Institutional Transformation: Intersections of Moral Foundations and Ethics Frameworks in STEM Enculturation

制度转型：STEM 文化中道德基础和伦理框架的交叉点

• 批准号: 2024296
• 负责人: Jonathan Beever
• 金额: $ 59.93万
• 依托单位: The University of Central Florida Board of Trustees
• 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: 2020-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2024296&HistoricalAwards=false
• 关键词: Institutional; Transformation; Intersections; Moral; Foundations

This project examines the value foundations that inform ethical reasoning among undergraduate and graduate students. To date, strategies for developing cultures of ethical and responsible research among STEM students have largely emphasized the formal ethical training and experiences that shape ethical decision-making and the conditions under which individuals are motivated to put decision-making strategies into practice. Much less attention has been given to the ways students’ internal values guide their professional conduct or how these values affect their attraction to and training within a STEM discipline. This has limited the development of ethical training protocols combining internal and external factors in cultivating ethically literate students and institutional cultures. Led by an interdisciplinary team at a 21st century research-intensive, Hispanic-serving institution, this project generates fundamental understanding about how the intersection of the implicit values that guide individuals and the explicit content and experiences of ethics education and training matter for ethical reasoning. Practically, the project develops methods for understanding the ways students negotiate personal values and reason ethically amid the disciplinary enculturation process, which is especially crucial to increasing and retaining diverse perspectives within STEM. This project employs surveys of undergraduates and graduate students, linguistic coding and keyword analysis of professional ethics codes and curriculum modules, and correspondence analysis of qualitative data collected from workshops, focus groups, and interviews to investigate ethical reasoning among STEM students. It has three main objectives: (1) identify the extent to which individual values correlate with demographic differences and disciplinary choices, (2) analyze explicit ethical frameworks within and across STEM student experiences, and (3) understand intersections among internal values and formal ethical frameworks and how they affect disciplinary enculturation and ethical reasoning. Individual values and their demographic correlates are examined by administering the Moral Foundations Questionnaire to students in a mix of traditional and interdisciplinary STEM programs. The formal ethical training students receive is analyzed by applying linguistic coding and keyword analysis to ethics codes from professional bodies, curriculum modules, and other sources of ethics experience. Intersections between individual ethics and formal ethical training are studied by using correspondence analysis to analyze participant data collected through PI-led ethics workshops, focus groups, and individual interviews with a representative sample of student participants. Analyses will focus on whether and to what extent personal values map onto disciplinary values and the ways values are negotiated and established. Results will be compared to control-group data and assessed to determine how students enculturate to disciplinary norms. This project advances knowledge of STEM ethics, expands moral foundation theory, and enhances understanding of why some under-represented groups remain in STEM while others drop out. This project has been funded by the CISE and ENG directorates.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.

这个项目考察了指导本科生和研究生进行伦理推理的价值基础。到目前为止，在STEM学生中培养伦理和负责任的研究文化的战略在很大程度上强调了形成伦理决策的正式伦理培训和经验，以及个人将决策战略付诸实践的动力条件。对于学生的内在价值观如何指导他们的职业行为，或者这些价值观如何影响他们对STEM学科的吸引力和在STEM学科中的培训，人们的关注要少得多。这限制了在培养有道德素养的学生和机构文化方面结合内部和外部因素的道德培训方案的发展。这个项目由一家21世纪研究密集型拉美裔服务机构的跨学科团队领导，产生了关于指导个人的隐性价值观与伦理教育和培训的显性内容和经验的交集如何对伦理推理产生重要影响的基本理解。实际上，该项目开发了一些方法，以了解学生在学科文化融合过程中如何在道德上协商个人价值观和推理，这对增加和保留STEM中的不同观点尤为关键。该项目通过对本科生和研究生的调查，职业道德规范和课程模块的语言编码和关键词分析，以及从研讨会、焦点小组和访谈中收集的定性数据的对应分析，来调查STEM学生的伦理推理。它有三个主要目标：(1)确定个人价值观与人口统计差异和学科选择的相关性程度，(2)分析STEM学生经历内部和整个领域的明确伦理框架，以及(3)了解内部价值观和正式伦理框架之间的交集，以及它们如何影响学科文化和伦理推理。通过对传统和跨学科STEM项目的学生进行道德基础问卷调查，对个人价值观及其人口统计学相关性进行了检验。通过对专业团体、课程模块和其他伦理经验来源的伦理代码进行语言编码和关键词分析，对学生接受的正式伦理培训进行分析。通过使用对应分析来分析通过PI领导的伦理研讨会、焦点小组和对具有代表性的学生参与者的个体访谈收集的参与者数据，研究了个人伦理和正式伦理培训之间的交叉点。分析将集中在个人价值观是否以及在多大程度上映射到纪律价值观，以及价值观的谈判和建立方式。结果将与对照组的数据进行比较，并进行评估，以确定学生如何适应纪律规范。这个项目增进了对STEM伦理的了解，扩展了道德基础理论，并加强了对为什么一些代表不足的群体留在STEM，而另一些群体退出的理解。该项目由CISE和ENG理事会资助。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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

Faculty perspectives on frameworks of responsibility in their disciplines

教师对其学科责任框架的看法

• DOI: 10.1109/ethics53270.2021.9632753
• 发表时间: 2021
• 期刊: Science and Technology (ETHICS
• 作者: Beever, Jonathan;Kuebler, Stephen;Pinkert, Laurie A.;Taylor, Lakelyn E.
• 通讯作者: Taylor, Lakelyn E.

Where ethics is taught: an institutional epidemiology

• DOI: 10.1007/s40889-021-00121-7
• 发表时间: 2021-03-11
• 期刊: International Journal of Ethics Education
• 影响因子: 0.8
• 作者: Beever J;Kuebler SM;Collins J
• 通讯作者: Collins J

Responsibility and Accountability: Faculty Leaders, Ethics Frameworks, and Disciplinary Enculturation

责任与问责：教师领导、道德框架和学科文化

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: Pinkert, L.;Beever, J.;Kuebler, S.;Taylor, L.E.;Vazquez, E.;Milanes, V.
• 通讯作者: Milanes, V.

Disciplinary Leaders Perceptions of Ethics: An Interview-Based Study of Ethics Frameworks Paper ID #37843

纪律领导者对道德的看法：基于访谈的道德框架研究论文 ID

• 发表时间: 2022
• 期刊: ASEE 2022
• 作者: Pinkert, LA;Taylor, L.;Beever, J.;Kuebler, SM;Klonoff, E.
• 通讯作者: Klonoff, E.