EESE: University of Kansas Initiative on Ethics Education in Science and Engineering (KUI-EESE)

本奖项由科学与工程伦理教育项目（NSF 06-524）资助。智力优势：道德行为是工程和科学研究、设计和实践的卓越标志。虽然这些领域的研究生课程通常强调程序伦理行为，科学家和工程师通常在日常研究中遵守伦理实践原则，但很少有人接受正式的伦理培训，使他们能够在与研究相关的设计和决策过程中遇到往往微妙的伦理复杂性。更罕见的是指出最有效的教育模式或提供这种关键培训的模式的数据。堪萨斯大学科学与工程伦理教育倡议（KUI-EESE）汇集了伦理学专家、教育家和科学与工程研究生，以及与学习方法相关的最佳实践，以开发各种研究生水平的伦理教育课程。这些正在堪萨斯大学、堪萨斯州立大学和密苏里大学堪萨斯城分校的研究生科学和工程项目中广泛实施。我们正在评估各种类型和组合课程的有效性，以阐明和推广最佳做法，并加深我们对高等教育机构如何开展工作，以加深对毕业生道德行为和决策的理解。这些方法包括标准的研究生水平的道德概念接触，注册新的独立课程，注册新的嵌入式课程，以及通过KUI-EESE开发的独立和嵌入式课程的双重注册。通过外部测量（范德比尔特大学负责任的研究行为基线评估工具）和内部测量（定义问题测试，May的道德评估量表和教师制作的课程作品集分析）的结合，正在研究生中测量基准道德理解，并与参加过一个或多个KUI-EESE教育计划的学生进行比较。更广泛的影响：KUI-EESE的制定是为了确保吸取的经验教训不仅得到广泛传播，而且具有高度的可移植性。多机构设计为主要研究人员提供了可以跨机构推广的数据，并用于加强项目的重点，以既可行又具有成本效益的方式加强现有机构在研究生道德教育方面的努力。目前正在使用一项多方面的传播计划，在各参与机构的校园内外广泛传播这项工作的成果。该计划包括建立一个基于网络的道德资源交流中心；创建在线教师社区，分享与研究生道德教育有关的想法、问题和成功经验；鼓励教师在各自的专业会议和各自的专业期刊上介绍他们与项目有关的工作；建立一个多机构的教师和学生道德研讨会；创建一个新的跨学科教师论坛，传播跨学科的思想和策略。

This award is made under Ethics Education in Science and Engineering (NSF 06-524). Intellectual Merit: Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While graduate programs in these areas routinely emphasize procedural ethical conduct, and scientists and engineers generally observe the principles of ethical practice in their everyday research, few receive the formal ethics training that would enable them to navigate through the often subtle ethical complexities that they encounter in the design and decision-making processes related to their research. Even more rare are data that point to the most effective educational model or models for providing such critical training. The University of Kansas Initiative on Ethics Education in Science and Engineering (KUI-EESE) is bringing together experts in ethics, educators, and graduate students in the sciences and engineering, and best practices related to learning methodologies to develop a variety of graduate level ethics education courses. These are being implemented broadly in graduate science and engineering programs at the University of Kansas, Kansas State University, and University of Missouri-Kansas City. The effectiveness of various types and combinations of courses is being assessed in order to articulate and promote best practices and enhance our understanding as to how institutions of higher education can work to produce a deeper understanding of ethical conduct and decision-making in their graduates. These approaches include standard graduate-level exposure to ethical concepts, enrollment in a new stand-alone course, enrollment in a new embedded course, and dual enrollment in stand-alone and embedded courses developed through KUI-EESE. Through a combination of external measures (Vanderbilt University's Responsible Conduct of Research Baseline Assessment Tool) and internal measures (Defining Issues Test, May's Moral Evaluation Scales, and analysis of instructor-produced course portfolios), benchmark ethical understanding is being measured among graduate students and compared with students who have participated in one or more of the KUI-EESE educational initiatives. Broader Impacts: KUI-EESE has been developed to ensure that the lessons learned are not only widely disseminated, but also highly portable. The multi-institution design is providing the principal investigators with data that can be generalized across institutions and used to reinforce the project's focus upon enhancing existing institutional efforts in graduate ethics education in ways that are both feasible and cost-effective. A multifaceted dissemination plan is being used to broadly disseminate the results of this work across the respective campuses of participating institutions and beyond. This plan includes the development of a web-based ethics resource clearinghouse; the creation of an on-line faculty community for sharing ideas, questions, and successes related to graduate ethics education; the encouragement of faculty to present their work with the project at their respective professional conferences and in their respective professional journals; the creation of a multi-institutional Faculty and Student Ethics Colloquium; and the creation of a new interdisciplinary faculty forum for the dissemination of ideas and strategies across academic disciplines.