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

基本信息

批准号：
1934707
负责人：
Daniel Burkey
金额：
$ 11.89万
依托单位：
University of Connecticut
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 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1934707&HistoricalAwards=false
关键词：
Learning Engineering Ethics Through Impact

项目摘要

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对道德的知识及其在决策中使用道德的能力来满足国家利益。在整个学科中，工程解决方案通常会对社会产生重大，持久的影响。结果，工程师经常在职业生活中面临社会和道德困境。该项目旨在提高未来工程师在做出决策时考虑社会影响和道德问题的能力。特别是该项目的目的是：1）了解一年级工程专业学生如何在工程背景下通过道德困境推理； 2）确定互动协作和竞争性场景是否有效地教授工程道德； 3）确定这些新方法是否比传统的道德教学方法更有效。鉴于工程技术决策对社会的重大影响，该项目旨在理解和积极影响工程学生如何发展这些关键技能，这是其专业发展的一部分。该项目将同时使用定义问题测试2和工程道德推理工具来定量评估学生在康涅狄格大学，罗文大学和匹兹堡大学的工程课程第一年的道德推理。此外，将通过思考协议进行定性评估，然后通过思考协议进行编码。第一年课程将使用三种不同的协作互动方案用于道德教育，以确定这些干预措施对学生道德推理的影响。这些结果将与使用分裂队列模型的传统教学技术结果进行比较。作为该项目的一部分，项目团队将使用先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种互动场景。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，该计划支持研发项目，以提高所有学生STEM教育的有效性。通过订婚的学生学习轨道，该计划支持了有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估被认为是宝贵的支持。

项目成果

期刊论文数量（11）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Work in Progress: Let’s Talk About Ethics! A Qualitative Analysis of First-year Engineering Student Group Discussions Around Ethical Scenarios

正在进行中的工作：让我们谈谈道德！

DOI：
发表时间：
2021
期刊：
ASEE annual conference
影响因子：
0
作者：
Bassett, L.;Pascal, J.;Cimino, R.T.;Dahm, K.D.;Burkey, D.D.;& Streiner, S.
通讯作者：
& Streiner, S.

The Power of Playful Learning - Ethical Decision-Making in a Narrative-Driven, Fictional, Choose-Your-Own Adventure [Work In Progress]

寓教于乐的力量 - 在叙事驱动、虚构、选择自己的冒险中做出道德决策 [工作进行中]

DOI：
发表时间：
2023
期刊：
ASEE Annual Conference proceedings
影响因子：
0
作者：
Wagner, T.;Bassett;Pascal, J.;Burkey, D. D.;Streiner, S.
通讯作者：
Streiner, S.

It’s All Relative: Examining Student Ethical Decision Making in a Narrative Game-Based Ethical Intervention

一切都是相对的：在基于叙事游戏的道德干预中检查学生的道德决策

DOI：
10.1109/fie56618.2022.9962629
发表时间：
2022
期刊：
2022 IEEE Frontiers in Education Conference (FIE
影响因子：
0
作者：
Burkey, Daniel D.;Cimino, Richard T.;Young, Michael F.;Dahm, Kevin D.;Streiner, Scott C.
通讯作者：
Streiner, Scott C.

Talk (Engineering) Ethics to Me: Student Group Discussions about Ethical Scenarios.

跟我谈谈（工程）道德：关于道德场景的学生小组讨论。