Oerther, D. B. (2021, July), Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38221

\bibitem{asee_peer_38221}
  Oerther, D. B. (2021, July), \emph{Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38221

Daniel B. Oerther.  "Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/38221 Internet.  23 Apr, 2024

\bibitem{asee_peer_38221}
  Daniel B. Oerther.
  "Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/38221 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_38221
author = "Daniel B. Oerther"
title = "Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/38221}
number = {10.18260/1-2--38221}
}

TY  - CPAPER
AB  - A preconference workshop on the subject of science diplomacy was attended by 25 participants of the 2017 biennial conference of the Association of Environmental Engineering and Science Professors. The three-fold purpose of the 2017 workshop, included: 1) explaining the value of science diplomacy; 2) demonstrating aspects of science diplomacy; and 3) encouraging further exploration of science diplomacy. The three approaches used to achieve this purpose, included: 1) required participation in a pre-conference workshop website; 2) required participation in hands-on, team-based exercises during the workshop; and 3) invitation to voluntary follow-up after the workshop was completed. To assess knowledge, skills, and attitudes, a voluntary readiness assessment test (RAT) was administered on-site before the 2017 workshop was undertaken, and a second voluntary comprehension assessment test (CAT) was administered on-site immediately following the 2017 workshop. 

As part of follow-up to the 2017 workshop, a semi-structured panel discussion including the subject of science diplomacy was included in the 2019 biennial conference of the Association of Environmental Engineering and Science Professors.  The 2019 discussion was live streamed to conference participants who interacted with the panelists directly via a simultaneous Twitter chat. The digital recording of the 2019 discussion was saved as an educational artifact, and it was used by the author as part of a module teaching science diplomacy to students of environmental engineering in an ongoing, semester-length course entitled, “STEAM Diplomacy” (science, technology, engineering, art, and math). 

The purpose of this paper is to share: 1) details of the workshop in 2017, which may be replicated by others; 2) results of the analysis of the RAT and CAT from 2017; and 3) the author’s experience with using the educational artifact from 2019 as part of a dual level (undergraduate and graduate) elective course on science diplomacy.

AU  - Daniel B. Oerther
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Workshop Result: Teaching Science Diplomacy to Environmental Engineering Researchers
UR  - https://peer.asee.org/38221
DO  - 10.18260/1-2--38221
ER  -