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

机构转型：通过社区参与学习和道德反思框架 (I-CELER) 加强 IUPUI STEM 课程

• 批准号: 1737157
• 负责人: Kathy Johnson
• 金额: $ 58.86万
• 依托单位: Indiana University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1737157&HistoricalAwards=false
• 关键词: Institutional; Transformation; Enhancing; IUPUI; STEM

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.

该项目将促进和研究两个印第安纳州大学-印第安纳波利斯普渡大学（IUPUI）部门，生物医学工程和地球科学的机构转型。具体而言，它将（i）在这些STEM课程中促进社区学习和道德反思的整合（I-CELER），（ii）探讨该项目对体制变革的组织影响，以及（iii）分析与学生和教育工作者道德发展相关的个人变化。该项目将提高教师的能力，通过参与教师学习社区（FLC）会议，旨在探索I-CELER框架，将哲学反思和社区参与融入其部门课程。反过来，这将改善他们的本科生的学习成果有关的道德发展。通过从研究到实践的循环，研究人员将促进、探索和推广在社区参与的环境中嵌入和教授STEM伦理的技术。这将提供的背景下，本科生将设计潜在的解决方案，建立与社区成员的共情关系，并同时反映通过约翰杜威的道德哲学和关怀伦理的哲学镜头影响这些关系的意义和价值。通过将社区参与的道德教育融入部门课程并调查这些影响，研究机构的STEM道德教育将注入新的活力，从而培养具有道德素养，公民意识和同情心的本科生群体，教育工作者对将道德和社区参与的教育法融入课程充满信心，并将伦理教育纳入整个课程。在理论层面上，该项目将为STEM学生和教师的道德发展提供基本上缺乏的本体论话语。STEM伦理学中许多突出的伦理学都集中在学生的伦理推理或敏感性上，但很少有学者研究护理实践的制定和与多样性的真实参与如何影响STEM学生和教育工作者的伦理主体性。通过利用I-CELER框架，地球科学和生物医学工程教师将在他们的课程中整合道德反思和社区参与，从而改变整个课程中教授学科道德的方式。该项目将采用收敛混合方法设计进行研究，并将使用多种调查，包括DIT 2和具有公民意识的研究生和专业人员量表，沿着来自人种学方法的数据。通过将这种设计置于教育研究和实践周期中，年度研究见解将改善下一年的干预措施，这将为改进的问题和假设提供信息。总之，该项目将创建一个经过测试的模型，以改变STEM伦理的教学和学习。

项目成果

Quantifying interpersonal tendencies of engineering and science students: A validation study

量化工程和科学学生的人际倾向：一项验证研究

• 发表时间: 2018
• 期刊: International Journal of Engineering Education
• 影响因子: 1
• 作者: Hess, J. L. Chase

Ethics in engineering or engineering in ethics?

工程伦理还是工程伦理？

• 发表时间: 2020
• 期刊: ASEE annual conference exposition
• 作者: Fore, G. A.;Hess, J. L.;Katz, A.
• 通讯作者: Katz, A.

Exploring Ethical Development from Standard Instruction in the Contexts of Biomedical Engineering and Earth Science

在生物医学工程和地球科学背景下探索标准教学的道德发展

• DOI: 10.18260/1-2--32805
• 发表时间: 2019
• 期刊: ASEE Conferences
• 作者: Hess, Justin;Fore, Grant;Sorge, Brandon;Coleman, M;Price, Mary;Hahn, Thomas
• 通讯作者: Hahn, Thomas

Introducing ethics across the curriculum: A guide for geoscientists

在整个课程中引入道德规范：地球科学家指南

• DOI: 10.1130/abs/2022am-381870
• 发表时间: 2022
• 期刊: The Geological Society of America
• 作者: Licht, Kathy;Druschel, Gregory;Filippelli, Gabriel M.;Gilhooly, William;Rossbach, Thomas;Wang, Lixin;Coleman, Martin;Fore, Grant;Nyarko, Samuel;Price, Mary F.
• 通讯作者: Price, Mary F.

The flow of care: Integrating an ethic of care and ethical reflection into a community-engaged hydrology course

护理流程：将护理伦理和伦理反思纳入社区参与的水文学课程

• DOI: 10.1130/abs/2022am-379384
• 发表时间: 2022
• 期刊: The Geological Society of America
• 作者: Fore, Grant;Wang, Lixin
• 通讯作者: Wang, Lixin