EESE: Development & Evaluation of a Work Practices Approach for Ethics Education in Science & Engineering

EESE：开发

• 批准号: 0529910
• 负责人: Michael Mumford
• 金额: $ 21万
• 依托单位: University of Oklahoma Norman Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-10-01 至 2008-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0529910&HistoricalAwards=false
• 关键词: EESE; Development; & Evaluation; Work

This award is made under Ethics Education in Science and Engineering (NSF 05-532). The ethical conduct of investigators is critical to both progress in the sciences and public support for the scientific enterprise. Although many interventions exist that might be used to enhance ethical conduct, instructional interventions remain the most common. Unfortunately, these instructional interventions often have limited impact because they are not embedded in the day-to-day practices of the field and the strategies people apply in resolving ethical issues encountered in the course of their work. The intent of the proposed effort is to develop and evaluate a professional practice model for research ethics education. Initially, qualitative anthropological analyses of the professional practices and issue resolution strategies applied in a multi-disciplinary applied research center will be conducted. The results of these observational analyses will be used to identify day-to-day ethical issues arising in multidisciplinary centers, and social cognitive strategies used to resolve the work problems posed by these issues. Based on this information, an instructional program will be developed that is based on: 1) key actions leading to problem resolution, 2) effective strategies for executing these actions, and 3) practical steps that will support effective application of these strategies. This training will be delivered at four institutions participating in a multi-disciplinary center. The training will use an embedded instructional approach, involving both students and faculty in cooperative learning exercises intended to illustrate and provide practice in the application of effective strategies for resolving ethical issues arising in a center context. The effectiveness of this program will be evaluated using a multiple-site, multi-method approach that appraises program results with respect to individual-level outcomes (e.g., knowledge structures, decision-making) group-level outcomes (e.g., local site ethical climate, negative events), organizational-level outcomes (e.g., cross-site collaborations, new projects initiated by the center). If positive results are obtained in this multi-level, multi-measure evaluation effort, the program will be disseminated to other interdisciplinary centers and relevant fields in science and engineering. Intellectual Merit: This effort will provide an initial test of whether ethics education models based on day-to-day professional practice will provide a basis for the development of more effective educational programs. Additionally, this effort will help to identify the unique ethical issues arising in large multi-disciplinary applied research centers and the kind of strategies that can be applied to resolve these issues. Finally, this effort will provide measures for assessing ethical conduct, illustrating the impact of ethical conduct on individual, groups and organizational outcomes. Broader Impacts: The proposed effort will provide a new type of model curriculum that might be used to provide an alternative to the curricula currently being applied in ethics education in science and engineering fields. Additionally, key strategies for resolving the ethical issues encountered in applied multi-disciplinary research centers will be identified. An ethical education curriculum and evaluation measures will be developed for the three fields (meteorology, computer science, and electrical engineering) involved in the center being studied. Finally, new procedures for developing a curriculum addressing day-to-day ethical issues encountered in professional practice will be identified.

该奖项是根据科学与工程伦理教育（NSF 05-532）颁发的。 研究人员的道德行为对科学进步和公众对科学事业的支持都至关重要。虽然有许多干预措施可以用来提高道德行为，但教学干预仍然是最常见的。不幸的是，这些指导性干预措施的影响往往有限，因为它们没有嵌入到该领域的日常实践中，也没有嵌入到人们在解决工作过程中遇到的道德问题时所采用的策略中。拟议的努力的目的是开发和评估研究伦理教育的专业实践模式。最初，将进行定性人类学分析的专业实践和问题解决策略应用在一个多学科的应用研究中心。这些观察分析的结果将用于确定多学科中心中出现的日常伦理问题，以及用于解决这些问题所带来的工作问题的社会认知策略。根据这些信息，将制定一个教学计划，该计划基于：1）导致问题解决的关键行动，2）执行这些行动的有效策略，以及3）支持有效应用这些策略的实际步骤。该培训将在四个参与多学科中心的机构进行。 培训将采用嵌入式教学方法，让学生和教师参与合作学习练习，旨在说明和提供解决中心背景下出现的道德问题的有效策略的应用实践。将使用多中心、多方法方法评估该计划的有效性，该方法根据个人水平的结果（例如，知识结构，决策）组级结果（例如，当地的道德氛围，负面事件），组织层面的结果（例如，跨站点协作、中心发起的新项目）。如果在这一多层次、多措施的评估工作中取得积极成果，该计划将传播到其他跨学科中心和科学与工程的相关领域。智力优势：这项工作将初步检验基于日常专业实践的道德教育模式是否能为制定更有效的教育方案奠定基础。此外，这项工作将有助于确定在大型多学科应用研究中心出现的独特的伦理问题，以及可以应用于解决这些问题的策略。最后，这项工作将提供评估道德行为的措施，说明道德行为对个人、团体和组织成果的影响。更广泛的影响：拟议的努力将提供一种新型的示范课程，可用于替代目前在科学和工程领域的道德教育中使用的课程。此外，将确定解决应用多学科研究中心遇到的伦理问题的关键策略。将为研究中心涉及的三个领域（气象学、计算机科学和电气工程）制定伦理教育课程和评估措施。最后，将确定新的程序，以制定一个课程，解决日常遇到的道德问题，在专业实践。