Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Discovering the New Place of Learning

The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and ‘plastic’ concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education – experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies

Human experience in the natural and built environment : implications for research policy and practice

22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3

The Effects of the Quantification of Faculty Productivity: Perspectives from the Design Science Research Community

In recent years, efforts to assess faculty research productivity have focused more on the measurable quantification of academic outcomes. For benchmarking academic performance, researchers have developed different ranking and rating lists that define so-called high-quality research. While many scholars in IS consider lists such as the Senior Scholar’s basket (SSB) to provide good guidance, others who belong to less-mainstream groups in the IS discipline could perceive these lists as constraining. Thus, we analyzed the perceived impact of the SSB on information systems (IS) academics working in design science research (DSR) and, in particular, how it has affected their research behavior. We found the DSR community felt a strong normative influence from the SSB. We conducted a content analysis of the SSB and found evidence that some of its journals have come to accept DSR more. We note the emergence of papers in the SSB that outline the role of theory in DSR and describe DSR methodologies, which indicates that the DSR community has rallied to describe what to expect from a DSR manuscript to the broader IS community and to guide the DSR community on how to organize papers for publication in the SSB

MANAGING THE INCONCEIVABLE: PARTICIPATORY ASSESSMENTS OF IMPACTS AND RESPONSES TO EXTREME CLIMATE CHANGE

A comprehensive understanding of the implications of extreme climate change requires an in-depth exploration of the perceptions and reactions of the affected stakeholder groups and the lay public. The project on “Atlantic sea level rise: Adaptation to imaginable worst-case climate change” (Atlantis) has studied one such case, the collapse of the West Antarctic Ice Sheet and a subsequent 5-6 meter sea-level rise. Possible methods are presented for assessing the societal consequences of impacts and adaptation options in selected European regions by involving representatives of pertinent stakeholders. Results of a comprehensive review of participatory integrated assessment methods with a view to their applicability in climate impact studies are summarized including Simulation-Gaming techniques, the Policy Exercise method, and the Focus Group technique. Succinct presentations of these three methods are provided together with short summaries of relevant earlier applications to gain insights into the possible design options. Building on these insights, four basic versions of design procedures suitable for use in the Atlantis project are presented. They draw on design elements of several methods and combine them to fit the characteristics and fulfill the needs of addressing the problem of extreme sea-level rise. The selected participatory techniques and the procedure designs might well be useful in other studies assessing climate change impacts and exploring adaptation options.sea level rise, West Antarctic ice sheet, climate change

Holistic Resilience Quantification Framework of Rural Communities

Communities need to prepare for anticipated hazards, adapt to varying conditions, and resist and recover rapidly from disturbances. Protecting the built environment from natural and man-made hazards and understanding the impact of these hazards helps allocate resources efficiently. Recently, an indicator-based and time-dependent approach was developed for defining and measuring the functionality and disaster resilience continuously at the community level. This computational method uses seven dimensions that find qualitative characteristics and transforms them into quantitative measures. The proposed framework is used to study the resilience of rural communities’ subject to severe flooding events. Harlan County in the Appalachian region is chosen as a case study to evaluate the proposed resilience quantification framework subject to severe flooding. The results show the validity of the proposed approach as a decision-support mechanism to assess and enhance the resilience of rural communities

The Official Student Newspaper of UAS

UAS Answers: everybody's got one -- On Indian Point -- City looking for feedback regarding Indian Point -- UAS In Brief -- Sustainability takes a village -- Increase tuition? No way! -- Help with UAS Home -- Funding student research -- Discussing gun violence and Humans vs. Zombies -- Graz, Austria -- Climate change and students -- The "all Alaskan diet" -- Get to know abusive behavior -- Helping Hurricane Maria victims from 5,000 miles away -- Combatting seasonal depression -- Knowing the signs -- Off campus calendar -- On campus calendar -- A mushroom hik