Energy Ethics in Science and Engineering Education

Research Article| May 01 1998 A Study of the Role of Research Scientists in K-12 Science Education Marvin Druger, Marvin Druger Search for other works by this author on: This Site PubMed Google Scholar George Allen George Allen Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1998) 60 (5): 344–349. https://doi.org/10.2307/4450492 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Marvin Druger, George Allen; A Study of the Role of Research Scientists in K-12 Science Education. The American Biology Teacher 1 May 1998; 60 (5): 344–349. doi: https://doi.org/10.2307/4450492 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright The National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedegogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obsticles identified. David Stricker is an Assistant Professor at University of Wisconsin-Stout. He can be reached at strickerd@uwstout.edu 64 JOURNAL OF STEM TEACHER EDUCATION A Case Study: Teaching Engineering Concepts in Science The focus on improving science, technology, engineering, and mathematics (STEM) education for America’s children can be traced back to the days of Sputnik and beyond. However, compared with advancements then, it has been argued that today technological development and industrial growth are increasing at an exponential rate with expanding global application (Brophy, Klein, Portsmore, Rogers, 2008). Consequently, amid concerns that the United States may not be able to compete with other nations in the future due to insufficient investment today in science and technology research and STEM education, funding initiatives such as the American Recovery and Reinvestment Act (U.S. Department of Education, The American Recovery and Reinvestment Act of 2009: Saving and Creating Jobs and Reforming Education) and “Race to the Top” competitive grants have been enacted in 2009 in an effort to offer substantial federal support for such initiatives (U.S. Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform). The support structure for STEM education does not end with tax dollars. Large private companies such as Time Warner Cable have committed $100 million in media time, and the MacArthur Foundation is supporting “National Lab Day” that will include, among other initiatives, a year-long effort to expand hands-on learning methods throughout the country. Specifically, within the STEM focus, engineering education supports the attainment of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to achieve real world problem solving through design, troubleshooting, and analysis activities (Brophy, et. al., 2008). The arguments for including A Case Study: Teaching Engineering Concepts 65 engineering education into the general education curriculum are well established. Some are motivated by concerns regarding the quantity, quality, and diversity of future engineering talent (American Society for Engineering Education, 1987; National Academy of Engineering, 2005; National Research Council, 1996; International Technology Education Association, 2002) and others by the basic need for all students, in their pursuit of preparing for life, work, and citizenship in a society inundated with technology, to possess a fundamental understanding of the nature of engineering (Welty, 2008). In an attempt to address this issue, there have been a number of curricula designed to infuse engineering content into technology education courses (Dearing & Daugherty, 2004). Each of these programs proposes teaching engineering concepts or engineering design in technology education as a vehicle to address the standards for technological literacy (International Technology Education Association, 2000/2002). Similarly, the National Academy of Engineering (NAE) publication Technically Speaking (Pearson and Young, 2002) emphasizes the need for all people to become technologically literate to function in the modern world. However, despite this clear need, within the technology education profession itself, the appropriate engineering curriculum required for implementation, particularly at the high school level, remains unclear. Indeed, engineering curricula exist that have been designed for implemetation, not in technology education, but rather in math and science classrooms. As a result of the choices available to teachers and school administrators, the extent to which the most effective way of delivereing engineering content to high school students remains unclear. 66 JOURNAL OF STEM TEACHER EDUCATION

