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Module and Kemp Instructional Design Approaches to Integrate STEM Issues and Public Policy into Data Science Curricula at a Native Hawaiian and Pacific Islander-serving Institution

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Engineering and Public Policy Division Technical Session 1

Tagged Division

Engineering and Public Policy

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Paper Authors


Rylan C. Chong Chaminade University

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Dr. Rylan Chong is a data scientist in the Division of Natural Sciences and Mathematics at Chaminade University of Honolulu. He earned his bachelor’s degree in Computer Science from Chaminade University of Honolulu. Dr. Chong has a master’s degree from Purdue University in Information Security. He specialized in biometric systems and human factors during his master’s degree. Dr. Chong completed his Doctor of Philosophy degree in Information Security and a Graduate Certificate in Information Security Policy at Purdue University. His dissertation work investigated the relationships of social cognitive career theory factors and cybersecurity research self-efficacy of former and current college students.

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Helen Turner Chaminade University

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Helen Turner is the Dean of Natural Sciences and Mathematics and VP for Innovation at Chaminade University.

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Mark Speck Chaminade University

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There is a need for public policy to be integrated in science, technology, engineering, and mathematics (STEM) education as it brings policy and social relevance into STEM classes with the potential to increase engagement and success of students with STEM content. From the perspective of developing future engineers and scientists, an early emphasis on linkages to public policy and societal issues can promote student buy-in, and prepare for future policy and advocacy work that are, increasingly, a component of scientific and engineering careers. From the perspective of the science and engineering community, early exposure to the responsiveness and integration of policy into STEM will increase capacity to clearly articulate and demonstrate the value of science and engineering to society. As a Native Hawaiian and Pacific Island (NHPI) serving institution, there is an added imperative for us to incorporate social and policy content into classes that focus upon issues that are explicitly relevant to the Pacific context. This paper will extend the work of Ngambeki, Depew, Dark, and Chong by exploring how to introduce public policy into data science classes taught to students who are majority Pacific residents and with significant percentages of indigenous identities. Chaminade University of Honolulu National Science Foundation (NSF) I-USE and INCLUDES programs supported pilot deployment of data science modules into traditional STEM classes at Chaminade University between 2017-2019. Each module specifically incorporated data sets that derived from key policy related issues in the Pacific, ranging from engineering, environment, and health disparities. The case study used in this paper will present a model to design a module, and the Kemp instructional design framework to integrate the module and public policy in a data science class.

Chong, R. C., & Turner, H., & Speck, M. (2019, June), Module and Kemp Instructional Design Approaches to Integrate STEM Issues and Public Policy into Data Science Curricula at a Native Hawaiian and Pacific Islander-serving Institution Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33118

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