This paper presents a pedagogy focused study using globally focused experiences to address ethical issues in science, technology, engineering and mathematics (STEM). In this study, the participating students were presented with cases in global ethics and were engaged in equity and inclusive pedagogy. They applied a case-based analytical approach that included addressing cultural diversity, ethical principles and technological contexts to their work. The research employed a multi-dimensional rubric based analyses. Results of the pedagogy focused research revealed that as students practiced case-based equity pedagogy, their understanding of global contexts with an equity and inclusion lens increased. Furthermore, their ability to consider diversity in contexts, beliefs and values applied to global experiences increased across time. A digital environment format in classes was applied in which the research was conducted including a learning management system and a digital classroom community (synchronous and asynchronous). This research provides a structure for teaching ethics for students especially in STEM contexts and with students with diverse, international backgrounds and experiences.
Professor, Viterbi School of Engineering, University of Southern California, California, United States
Ethics in STEM Education, Case study research, Case-based pedagogy, Global