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Institutional Obstacles to Integrating Ethics into the Curriculum and Strategies for Overcoming Them Abstract Several national reports emphasize the importance of providing undergraduate engineering students with effective ethics education, and most engineering faculty and administrators agree that ethics is an important aspect of engineering undergraduate education. However, there are many obstacles to integrating ethics into the curriculum. This study investigated these obstacles at 18 diverse institutions and found five common themes: 1) the curriculum is already full, and there is little room for ethics education, 2) faculty lack adequate training for teaching ethics 3) there are too few incentives to incorporate ethics into the curriculum, 4) policies about academic dishonesty are inconsistent, and 5) institutional growth is taxing existing resources. This study concludes with recommendations for overcoming these obstacles. Introduction Recent, high profile cases such as the interstate bridge collapse in Minneapolis, levee failures in New Orleans, and steering and braking failures in Toyota automobiles have elevated ethics in engineering to national and international attention. These cases stress the significance of ethical responsibility in the engineering profession and emphasize the need to educate engineering students about their professional and ethical obligations. Several national reports emphasize the importance of providing undergraduate engineering students with effective ethics education. Reports from the National Academy of Engineering (NAE) conclude engineers need to be trained to recognize their professional responsibilities and the ethical implications of their work12,13. In addition, most engineering faculty and administrators agree that ethics is an important aspect of engineering undergraduate education. In fact, the Accreditation Board for Engineering and Technology (ABET) includes ethical and professional responsibility as one of its program objectives for accreditation of engineering programs5, and the professional codes for most national engineering societies include tenets related to ethical responsibility as well1,14. Despite the compelling evidence and accreditation requirements to include ethics in engineering education, many engineering programs struggle to incorporate ethics into the curriculum. These difficulties stem from both institutional and personal contexts, but all have an impact on the ethics curriculum and education of engineering undergraduates. Because of the importance of developing ethical engineers, it is critical to identify these obstacles so they can be addressed by engineering programs. This study investigates these obstacles and suggests ways to overcome them. Literature Review The importance of developing ethical engineers highlights the need to integrate ethics into engineering education. Harris, Davis, Pritchard, and Rabins7 identify nine purposes of engineering education which Newberry15 classifies into three categories: particular knowledge, intellectual engagement, and emotional engagement. Newberry argues that particular knowledge,

RETURN TO ISSUEPREVNewsNEXTASU Drug Research Group DismantledELIZABETH WILSONCite this: Chem. Eng. News 2006, 84, 6, 10Publication Date (Print):February 6, 2006Publication History Published online14 November 2010Published inissue 6 February 2006https://pubs.acs.org/doi/10.1021/cen-v084n006.p010ahttps://doi.org/10.1021/cen-v084n006.p010anewsACS PublicationsCopyright © 2006 American Chemical SocietyArticle Views8Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access options SUBJECTS:Cancer,Pharmaceuticals,Students Get e-Alerts

This panel will report the results of a workshop and symposium on the technological literacy of undergraduates convened at the National Academy of Engineering (NAE) on March 26-27, 2007. The NAE advocates that all Americans become more knowledgeable about technology. Here technological literacy is defined as the broad understanding of all types of technological devices and process not just computers. The opportunity to utilize undergraduate education to further technological literacy of all students must not be neglected. Educators in computer science, engineering and technology have a responsibility to educate all students not just those intending technical careers. Despite the need for all Americans to become technologically literate, technical literacy is not likely to gain wide acceptance until the scholarly community develops standard courses that are supported by textbooks and other course materials. This National Science Foundation (NSF) sponsored workshop sought to identify and define several models of technological literacy courses. In this FIE panel, short presentations about these models will be made by participants in the NAE/NSF symposium. This will be followed by a discussion with the audience. A goal of the discussion will be to seek the input from FIE participants on the technological literacy course models.

The CIB Working Commission W117, “Performance Measurement in Construction,” is one of the more innovative and productive research-based commissions in CIB. It focuses on the utilization of performance metrics in the delivery of construction services. The home for W117 is the Performance Based Studies Research Group (PBSRG) at Arizona State University (ASU) in Tempe, Arizona, where W117 and ASU-PBSRG hold their annual Best Value Conference. From its start in 2009, W117 was led by Prof. Dean Kashiwagi (ASU), and his group of innovators (Dr. Kenneth Sullivan, Sylvia Romero, John Savicky and Dr. Jacob Kashiwagi) and co-coordinator, Professor Charles Egbu, (Glasgow Caledonian University). In 2016, W117 was joined by Co-Coordinator Prof. Sicco Santema, (University of Technology, Delft, Netherlands) the visionary who led to the proliferation of the W117 technology in the Netherlands.
 W117 aims to change construction procurement and stakeholder organizations worldwide through the use of the information-based Best Value Approach (BVA). As such, it differs from most CIB Commissions that are more science driven, while W117 is more concept and impact driven. It has been one of the most successful CIB Commissions in bridging the gap between the construction industry practice and academic research. It has been prolific in publishing and running research tests with industry partners. W117 and PBSRG have published over 300 papers and generated licensed technology (47 licenses from AZTech, the licensing body of ASU for intellectual property rights). It is the most licensed technology from the most innovative university in the U.S. (as rated by U.S. News and World Report (2016).

