权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

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科学生的道德知识和在决策中运用道德的能力来服务国家利益。跨学科的工程解决方案通常会对社会产生重大而持久的影响。因此，工程师在职业生涯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。具体来说，该项目旨在：1）了解一年级工科学生如何在工程背景下推理道德困境； 2）确定交互式协作和竞争场景对于工程伦理学教学是否有效； 3）确定这些新方法是否比传统的道德教育方法更有效。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 和工程道德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道德推理能力。此外，对学生道德推理的定性评估将通过有声思考协议以及随后对结果进行编码来完成。三种不同的合作开发的道德教育互动场景将在一年级课程中使用，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组模型的传统教学技术的结果进行比较。作为该项目的一部分，项目团队将使用先前开发的工具来评估学生的道德推理，并开发和测试几个用于在工程环境中教授道德推理的交互式场景。该项目得到了 NSF 改善本科生 STEM 教育计划：教育和人力资源的支持，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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.

Engineering Ethics through High-Impact Game-Based Ethical Interventions: Design and Playful Assessment

通过高影响力的基于游戏的道德干预来实现工程道德：设计和有趣的评估