data derived from ethnographic methods. By situating this design within an educational research and practice cycle, annual research insights will improve the next year's intervention, which will inform refined questions and hypotheses. In sum, this project will create a tested model for transforming the teaching and learning of STEM ethics.