Environmental crises will overwhelmingly impact Millennials and Generation Z. Most are aware of this reality and enthusiastic about finding and promoting policy solutions. However, many youths also lack the communication and collaboration skills necessary to implement change in their communities. The Green Ambassadors program is a collaboration between Science Voices (a nonprofit focused on improving science education) and a political science course at Arizona State University (ASU). The program provides space for students to practice deliberation and policy-making in an online role-playing game and then implement their own proposal to address an environmental problem in their community. We will report on the results of the pilot program we ran during Summer 2020, which included students from ASU (Phoenix, Arizona, USA) and Khairun University (KU - Ternate, North Maluku, Indonesia). ASU students participated as part of an online political science course. KU students were recruited by Science Voices. Students at both universities were assigned to fictitious nations and addressed analogous real-world environmental and political challenges through diplomacy between nations with various objectives. This summer’s cohort dealt with trade relationships, climate change, and plastic pollution. Students at both universities informally shared personal experiences with these topics and collaborated on related policy options. KU students additionally developed a proposal for addressing a local problem of importance (identified by the students as plastic pollution) and were provided with crowdfunded materials to implement their proposal. We will discuss the experiences of US and Indonesian students, as well as the implementation and results of the KU local project. We will additionally discuss developing this program as a collaborative space for students from the Global North and South to partner and co-mentor each other in developing local solutions to global challenges.

This chapter explores the intersection of an ambitious community-engaged arts and design program at Arizona State University (ASU) with a socio-ecological public health model positioning arts and design as essential components of a healthy and democratic society. ASU’s Herberger Institute for Design and the Arts is the largest comprehensive arts and design school in the United States, with approximately six thousand students. The chapter reflects on the process of creating a curricular requirement which provides students with a deep experience in community-engaged arts or design along with a curriculum focusing on cultural competency, democratic processes, reflective practice and community cultural development.

In spring 2023, Mimmo Bonanni (he/him) served as an embedded librarian in the “Gendering Peace and Security” Humanities Lab at Arizona State University (ASU). The ASU Humanities Lab1 provide students with hands-on research opportunities to address compelling social challenges. Mimmo participated in the “Gendering Peace & Security Lab,” which examines how intersectional ecofeminist approaches can empower women and promote environmental justice, and achieve the United Nations Sustainable Development Goals (SDGs). In this role, he closely collaborated with faculty members to develop the curriculum and support the class’s research needs, significantly enhancing instruction and student research support.2 Over the course of the lab, a student project created a unique opportunity for Mimmo to reach out beyond his division to collaborate with Corie Cisco (she/her), the project coordinator for open stacks at the ASU Library, to create a unique book display inspired by their topic

When dangerous chemical or biological releases occur in the atmosphere, emergency responders and decision makers must assess exposure rates to the affected population, establish evacuation routes, and allocate medical resources We have been working to improve the scientific basis for making such decisions. We believe that future rapid response teams, from LLNI, and other centers of expertise, will use a variety of atmospheric sensors and atmospheric computer models to predict and characterize the movement of chemical or biological releases in urban environments, and that LLNL is likely to contribute expertise in this area. A key advance will be to merge the information and capabilities of computer models with real-time atmospheric data from sensors. The resulting product will dynamically interpolate and extrapolate the raw sensor data into a coordinated ''picture'' or interpretation of the developing flow scenario. The scientific focus of the project was the exploration and development of algorithms to fuse lidar data (which measure wind speed much as a police radar measures vehicle speed) and a dispersion model into a single system. Our goal was to provide the scientific foundation for a combined lidar/model approach capable of accurately tracking the evolution of atmospheric releases on distance scales of about 20 km. The fundamental idea is to create feedbacks, so that lidar data can be used for wind field inputs into a dispersion model, which would, in turn, guide lidar data acquisition by directing more intensive scanning to regions where more data are key to improving the modeling. We created a database of synthetic lidar data that can be used to test algorithms relating to a combined lidar/dispersion model. We obtained the data, which represent nocturnal atmospheric drainage flows in the Salt Lake City Basin, from calculations on the LLNL ASCI White supercomputer with a computational fluid dynamics model running in large-eddy simulation mode. A simple modification of the resulting air-flow data produced radial velocity wind field data, which may be directly compared with real lidar data and substituted for them. We have produced a short animation (which can be viewed in the CD-ROM version of this article) representing drainage flow from the mountains. The assumed position of the lidar was that of an actual lidar that took data in the Urban Dispersion Project, funded by DOE, in the fall of 2000. We studied the ''Terminal Winds'' project at the Lincoln Laboratory of the Massachusetts Institute of Technology. We analyzed algorithms and approaches used by other scientists on related or relevant projects. We evaluated the Gauss-Markov theorem approach and concluded that it will be useful in designing an advanced sensor integration system for incorporating lidar into numerical models, and, in particular, to build a single interpretation of a flow field based on potentially conflicting sensor data We began development of a script-based ''test'' laboratory, which samples the database and provides input to a dispersion model, which was ported and tested on the Frost computer system at LLNL. Our results demonstrate that specially sampled data from numerical models can indeed be a useful surrogate for actual lidar data which can only be gathered currently at great expense. The further development of the algorithms and ideas relating to this project continue at Arizona State University (ASU) where the PI is now an Assistant Professor of Mechanical and Aerospace Engineering. LLNL and ASU have recently established a collaboration entitled ''Advanced Sensor Integration into NARAC's Atmospheric Data Assimilation Program'' which we believe will benefit from the groundwork provided by this LDRD.

