CCE STEM: Collaborative Research: Efficacy of Macroethics Education in Engineering

非技术性：该奖项由社会、行为和经济科学局的伦理STEM文化培育计划颁发，由材料研究部的生物材料计划管理。科罗拉多大学博尔德分校、塔夫茨大学和西雅图大学的这个合作项目的目标是评估STEM主题(课堂内外)教授宏观伦理学的各种方式，并确定可供其他人采用的最有效的方法。为了让STEM领域充分发挥其造福社会的潜力，学生必须准备好对该专业面临的伦理问题进行广泛的考虑。既定的行为准则描述了职业行为的标准，但这些标准主要涉及与个别项目相关的个人行为，即所谓的“微观”伦理考量。但是，如果工程和其他STEM领域忽视“宏观”伦理挑战--伦理问题--必须考虑技术的社会影响以及STEM专业的集体责任，那么工程和其他STEM领域就达不到其社会责任。宏观伦理包括可持续发展、贫困和不发达、安全与和平、社会正义、生物伦理、纳米科学和社会责任等问题。STEM学生毕业后对宏观伦理问题的理解程度尚不清楚，需要组织起来。这项研究将首先对美国各地的STEM教师进行大规模调查，然后采访那些有效地使用各种方法教授一系列宏观伦理问题的教师。此外，还将开发一套可供其他国家借鉴的案例研究。确定的最佳做法将通过STEM教育，通过教师培训研讨会和在线资源进行宣传。技术：STEM教育需要为学生解决社会责任和可持续性等宏观伦理问题做好准备。学生毕业后对宏观伦理问题的理解程度尚不清楚，需要组织起来。这项研究的目的是评估在STEM主题中教授宏观伦理学的各种方式，检查不同STEM学科和机构类型之间在教学方法和内容上的差异。宏观伦理教育实践将通过瓦纳苏帕的四领域发展模式进行审查，该模式包括认知和情感结果，以及社会背景的影响。将确定对妇女和少数民族学生进行STEM教育最有吸引力和最成功的方法。研究目标将通过：(1)对伦理教师进行全国调查和有针对性的采访；(2)采用案例研究的方法，根据学生调查和访谈、对学生工作的评分、民族志观察以及对校友的调查/采访，确定有效的宏观伦理教育环境，即伦理教育在其实践中对STEM专题的影响；以及(3)利用类似于国家科学基金会I-Corps-L模式的方法宣传和推广宏观伦理教育的最佳做法。西雅图大学和科罗拉多大学的教师将在教学中采用有效的方法。传播将包括教师研讨会、项目网站和出版物。

Non-Technical: This award by the Cultivating Cultures of Ethical STEM program in the Directorate for Social, Behavioral & Economic Sciences is managed by the Biomaterials program in the Division of Materials Research. The goal of this collaborative project at University of Colorado at Boulder, Tufts University and Seattle University is to evaluate the various ways in which macroethics is taught in STEM topics (both in and out of the classroom), and determine the most effective methods that can then be adopted by others. In order for STEM areas to reach its full potential to benefit society, students must be prepared to engage in broad considerations of the ethical issues that face the profession. Established codes of conduct describe standards for professional behavior, but these largely relate to individual actions associated with individual projects, so-called 'micro'-ethical considerations. But engineering and other STEM areas fall short of its societal duties, if it ignores 'macro'-ethical challenges - ethical issues that must consider societal implications of technology as well as the collective responsibility of the STEM profession. Macroethics includes issues such as sustainability, poverty and underdevelopment, security and peace, social justice, bioethics, nanoscience, and social responsibility. The extent to which STEM students graduate with an understanding of macroethical issues is unclear, and is in need of organization. The research will start with a large survey of STEM faculty across the U.S., followed by interviews of selected faculty who are effectively using a diversity of methods to teach a range of macroethical issues. In addition, a set of case studies that can serve as models for others will be developed. Best practices that are identified will be propagated through STEM education via a faculty training workshop and online resources. Technical: There is a need for STEM education to prepare students to address macroethical issues such as social responsibility and sustainability. The extent to which students graduate with an understanding of macroethical issues is unclear and in need of organization. The goal of this research is to evaluate the various ways in which macroethics is taught in STEM topics, examining variations in pedagogy and content between different STEM disciplines and institution types. Macroethics educational practices will be examined through Vanasupa's Four-Domain Development Model, which includes both cognitive and affective outcomes, as well as the impact of social context. The methods that are most appealing and successful for educating women and minority students in STEM will be determined. The research goals will be achieved through: (1) a national survey and targeted interviews of ethics instructors; (2) a case study approach to identify effective macroethical instruction settings based on student surveys and interviews, rubric assessment of student work, ethnographic observations, and surveys/interviews with alumni regarding the impacts of ethics education in their practice of STEM topics; and (3) propagate and scale the best practices of macroethics education using approaches similar to that of NSF's I-Corps-L model. Instructors at Seattle University and the University of Colorado will adapt effective methods in their teaching. Dissemination will include a faculty workshop, project website, and publications.