Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy

Michael J. Bernstein, Kiera Reifschneider, Ira Bennett, Jameson Wetmore

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre–post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

Original languageEnglish (US)
Pages (from-to)1-22
Number of pages22
JournalScience and Engineering Ethics
DOIs
StateAccepted/In press - Sep 28 2016

Fingerprint

science policy
graduate
Students
engineering
Engineering
science
Engineering research
Engineers
student
engineer
Concept Maps
Gages
Mediator
Education
Policy
Graduate students
Science policy
Expertise
engineering science
Exercise

Keywords

  • Assessment
  • Ethics education
  • Evaluation
  • Experiential learning
  • Macroethics
  • Policy
  • Science
  • Science and engineering education
  • Science policy

ASJC Scopus subject areas

  • Health(social science)
  • Issues, ethics and legal aspects
  • Health Policy
  • Management of Technology and Innovation

Cite this

Science Outside the Lab : Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy. / Bernstein, Michael J.; Reifschneider, Kiera; Bennett, Ira; Wetmore, Jameson.

In: Science and Engineering Ethics, 28.09.2016, p. 1-22.

Research output: Contribution to journalArticle

@article{8c700a68e1704979939fdd1acd4c2221,
title = "Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy",
abstract = "Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre–post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.",
keywords = "Assessment, Ethics education, Evaluation, Experiential learning, Macroethics, Policy, Science, Science and engineering education, Science policy",
author = "Bernstein, {Michael J.} and Kiera Reifschneider and Ira Bennett and Jameson Wetmore",
year = "2016",
month = "9",
day = "28",
doi = "10.1007/s11948-016-9818-6",
language = "English (US)",
pages = "1--22",
journal = "Mediterranean Journal of Mathematics",
issn = "1660-5446",
publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Science Outside the Lab

T2 - Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy

AU - Bernstein, Michael J.

AU - Reifschneider, Kiera

AU - Bennett, Ira

AU - Wetmore, Jameson

PY - 2016/9/28

Y1 - 2016/9/28

N2 - Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre–post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

AB - Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre–post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

KW - Assessment

KW - Ethics education

KW - Evaluation

KW - Experiential learning

KW - Macroethics

KW - Policy

KW - Science

KW - Science and engineering education

KW - Science policy

UR - http://www.scopus.com/inward/record.url?scp=84988962661&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84988962661&partnerID=8YFLogxK

U2 - 10.1007/s11948-016-9818-6

DO - 10.1007/s11948-016-9818-6

M3 - Article

C2 - 27682451

AN - SCOPUS:84988962661

SP - 1

EP - 22

JO - Mediterranean Journal of Mathematics

JF - Mediterranean Journal of Mathematics

SN - 1660-5446

ER -