Engaged student learning through coupled ethical-epistemic pedagogy.

通过道德认知相结合的教学法让学生参与学习。

• 批准号: 2314334
• 负责人: Caitlin Grady
• 金额: $ 39.38万
• 依托单位: George Washington University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-15 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314334&HistoricalAwards=false
• 关键词: Engaged; student; learning; through; coupled

This project aims to serve the national interest by advancing the understanding of best practices in engineering curricula for teaching engineering ethics. It leverages research from the fields of philosophy, cognitive design theory, and engineering ethics to address a pressing concern: How can we better equip our future engineers to act ethically and understand the broad societal implications of their work? This project seeks to train engineers who are not just technically proficient, but are also more ethical and globally aware individuals. As part of this project, new educational strategies in undergraduate classrooms and research environments across multiple engineering disciplines will be piloted. Additionally, faculty will also be trained in these methods to foster a ripple effect, ensuring that the benefits of this project extend far beyond the immediate research team. Engineers today hold key roles in shaping our world and driving innovation. By developing engineers who are aware of and engaged with the ethical dimensions of their work, educators contribute to the creation of a workforce that values and serves societal interests. Outcomes of this work will include new open-source teaching tools, training materials, and research about best practices in engineering ethics education. This project brings coupled ethical-epistemic analysis from the field of philosophy and reflective practice from the field of cognitive design theory to the field of engineering education. This early-stage, exploratory project will study the effectiveness of leveraging adaptated existing pedagogies (reflective practice) alongside new methodologies (coupled ethical-epistemic analysis) in multiple environments. This project seeks to fill gaps in existing engineering ethics education by testing new approaches and identifying potential mechanisms for cultivating engineers with broad moral agency and understanding of society-relevant issues. Across three tasks, this project will answer the questions: Does undergraduate research using coupled ethical-epistemic analysis influence the development of moral agency in undergraduate engineering students? Can coupled ethical-epistemic pedagogy in the classroom influence the development of moral agency in undergraduate engineering students? To what degree does variation in instructor and topic influence the efficacy of coupled ethical-epistemic analysis in undergraduate engineering courses? The NSF IUSE: EDU Program 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.

该项目旨在通过促进对工程课程中教授工程伦理的最佳做法的理解来服务于国家利益。它利用哲学，认知设计理论和工程伦理学领域的研究来解决一个紧迫的问题：我们如何更好地装备我们未来的工程师，以道德的方式行事，并了解他们工作的广泛社会影响？该项目旨在培养工程师，他们不仅精通技术，而且更有道德和全球意识。作为该项目的一部分，将在多个工程学科的本科课堂和研究环境中试行新的教育策略。此外，教师还将接受这些方法的培训，以促进涟漪反应，确保该项目的好处远远超出直接的研究团队。今天的工程师在塑造我们的世界和推动创新方面发挥着关键作用。通过培养工程师谁是意识到并与他们的工作道德层面参与，教育工作者有助于创造一个重视和服务于社会利益的劳动力。这项工作的成果将包括新的开源教学工具，培训材料和关于工程伦理教育最佳实践的研究。本项目将哲学领域的伦理-认知分析与认知设计理论领域的反思实践结合到工程教育领域。这个早期阶段的探索性项目将研究在多种环境中利用适应性现有方法（反思实践）以及新方法（耦合伦理认识分析）的有效性。该项目旨在通过测试新方法和确定培养具有广泛道德代理和理解社会相关问题的工程师的潜在机制来填补现有工程伦理教育的空白。在三个任务，这个项目将回答的问题：本科研究使用耦合的伦理认识分析的影响发展的道德机构在本科工程专业的学生？耦合伦理-认知教学法在课堂上是否能影响工科大学生道德能动性的发展？在何种程度上的变化，教师和主题的影响耦合伦理认识分析在本科工程课程的功效？NSF IUSE：EDU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。