Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Liberal Education/Engineering & Society
The emergent, interdisciplinary topic of “Science Diplomacy” includes: 1) training scientists to serve as diplomats (i.e., integrating the ‘art’ of political science into the STEM disciplines to create STEAM – science, technology, engineering, art, and math), 2) empowering countries to collaborate on scientific advancement through diplomacy (i.e., CERN and the international space station), and 3) building cross-cultural relationships among scientists from different countries (i.e., Fulbright exchange in STEM disciplines). Because science diplomacy occurs at the nexus of diverse disciplines, it is simultaneously difficult for a single individual to learn the full range of topics necessary to offer such a course, and it is structurally problematic for two or more faculty from diverse academic departments (often in different colleges) to co-teach such a course (i.e., cross listing a course among a Department of Engineering and a Department of Political Science can be a challenge). Nonetheless, training students in Science Diplomacy is critically important to – inter alia – manage the global environment (i.e., polar regions, oceans, transnational freshwater, biodiversity, and atmospheric quality), to protect global health (i.e., biodefense, pandemics, and emergent infections), and to share human-made technological ecosystems (i.e., infrastructure, energy production, outer space, and the internet). Recognizing the need to bridge science and diplomacy, the American Association for the Advancement of Science (AAAS) created the Center for Science Diplomacy, launched the quarterly publication, Science & Diplomacy, and has begun to offer short courses and research gatherings. A very limited number of institutions have also begun to offer courses on “Science Diplomacy” – Tufts, Columbia, and NYU – and some institutions are creating MOOCs in science diplomacy – SUNY has a MOOC with a specialization in global health diplomacy. Recently, a monograph originally prepared in French was translated into English and is being marketed by Springer as a ‘text book’ for Science Diplomacy instruction.
Through a Presidential initiative at our university, a new course, cross-listed between the a Department of Engineering and a Department of Political Science has been developed. The course consists of three major cognitive (knowledge) activities, including: 1) students complete low-level Bloom’s taxonomy learning (i.e., recall) through listening to pre-recorded lectures, reviewing assigned reading, and completing low-stakes, frequent online quizzes (i.e., a flipped classroom); 2) students complete high-level Bloom’s taxonomy learning (i.e., creation) through the preparation of two, term-length written documents, namely: a) the construction of a new, comprehensive case study of science diplomacy on a topic selected by the student and approved by the instructor; and b) an application for a science diplomacy fellowship/internship/scholarship (i.e., term-length inductive learning); and 3) students complete mid-level Bloom’s taxonomy learning (i.e., analysis) through completing five, one-page, essays in response to existing case studies (i.e., rubric-based grading of essays). To accommodate the diverse learning styles and preferred means of assessment for a diverse student population across multiple disciplines, course grading also includes asynchronous, regular participation in an online discussion board (i.e., course participation), a written midterm, and a written final exam all aimed at low and mid-level Bloom’s taxonomy learning. A ‘buffet approach’ is used to assign final grades with students completing a sub-set of available assignments providing ample opportunities for each student to demonstrate ‘excellence’ (i.e., ‘A’) in learning the cognitive content.
To supplement the cognitive (knowledge) content, learning in the affective (attitude) domain is achieved through online journaling with self-assessment, peer feedback, and instructor evaluation. Code-word searches are used to document personal growth in knowledge, attitudes, and behaviors. Learning in the psychomotor (skills) domain is achieved through mock negotiations among teams of students employing a Model United Nations activity.
This article will present the format of the course and the results of evaluation of a pilot offering.
Oerther, D. B. (2018, June), Science, Technology, Engineering, Art, and Math (STEAM) Diplomacy: Preliminary Results from an Initial Pilot Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30952
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015