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

协作研究：RUI：与 STS 进行变革性接触的协作研究和教育架构（CREATE/STS）

• 批准号: 2121207
• 负责人: Emily York
• 金额: $ 30.5万
• 依托单位: James Madison University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121207&HistoricalAwards=false
• 关键词: Collaborative; Research; RUI; Education; Architecture

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). The aim of the 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.

该奖项全部或部分由《2021 年美国救援计划法案》（公法 117-2）资助。该项目的目的是测试在 4 年制大学环境中整合 STEM 和人文课程的创新方法。与新兴科学技术相关的普遍且日益复杂的伦理和社会问题，STEM 和人文学科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，虽然通识教育要求可以确保广度，但也有。 STEM 和人文学科观点的融合仍然很少。科学技术研究 (STS) 领域具有独特的地位，可以通过 STS 教学法促进这种融合，即基于该领域与科学和社会层面的道德深度接触的跨学科教学实践。该项目实施并评估了与一批 STEM 和人文学科教师和本科生合作开发 STS 教学法的模型，旨在为每个参与的教师构建新的跨学科 STS 模块。这项研究有可能完善一个可供各种机构采用的模型，以促进 STS 教学法在整个课程中的传播和采用。该项目解决了三个研究问题：1）该模型能否有效支持整合。 2) 协作式 STS 教学法发展能否有效培养人文学科和 STEM 专家之间的新的跨学科合作？ 3) 这种模式是否有助于对 STS 的认可和价值？四年制学位课程中的跨学科本科生培训？通过在詹姆斯麦迪逊大学、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这四个不同机构为期四年的实施，这项研究将评估和完善模型，关注影响其实施和有效性的制度、学科和其他因素，使用人种学和定性方法来分析每个实施，该项目将对模型和相关的 STS 教学法进行丰富的描述，并提供开放获取的最佳方案。适应此的实践手册此外，由于本科生将参与该项目并支持数据收集和分析，因此它将为新一代研究和循证导师提供机会。 STS 教学法。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。