Engaged student learning through coupled ethical-epistemic pedagogy.

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，为国家利益服务。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：我们如何才能更好地装备我们未来的工程师，使其能够以道德的方式行事，并理解他们工作的广泛社会影响？该项目旨在培养不仅精通技术，而且更有道德和全球意识的工程师。作为该项目的一部分，将在本科课堂和跨多个工程学科的研究环境中试行新的教育策略。此外，教职员工还将接受这些方法的培训，以促进连锁反应，确保该项目的好处远远超出直接研究团队的范围。今天，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。通过培养了解并参与其工作的伦理层面的工程师，教育工作者为创造一支重视并服务于社会利益的劳动力队伍做出了贡献。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做法的研究。本项目将哲学领域的伦理学-认识论分析和认知设计理论领域的反思实践引入工程教育领域。这个早期的探索性项目将研究在多种环境中利用适应的现有教学方法(反思性实践)和新的方法(结合伦理-认知分析)的有效性。该项目旨在通过测试新的方法和确定潜在的机制来填补现有工程伦理教育的空白，以培养具有广泛道德机构和对社会相关问题的理解的工程师。通过三项任务，该项目将回答以下问题：使用伦理-认知耦合分析进行的本科生研究是否会影响工科本科生道德代理的发展？课堂伦理-认知耦合教学法能否影响工科本科生道德中介的发展？教师和主题的差异在多大程度上影响工科本科课程伦理-认知耦合分析的效果？NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景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优势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 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.