Standard Research: Developing Ethical STEM Research Competency and Self-Efficacy in High School and College Engineering Courses

该项目旨在开发支持高中和本科阶段STEM道德实践的教学材料，以提高学生与道德STEM研究相关的成果和自我效能。通过在本科工程课程中设计和实施STEM研究伦理模块，该项目生成了与数千名工程本科生的伦理知识，推理技能，态度和实践相关的数据。这一快照反过来又为高中STEM教师提供了为期三周的充实机会。与大学教师和研究生合作，支持高中教师制定关于道德问题的学习模块，并在高中实施。项目数据还指导创建有针对性的干预措施，将用于第二，第三和第四年的工程课程。第二个数据快照，然后采取测试和调查工程专业的学生在他们的顶点课程，以提供广泛的概述能力和自信，工程专业的学生在处理道德STEM问题，以确定各种干预措施的有效性，并改善未来的干预措施。这个数据驱动的项目使用混合方法的方法，通过开发和使用一套工具来衡量道德能力和自我效能的认知，情感和行为方面，更好地了解道德干预在学生学术发展的各个方面的影响。该项目利用重复测量并具有纵向维度，生成有关道德能力，道德自我效能感以及能力，自我效能感和教学干预之间关系的发展数据。为中等和高等教育课堂设计的干预措施建立在最佳做法的基础上，以微型插入实用的道德内容，并帮助学生了解技术能力如何适应更广泛的社会，经济和环境背景。顶点数据收集还提供了对其他经验影响的衡量（例如，本科生研究，实习，无国界工程师）和课程（例如，人文、社会科学和商业课程）的道德发展。该项目的第二个好处是改善了课堂时间和其他教育资源的分配，以告知STEM伦理教育可以融入STEM课程的方式。该项目还得到了NSF HSI和DRK-12计划的支持。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。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。

This project aims to develop instructional materials that support ethical practices in STEM at the high school and undergraduate levels to improve student outcomes and self-efficacy related to ethical STEM research. Through the design and implementation of STEM research ethics modules in an undergraduate engineering curriculum, the project generates data related to the ethical knowledge, reasoning skills, attitudes, and practices of several thousand engineering undergraduate students. This snapshot in turn informs the development of a three-week enrichment opportunity for high school STEM teachers. Working with university faculty and graduate students, high school teachers are supported in developing learning modules on ethical issues and implementing them in the high school context. Project data also guides the creation of targeted interventions that will be used in second, third, and fourth year engineering courses. A second data snapshot is then taken by testing and surveying engineering students in their capstone courses to provide a broad overview of the competence and self-confidence that engineering students have in dealing with ethical STEM issues, to determine the efficacy of various interventions, and to improve future interventions. This data-driven project uses a mixed-methods approach to generate a better understanding of the impact of ethics interventions at various points in a student's academic development by developing and using a set of instruments to measure cognitive, affective, and behavioral aspects of ethical competency and self-efficacy. Utilizing repeated measures and possessing a longitudinal dimension, the project generates data about the development of ethical competency, ethical self-efficacy, and the relationships between competency, self-efficacy, and the instructional interventions. The interventions designed for secondary and tertiary classrooms build on best practices for micro-insertion of ethics content that are practical and help students understand how technical competencies fit within broader social, economic, and environmental contexts. The capstone data collection also provides a measure of the impact of other experiences (e.g., undergraduate research, internships, Engineers Without Borders) and courses (e.g., humanities, social science, and business courses) on ethical development. The project has a secondary benefit of improving the allocation of class time and other educational resources to inform the ways in which STEM ethics education can be integrated into STEM coursework.This project is also supported by the NSF HSI and DRK-12 programs. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.