A Case Study in Arts-Informed Ethics Education in the Nuclear and Radiological Sciences.

Abstract

There is a need for cross-disciplinary researchers and professionals in the radiological sciences who can navigate complex interconnected ethical-social-technical issues, communicate across a wide audience in consideration of multiple stakeholder perspectives, and remain self-critical, aware, and reflective of the field with the intent of continuous improvement within the broader profession. Given that traditional curriculum related to the nuclear and radiological sciences emphasizes the technological, scientific aspects of radioactivity and ionizing radiation, a graduate-level course in "nuclear culture" was developed that employs various forms of art, expression, and material culture as a vehicle for encouraging deeper, dedicated reflection on related social and ethical issues. This paper provides a description of course structure and representative content, along with discussion of student perceptions, as a case study in the use of an arts-informed approach (that is, a STEAM-based approach) to guiding students through perspective-taking, self-expression, and authentic and critical evaluation of broad issues surrounding current and historical use of radiation. The course consists of discussions, reflective writing, and projects, supplemented with hands-on activities. Student perceptions of the course, elucidated through thematic analysis of post-hoc surveys, revolved around: novel educational approaches; student engagement and validation; ethics, morals, and empathy; and the societal impact of nuclear. Review of student and instructor perceptions suggests that art in various forms can be incorporated into graduate-level curriculum to improve the educational experience of nuclear-focused students and promote deeper reflection and understanding of social and ethical issues related to their chosen field.