STEM faculty are encouraged to incorporate ethical, social, and historical content into their undergraduate STEM courses. This is a challenge, for there is more than enough foundational material, and interdisciplinary content can introduce a steep learning curve for students and faculty. As part of the NSF-funded Fall 2020 STEM Futures Education Project (https://serc.carleton.edu/stemfutures/about.html), we presented a plan for developing 1–2-day ethics modules that STEM faculty can easily incor…
Read moreSTEM faculty are encouraged to incorporate ethical, social, and historical content into their undergraduate STEM courses. This is a challenge, for there is more than enough foundational material, and interdisciplinary content can introduce a steep learning curve for students and faculty. As part of the NSF-funded Fall 2020 STEM Futures Education Project (https://serc.carleton.edu/stemfutures/about.html), we presented a plan for developing 1–2-day ethics modules that STEM faculty can easily incorporate into their courses and that STEM departments can use to craft ethics credentials that suit their purposes. Each module would have a materials list with readings, videos, and podcasts; a series of discussion questions; 2–3 interactive small group activities; and a list of prompts for an essay assignment. Some modules would have suggestions for community-based and project-based learning, and all would employ learner-centered and inclusive pedagogies to create a more inclusive and ethical culture in STEM undergraduate education. The modules empower STEM faculty with limited expertise in the humanities to deliver this new content responsibly, especially at 2- and 4-year institutions that need more resources to support team teaching.
