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Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

ABSTRACT: This article discusses a formal evaluation of new curricular materials and activities designed to foster understanding of three key issues-expertise, risk, and sociopolitical constraints-related to values and policy in transdisciplinary environmental science. We begin by describing the three issues, along with current thinking about the most appropriate ways to address them in the context of transdisciplinary environmental science. We then describe how we created curricular materials and activities focusing on these three issues that could be tailored for use in a wide range of graduate environmental science programs. The curriculum was adapted by instructors for use in five graduate classes at two US universities, and we used a pre-test, post-test mixed methods design to evaluate its effects on students' ethical reasoning about values and policy. The results of this evaluation suggest that our semi-structured, dialogue-based curriculum enhances student awareness of and reasoning about values and policy in environmental research. We close with several educational recommendations for transdisciplinary environmental science programs that are grounded in our experience with this curriculum.

SUBMITTER: Hall TE

PROVIDER: S-EPMC6122781 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

Hall Troy E TE Piso Zachary Z Engebretson Jesse J O'Rourke Michael M

PloS one 20180904 9

This article discusses a formal evaluation of new curricular materials and activities designed to foster understanding of three key issues-expertise, risk, and sociopolitical constraints-related to values and policy in transdisciplinary environmental science. We begin by describing the three issues, along with current thinking about the most appropriate ways to address them in the context of transdisciplinary environmental science. We then describe how we created curricular materials and activit ...[more]

PMID: 30180190

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Project description:Statistical analysis of data and understanding of experimental design are critical skills needed by animal science graduate students (ASGS). These skills are even more valuable with the increased development of high-throughput technologies. The objective of this study was to evaluate the perceived statistical training of U.S. ASGS. A survey with 38 questions was shared across U.S. universities, and 416 eligible ASGS from 43 universities participated in this study. The survey included questions on the demographics and overall training, graduate education on statistics, and self-assessment on statistics and career path of ASGS. Several analyses were performed: relationship between perceived received education (PRE; i.e., how ASGS evaluated their graduate education in statistics) and perceived knowledge (PK; i.e., how ASGS evaluated their knowledge in statistics from their education); ranking of statistical topics based on PRE, PK, and confidence in performing statistical analyses (CPSA); cluster analysis of statistical topics for PRE, PK, and CPSA; and factors (demographic, overall training, interest in statistics, and field of study) associated with the overall scores (OS) for PRE, PK, and CPSA. Students had greater (P < 0.05) PRE than PK for most of the statistical topics included in this study. The moderate to high repeatability of answers within statistical topics indicates substantial correlations in ASGS answers between PRE and PK. The cluster analysis resulted in distinct groups of "Traditional" and "Nontraditional" statistical topics. ASGS showed lower (P < 0.05) scores of PRE, PK, and CPSA in "Nontraditional" compared with "Traditional" statistical methods. Several factors were associated (P < 0.05) with the OS of PRE, PK, and CSPA. In general, factors related to greater training and interest in statistics of ASGS were associated with greater OS, such as taking more credits in statistics courses, having additional training in statistics outside the classroom, knowing more than one statistics software, and more. This study provided comprehensive information on the perceived level of education, knowledge, and confidence in statistics in ASGS in the United States. Although objective measurements of their training in statistics are needed, the current study suggests that ASGS have limited statistical training on topics of major importance for the current and future trends of data-driven research in animal sciences.

Project description:The Lisbon Strategy was adopted by the Heads of State and Government of the European Union (EU) in 2000. By moving science into a central position for the development of a European knowledge-based economy and society, its adoption at political level seems to have been a powerful catalyst for the increased involvement of scientists in science policy in the EU. Recognising the need for scientists to act collectively in order to contribute to shape the future of science policy in Europe, a pioneering group of European science organisations leaders and representatives, as well as other scientists, initiated a European, interdisciplinary, inclusive movement leading to the creation of the European Research Council (ERC) to support basic research of the highest quality. Having scientists' campaign for the funding of bottom-up research by the EU Framework Programmes exclusively on scientific grounds, and for an ERC, was a unique event in the recent history of European science policy. For the first time, the scientific community acted collectively and across disciplinary or national boundaries as a political actor for the sake of a better science policy for Europe. As is often the case when first-hand experience is gained through the creation of a new organization, novel forms of collaboration arise. The European biomedical community has recently proposed the creation of a strategic action plan for health research (the European Council of Health Research; EuCHR), provisionally translated at present into a Scientific Panel for Health (SPH) research in Horizon 2020, the EU's research-funding programme for the period 2014-2020. The creation of such Scientific Panel should be viewed as an important contribution by the biomedical community as a major political agreement has been reached on the need for a comprehensive and long-term scientific strategy to accelerate research and facilitate innovation at EU level. It is our belief that describing and analyzing the process leading to the creation of the ERC and SPH (2002-2014) should be widely shared with the research community in general, as this may contribute to the understanding of the evolving relations between scientists and science-policy making.

Dataset Information

Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

Publications

Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

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