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Research: Supporting Ethical Engineering: The role of immersive engineering subcommunities

研究：支持道德工程：沉浸式工程子社区的作用

基本信息

批准号：
1916929
负责人：
Chandra Turpen
金额：
$ 44.93万
依托单位：
University of Maryland, College Park
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1916929&HistoricalAwards=false
关键词：
Research Supporting Ethical Engineering role

项目摘要

The National Academy of Engineering emphasizes the importance of ethics in engineering and therefore in engineering education, going so far as to produce a book, "Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators." In most universities, however, current engineering ethics education suffers from two problems. First, stand-alone ethics courses have not shown success at helping students develop new "habits of mind" that help them bring ethical considerations into their day-to-day engineering work. Second, most engineering ethics education focuses on certain kinds of ethical issues, like responsible conduct of research and responsibility to employers and clients. Those are important, of course; but equally important, though underemphasized in engineering ethics courses, are issues related to the broader societal impact of engineering products. Because technologies- from everyday tools such as cell phones to emergent technologies such as autonomous cars- are shaped by society while also shaping society, engineers working in the public and private sector have a responsibility to a broader set of stakeholders than just employers and clients. Therefore, socially responsible engineers must consider not only the direct, intended, short-term effects of a technology, but also the potential longer-term, indirect, unintended consequences: the social, cultural, political, economic, and environmental impacts of these technologies on users and broader society. Doing so requires not only good intentions but also some knowledge and skills connected to understanding how engineering is embedded in society, how societal and technological developments mutually influence each other. This understanding, and the desire to use it, can lead to better engineering- engineering that takes various end-users and stakeholders into account. But a single engineering ethics course or service learning project is unlikely to fully develop the knowledge, skills, and "habits of mind" needed to engage in high-quality, socially responsible engineering. This project therefore explores a promising other approach to producing socially responsible engineers: immersing students for multiple years in community whose members live together in the same dorm, engage in projects together, and take courses together about ethics and about the relationships between technology, science/engineering, society, and ethics. The University of Maryland's College Park Scholars Science Technology and Society Living Learning program is one of the most established of such programs for engineering undergraduates in the country. Through an ethnographic approach to modeling how participation in this Science Technology & Society program influences learners' identity and behavior, this project studies an "enculturation" approach to engineering ethics education through long-term immersion programs. The project integrates "outsider" (researchers') and "insider" (participating students') observations of and reflections on culturally salient events, activities, and artifacts to create ethnographic descriptions of which cultural practices (embedded in institutional history/values reflected in and produced by social interactions) are consequential for shaping engineering students' ethical reasoning and identity. Following a cohort of students over 2 years enables the team to develop accounts of how individuals do - and do not - take up cultural practices while in the Science, Technology, and Society program. Project findings will inform the creation and refinement of Science, Technology, and Society programs and other engineering communities that take an immersive cultural approach to the formation of engineers with the knowledge, tools, and motivation to attend to ethical issues in engineering practice. The graduates of such programs will contribute to creating ethical cultures in their workplaces, leading to more ethical engineering practice. Women and students from underrepresented minority groups are disproportionately likely to feel marginalized by an engineering culture that excludes or minimizes the value of socially-embedded engineering, therefore, the project intends to improve the ability of engineering communities to support their students' ethical development and provide hospitable environments for marginalized students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

美国国家工程院强调伦理在工程中的重要性，因此在工程教育中也是如此，甚至出版了一本书，《教师和管理人员科学和工程伦理教育实用指南》。“然而，在大多数大学，目前的工程伦理教育存在两个问题。首先，独立的道德课程在帮助学生培养新的“思维习惯”方面并没有取得成功，这些习惯有助于他们将道德考虑纳入日常工程工作中。其次，大多数工程伦理教育都集中在某些类型的伦理问题上，比如负责任的研究行为以及对雇主和客户的责任。当然，这些都很重要;但同样重要的是，尽管在工程伦理课程中没有得到充分强调，但与工程产品更广泛的社会影响有关的问题。由于技术--从手机等日常工具到自动汽车等新兴技术--在塑造社会的同时也在塑造社会，因此在公共和私营部门工作的工程师对更广泛的利益相关者负有责任，而不仅仅是雇主和客户。因此，具有社会责任感的工程师不仅要考虑技术的直接、预期、短期影响，还要考虑潜在的长期、间接、非预期后果：这些技术对用户和更广泛社会的社会、文化、政治、经济和环境影响。这样做不仅需要良好的意愿，还需要一些知识和技能，以了解工程如何嵌入社会，社会和技术发展如何相互影响。这种理解和使用它的愿望可以带来更好的工程-考虑各种最终用户和利益相关者的工程。但是，一个单一的工程道德课程或服务学习项目是不可能充分发展的知识，技能和“思维习惯”需要从事高质量的，对社会负责的工程。因此，该项目探索了一种有前途的其他方法来产生社会责任的工程师：让学生沉浸在社区多年，其成员一起住在同一个宿舍，一起参与项目，一起参加有关道德以及技术，科学/工程，社会和道德之间关系的课程。马里兰州的大学公园学者科学技术和社会生活学习计划是最成熟的工程本科生在全国这样的计划之一。通过民族志的方法来建模如何参与这个科学技术社会计划影响学习者的身份和行为，本项目研究了一个“文化化”的方法，通过长期的沉浸式项目工程伦理教育。该项目整合了“局外人”（研究人员）和“局内人”（参与学生）对文化上突出的事件，活动和文物的观察和思考，以创建文化习俗的民族志描述（嵌入在社会互动中反映和产生的制度历史/价值观中）是塑造工程专业学生道德推理和身份的重要因素。跟随一群学生超过2年，使团队能够开发个人如何做-和不-在科学，技术和社会计划中采取文化实践的帐户。项目调查结果将为科学，技术和社会计划以及其他工程社区的创建和完善提供信息，这些社区采用沉浸式文化方法来培养具有知识，工具和动机的工程师，以解决工程实践中的道德问题。这些项目的毕业生将有助于在他们的工作场所创造道德文化，从而导致更多的道德工程实践。来自代表性不足的少数群体的妇女和学生不成比例地可能感到被排除或最小化社会嵌入式工程价值的工程文化边缘化，因此，该项目旨在提高工程社区支持学生道德发展的能力，并为边缘化学生提供热情好客的环境。该奖项反映了NSF的法定使命，并被认为值得支持通过使用基金会的知识价值和更广泛的影响审查标准进行评估。