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。具体地说，它将(I)在这些STEM课程中促进社区参与学习和伦理反思(I-CELER)的整合，(Ii)探讨该项目对机构变革的组织影响，以及(Iii)分析与学生和教育工作者的伦理发展相关的个人变革。该项目将通过参加旨在探索Iceler框架的教师学习社区(FLC)会议，提高教师将哲学反思和社区参与纳入其系级课程的能力。反过来，这将改善他们的本科生与道德发展相关的学习结果。通过一个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的环境中嵌入和教授STEM伦理的技术。这将为本科生设计潜在的解决方案提供环境，与社区成员建立共鸣关系，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。通过将社区参与的道德教育整合到部门课程中并调查这些影响，调查机构的STEM道德教育将被注入新的活力，导致具有道德素养、公民意识和同理心的本科生、对将道德和社区参与教育学整合到他们的课程中充满信心的教育工作者，以及将道德教育纳入整个课程的转变的部门。在理论层面上，这个项目将提供一个关于STEM学生和教职员工道德发展的基本缺乏的本体论论述。许多著名的STEM伦理学教育学关注学生的伦理推理或敏感性，但很少有学者调查护理实践的实施和对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学院将在他们的课程中整合伦理思考和社区参与，从而改变整个课程教授学科伦理的方式。该项目将采用融合的混合方法设计进行研究，并将使用多项调查，包括DIT2和公民意识毕业生和专业人员量表，以及从人种学方法获得的数据。通过将这一设计置于教育研究和实践周期中，年度研究洞察力将改善下一年的干预，这将为精细化的问题和假设提供信息。总而言之，该项目将为STEM伦理学的教与学创造一个经过测试的模式。

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.