Learning Engineering Ethics Through High-Impact Collaborative and Competitive Scenarios

通过高影响力的协作和竞争场景学习工程道德

• 批准号: 1934702
• 负责人: Scott Streiner
• 金额: $ 18.16万
• 依托单位: Rowan University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-03-15 至 2022-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1934702&HistoricalAwards=false
• 关键词: Learning; Engineering; Ethics; Through; Impact

This project aims to serve the national interest by improving college engineering students' knowledge about ethics and their ability to use ethics in decision making. Across disciplines, engineering solutions often have major, long-lasting impacts on society. As a result, engineers are frequently confronted with social and ethical dilemmas in their professional lives. The project aims improve the ability of future engineers to consider social impacts and ethical issues in making decisions. Specifically the project aims to: 1) understand how first year engineering students reason through ethical dilemmas in an engineering context; 2) determine if interactive collaborative and competitive scenarios are effective for teaching engineering ethics; and 3) determine if these new approaches are more effective than traditional methods of ethics instruction. Given the significant societal impacts of engineering technical decisions, this project aims to understand and positively influence how engineering students develop these crucial skills as part of their professional development. The project will use both the Defining Issues Test 2 and the Engineering Ethical Reasoning Instrument to quantitatively assess students’ ethical reasoning in the first year of engineering programs at the University of Connecticut, Rowan University, and the University of Pittsburgh. Additionally, qualitative assessments of student ethical reasoning will be accomplished through think-aloud protocols followed by coding of the results. Three different collaboratively developed interactive scenarios for ethics education will be used in first year classes to determine the impact of these interventions on students’ ethical reasoning. These results will be compared to outcomes from traditional instructional techniques using a split cohort model. As part of this project, the project team will use previously developed instruments to assess students’ ethical reasoning and develop and test several interactive scenarios for teaching ethical reasoning in an engineering context. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过提高大学工程专业学生的道德知识和在决策中使用道德的能力来服务于国家利益。跨学科，工程解决方案往往对社会产生重大而持久的影响。 因此，工程师在职业生活中经常面临社会和道德困境。该项目旨在提高未来工程师在决策时考虑社会影响和道德问题的能力。 具体而言，该项目旨在：1）了解一年级工程专业学生如何在工程背景下推理伦理困境; 2）确定互动协作和竞争场景是否有效地教授工程伦理学; 3）确定这些新方法是否比传统的伦理学教学方法更有效。鉴于工程技术决策的重大社会影响，该项目旨在了解并积极影响工程专业学生如何发展这些关键技能，作为其专业发展的一部分。 该项目将使用定义问题测试2和工程伦理推理工具来定量评估康涅狄格大学，罗文大学和匹兹堡大学工程课程第一年学生的伦理推理。此外，学生道德推理的定性评估将通过有声思维协议完成，然后对结果进行编码。三种不同的合作开发的道德教育互动方案将用于第一年的课程，以确定这些干预措施对学生的道德推理的影响。这些结果将使用分裂队列模型与传统教学技术的结果进行比较。作为该项目的一部分，项目团队将使用以前开发的工具来评估学生的道德推理，并开发和测试在工程背景下教授道德推理的几个互动场景。该项目得到了NSF改善本科STEM教育计划的支持：教育和人力资源，该计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并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，被认为值得支持。