Collaborative Research: RUI: Collaborative Research and Education Architecture for Transformative Engagement with STS (CREATE/STS)

该项目的目的是测试在四年制大学环境中整合STEM和人文课程的创新方法。随着与新兴科学技术相关的普遍和日益复杂的伦理和社会问题的出现，STEM和人文领域的本科生需要更好的跨学科准备，以应对职业生涯中的这些社会挑战。虽然通识教育的要求可能会确保广度，但STEM与人文观点的融合仍然很少。科学和技术研究(STS)领域处于独特的地位，可以通过STS教学法促进这种整合--跨学科的教与学实践，建立在该领域对科学、技术和创新的伦理和社会层面的深度参与的基础上。该项目实施并评估了一种与STEM、人文学科教师和本科生共同开发STS教学的模式，旨在为每一名参与的教师课程建立新的跨学科STS模块。这项研究有可能提炼出一种可以被各种机构采用的模式，以促进STS教学法在整个课程中的传播和吸收。本项目解决了三个研究问题：1)该模式能否有效地支持本科培养中人文和STEM视角的整合？2)STS教育学的协作发展能否有效地培养人文和STEM专家之间的新的跨学科合作？3)该模式是否有助于在四年制学位课程中跨学科本科培养中STS的认可度和价值？通过在四所不同的机构-詹姆斯·麦迪逊大学、科罗拉多矿业学院、密歇根州立大学和马里兰大学学院公园-对该模型进行为期四年的实施，这项研究将评估和完善该模型，并关注影响其实施和有效性的机构、纪律和其他因素。利用人种学和定性的方法分析每一项实施，该项目将对该模式和相关的STS教学方法进行丰富的描述，并编写一本开放获取的最佳做法手册，以便在不同的机构环境中采用这一模式，并与人文学科和STEM同事合作制定STS教学方法。此外，由于本科生将参与该项目并支持数据收集和分析，它将提供机会指导新一代研究和循证STS教学。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The aim of this project is to test innovative methods for integrating STEM and humanities curricula in a 4-year college setting. With pervasive and increasingly complex ethical and social issues related to emerging science and technology, undergraduate students in both STEM and humanities fields need better interdisciplinary preparation to address these societal challenges in their professional careers. While general education requirements may ensure breadth, there remains little integration of STEM and humanities perspectives. The field of Science and Technology Studies (STS) is uniquely positioned to facilitate such integration through STS pedagogies—interdisciplinary practices of teaching and learning that build on the field’s deep engagement with the ethical and societal dimensions of science, technology, and innovation. This project implements and evaluates a model for collaboratively developing STS pedagogies with a cohort of STEM and humanities faculty and undergraduate students, designed to build new interdisciplinary STS modules for each participating faculty member’s course. This research has the potential of refining a model that can be adopted by a variety of institutions to facilitate the dissemination and uptake of STS pedagogies across the curriculum.This project addresses three research questions: 1) Can this model effectively support the integration of humanities and STEM perspectives in undergraduate training? 2) Can collaborative STS pedagogy development effectively cultivate new interdisciplinary collaborations between humanities and STEM experts? 3) Does this model contribute to the recognition and value of STS in interdisciplinary undergraduate training within four-year degree programs? Through four year-long implementations of the model across four different institutions—James Madison University, Colorado School of Mines, Michigan State University, and University of Maryland College Park—this research will evaluate and refine the model, attending to institutional, disciplinary, and other factors that impact its implementation and effectiveness. Using ethnographic and qualitative methods for analyzing each implementation, this project will produce a rich description of the model and associated STS pedagogies, and an open access best-practices handbook for adapting this model in different institutional settings and collaboratively developing STS pedagogies with humanities and STEM colleagues. Additionally, as undergraduate students will be involved in the project and will support data collection and analysis, it will provide opportunities to mentor a new generation in research and evidence-based STS pedagogy.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.