PAUL ESPINOSA IS AN ACCLAIMED DOCUMENTARY AND NARRATIVE FILMMAKER. He produces, directs, and writes much of his work, which focuses on the cultural and political lives of Latinos in, around, over, under, and through the US-Mexico border. The recipient of one national and seven San Diego Emmys and five CINE Golden Eagle awards, among others, he owns his own production company, Espinosa Productions, served as director of the Office of Latino Affairs for KPBS-W, San Diego, from 1980 to 1990, and later as Executive Director for Public Affairs and Ethnic Issues. One of his first films, The Trail North (1983), tells the story of immigration from the perspective of a family whose journey north to the US extended over many years. He followed this work with several documentaries and narratives expanding on issues of Latino identity, immigration, and human rights, including Ballad of an Unsung Hero (1984), The Lemon Grove Incident (1986), In the Shadow of the Law (1988), and Uneasy Neighbors (1990). His work has also addressed border politics and culture from a historical perspective, including, most prominently, The Hunt for Pancho Villa (1993), The U.S.-Mexican War: 1846-1848 (1998), and The Border (2000). At the same time, Espinosa has used film to engage Latina/o artistic expression, most notably in 1492 Revisited (1992) and Toco Shop Poets (2004), featured in Visiones: Latino Art in the U.S., a six-part documentary series examining the range of Latino art in the US. And he's still going at it. His most recent series, California and the American Dream, includes The Price of Renewal (2006), is an insightful documentary that examines the complex problems involving community development, philanthropy, and civic engagement in a run down San Diego neighborhood called City Heights, often referred to as the Ellis Island of San Diego. Tireless, Espinosa also has several projects in development.1 Espinosa is an intellectual who seeks to reveal the complexity of Latino lives. As his work suggests, a number of facts and facets make Espinosa a compelling filmmaker: his commitment to and knowledge of Latino history and life; his independence, which reveals a persistence and dedication seen in only the most successful filmmakers; and his training. Born and raised in the Southwest, Espinosa received two degrees in anthropology: a BA from Brown University and a PhD from Stanford University. At the same time, he has always been interested in both critiquing and making media. At Stanford, for example, his work analyzed television as a medium capable of both educating and entertaining audiences. As we discuss in this interview, the films he produces and directs today carry on that work. Despite being a productive filmmaker, Espinosa continues to extend his voice, vision, and community activism. After a long and successful career as an independent filmmaker in San Diego, he accepted a faculty position at Arizona State University (ASU), Tempe, in the Department of Transborder Chicana/o and Latina/o Studies. That's where we met. He and I started our faculty positions at ASU in the fall 2004. I came from the Department of Media Arts at the University of Arizona, excited to work in both Chicano and Chicana and film and media at the rival institution up the road. But I was also a bit anxious. I had never worked in an ethnic studies department, having always been in film and media programs. I'm also not Chicano, but Puerto Rican and Italian. How was I going to fit in? My colleagues in both areas welcomed me with enthusiasm. After all, they had recruited and hired me in ways that suggests a profound understanding and distrust of all kinds of borders. Still, I was somewhat anxious until I realized I'd be working side-by-side with an acclaimed filmmaker, especially one who challenges viewers to see things differently, just as I hope my articles and books similarly challenge readers. Our interview took place over several months, mostly through conversations across the hall, through e-mail, before and after faculty meetings, and over lunch. …

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

Renowned chemist, respected leader, and inspiring mentor

Guest Editorial: Situational awareness of integrated energy systems

In Memoriam: Dr. Clive L. Dym (1942–2016)