CCE STEM: Collaborative Research: Efficacy of Macroethics Education in Engineering

CCE STEM：合作研究：工程宏观伦理教育的功效

• 批准号: 1540308
• 负责人: Christopher Swan
• 金额: $ 4.19万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540308&HistoricalAwards=false
• 关键词: CCE; STEM; Collaborative; Research; Efficacy

Non-Technical: This award by the Cultivating Cultures of Ethical STEM program in the Directorate for Social, Behavioral & Economic Sciences is managed by the Biomaterials program in the Division of Materials Research. The goal of this collaborative project at University of Colorado at Boulder, Tufts University and Seattle University is to evaluate the various ways in which macroethics is taught in STEM topics (both in and out of the classroom), and determine the most effective methods that can then be adopted by others. In order for STEM areas to reach its full potential to benefit society, students must be prepared to engage in broad considerations of the ethical issues that face the profession. Established codes of conduct describe standards for professional behavior, but these largely relate to individual actions associated with individual projects, so-called 'micro'-ethical considerations. But engineering and other STEM areas fall short of its societal duties, if it ignores 'macro'-ethical challenges - ethical issues that must consider societal implications of technology as well as the collective responsibility of the STEM profession. Macroethics includes issues such as sustainability, poverty and underdevelopment, security and peace, social justice, bioethics, nanoscience, and social responsibility. The extent to which STEM students graduate with an understanding of macroethical issues is unclear, and is in need of organization. The research will start with a large survey of STEM faculty across the U.S., followed by interviews of selected faculty who are effectively using a diversity of methods to teach a range of macroethical issues. In addition, a set of case studies that can serve as models for others will be developed. Best practices that are identified will be propagated through STEM education via a faculty training workshop and online resources. Technical: There is a need for STEM education to prepare students to address macroethical issues such as social responsibility and sustainability. The extent to which students graduate with an understanding of macroethical issues is unclear and in need of organization. The goal of this research is to evaluate the various ways in which macroethics is taught in STEM topics, examining variations in pedagogy and content between different STEM disciplines and institution types. Macroethics educational practices will be examined through Vanasupa's Four-Domain Development Model, which includes both cognitive and affective outcomes, as well as the impact of social context. The methods that are most appealing and successful for educating women and minority students in STEM will be determined. The research goals will be achieved through: (1) a national survey and targeted interviews of ethics instructors; (2) a case study approach to identify effective macroethical instruction settings based on student surveys and interviews, rubric assessment of student work, ethnographic observations, and surveys/interviews with alumni regarding the impacts of ethics education in their practice of STEM topics; and (3) propagate and scale the best practices of macroethics education using approaches similar to that of NSF's I-Corps-L model. Instructors at Seattle University and the University of Colorado will adapt effective methods in their teaching. Dissemination will include a faculty workshop, project website, and publications.

非技术：该奖项由社会行为经济科学理事会的道德STEM计划培养文化颁发，由材料研究部的生物材料计划管理。这个合作项目的目标在科罗拉多大学博尔德分校，塔夫茨大学和西雅图大学是评估的各种方式，其中宏观伦理学是教在干的主题（在课堂内外），并确定最有效的方法，然后可以通过其他人。为了让STEM领域充分发挥其造福社会的潜力，学生必须准备好参与对该行业面临的道德问题的广泛考虑。既定的行为准则描述了职业行为的标准，但这些标准主要涉及与个别项目相关的个人行为，即所谓的“微观”道德考虑。 但是，如果工程和其他STEM领域忽视“宏观”伦理挑战，即必须考虑技术的社会影响以及STEM专业的集体责任的伦理问题，那么它就无法履行其社会责任。 宏观伦理包括可持续性、贫困和不发达、安全与和平、社会正义、生物伦理、纳米科学和社会责任等问题。 STEM学生毕业时对宏观伦理问题的理解程度尚不清楚，需要组织。这项研究将首先对美国各地的STEM教师进行大规模调查，其次是对选定的教师进行采访，他们有效地使用了多种方法来教授一系列宏观伦理问题。 此外，还将编制一套可作为其他机构模式的案例研究。 确定的最佳实践将通过教师培训研讨会和在线资源通过STEM教育进行传播。 技术：STEM教育需要帮助学生解决社会责任和可持续性等宏观伦理问题。学生毕业时对宏观伦理问题的理解程度尚不清楚，需要组织。本研究的目标是评估在STEM主题中教授宏观伦理学的各种方式，检查不同STEM学科和机构类型之间的教学法和内容的变化。宏观伦理教育实践将通过Vanasupa的四个领域的发展模式，其中包括认知和情感的结果，以及社会背景的影响进行检查。将确定在STEM领域教育妇女和少数民族学生最有吸引力和最成功的方法。研究目标将通过以下方式实现：（1）全国性调查和有针对性的伦理教师访谈;（2）基于学生调查和访谈，学生工作的评估，人种学观察，以及关于伦理教育在STEM主题实践中的影响的校友调查/访谈，确定有效的宏观伦理教学设置的案例研究方法;以及（3）使用类似于NSF的I-Corps-L模式的方法来传播和推广宏观伦理教育的最佳实践。西雅图大学和科罗拉多大学的教师将在他们的教学中采用有效的方法。传播将包括教师研讨会，项目网站和出版物。