Science’s broader impacts and the historic social, political, and geographic implications of these impacts are rarely discussed in graduate STEM curricula. A new required “Scientific Responsibility and Citizenship” course for first year chemistry graduate students was developed and taught at UC Berkeley. The course examined a series of case studies in which basic chemistry research led to societal impacts and discussed the diversity and equity of the research process and resulting consequences. The impact of the course was examined through pre- and post-surveys and interviews with participants. The course was found to have raised students’ awareness and sense of responsibility for the impacts of their research and the importance of diversity, equity, and inclusion. Students also expressed an increased sense of identity and value alignment with the community as a result of the course. This study shows that even a relatively low-commitment intervention (6 hours in total), can have a large positive impact on students’ awareness of the social context of science and their perceptions of department values.

This article is Open Access

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