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，STEM和人文学科的本科生需要更好的跨学科准备，以应对他们职业生涯中的这些社会挑战。虽然通识教育的要求可以确保广度，但STEM和人文学科的观点仍然很少融合。科学与技术研究（STS）领域具有独特的地位，可以通过STS教学法促进这种整合——跨学科的教学实践，建立在该领域与科学、技术和创新的伦理和社会层面的深入接触之上。该项目实施并评估了一种与STEM和人文学科教师和本科生合作开发STS教学法的模式，旨在为每位参与教师的课程构建新的跨学科STS模块。这项研究有可能完善一种模式，供各种机构采用，以促进整个课程中STS教学法的传播和吸收。本项目主要解决三个研究问题：1)该模型能否有效支持本科培养中人文与STEM视角的整合？2)协同STS教学法的发展能否有效地培养人文学科与STEM专家之间新的跨学科合作？3)这种模式是否有助于在四年制学位课程的跨学科本科培训中认识STS和价值？通过在四个不同的机构（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帕克分校）实施该模型长达四年的时间，本研究将评估和完善该模型，关注影响其实施和有效性的制度、学科和其他因素。该项目将使用人种学和定性方法分析每个实施情况，对该模型和相关的STS教学法进行丰富的描述，并编写一本开放获取的最佳实践手册，用于在不同的机构环境中调整该模型，并与人文科学和STEM同事合作开发STS教学法。此外，由于本科生将参与该项目，并将支持数据收集和分析，它将提供指导新一代研究和循证STS教学法的机会。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值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.