A new course, "Science, Technology, Engineering, Art, and Math (STEAM) Diplomacy," has been developed at the Missouri University of Science and Technology to introduce engineering students to the field of foreign relations and the tripartite objectives of: 1) science in diplomacy; 2) science for diplomacy; and 3) diplomacy for science. The course employs an available scholarly monograph as a text and integrates materials created by the Center for Science Diplomacy of the American Association for the Advancement of Science (AAAS) as well as publically available materials. The new course employs a previously reported format including blended delivery, a flipped classroom, and mastery learning (D.B. Oerther, "Reducing costs while maintaining learning outcomes using blended, flipped, and mastery pedagogy to teach introduction to environmental engineering," in Proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, OH, USA, June 25-28, 2017. [Online]. Available: https://peer.asee.org/28786. [Accessed April 26, 2018]). Three term length projects are included as part of the class, namely: 1) a model United Nations debate of the use of genetically modified crops as foodstuffs during famine; 2) the preparation of an application for an internship or fellowship in the broad field of science policy (i.e., Fulbright award); and 3) the preparation of an extensive case study using the lessons learned from the Antarctic Treaty as a guide. Although the course is a work in progress, the materials offered in this paper - including course content, pedagogical approach, and the results of initial assessments of student preferences - provide sufficient details that the course may be replicated at other institutions to introduce engineers to foreign relations and diplomacy.

Meeting Name

2018 ASEE Annual Conference and Exposition (2018: Jun. 23-27, Salt Lake City, UT)


Civil, Architectural and Environmental Engineering

International Standard Serial Number (ISSN)


Document Type

Article - Conference proceedings

Document Version

Final Version

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© 2018 American Society for Engineering Education (ASEE), All rights reserved.

Publication Date

01 Jun 2018