EESE: A multidimensional and dynamic ethics education paradigm spanning the science career

EESE：跨越科学职业的多维动态伦理教育范式

• 批准号: 1237590
• 负责人: Rochelle Tractenberg
• 金额: $ 29.89万
• 依托单位: Georgetown University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1237590&HistoricalAwards=false
• 关键词: EESE; multidimensional; dynamic; ethics; education

The dominant method for ensuring ethical conduct of research among scientists is to teach students formal rules and require them to take a test. This method may be insufficient to support ethics competency throughout an entire scientific career. Using a new framework for career-spanning ethical development - the Mastery Rubric (MR) for the responsible conduct of research (MR-RCR)- this research project addresses that gap, encouraging Ph.D.scientists to gain skills and mastery in ethical research practices throughout their career. In the MR-RCR framework, individuals are taught, and given opportunities to practice and demonstrate, ethical reasoning skills that underpin research integrity and RCR. MR encourages individuals to monitor their own development, so that they know to seek multiple opportunities to learn, practice, and demonstrate their mastery of the specific components of the RCR training objectives. More specifically, to establish and continually augment RCR training and knowledge, scientists create portfolios that can result in certification of journeyman- and master-level skill. The method also supports concrete evaluation and improvement of training opportunities and their consistency with learning objectives, and includes opportunities for mentorship that provide means of cementing communities of ethically-trained scientists. Established standard-setting approaches are used to create test evidence for validation by a team of content experts to estimate reliability and drift in ratings of portfolio evidence. The central theoretical contribution of this project is that it situates responsible conduct of research and ethical action in collective and individual reflective teaching and learning. This framework has the potential to transform ethics scholarship, as well as ethics training, by emphasizing purposeful and reflective development throughout the career, and to encourage self-regulation by making developmental objectives and performance criteria explicit. The results are disseminated to sixty multi-institutional research centers, including historically black colleges and universities, to professional associations, via publications.

确保科学家研究道德行为的主要方法是教学生正式规则并要求他们参加测试。这种方法可能不足以支持整个科学生涯中的道德能力。该研究项目使用跨职业道德发展的新框架——负责研究行为的掌握标准（MR）（MR-RCR）——解决了这一差距，鼓励博士科学家获得道德研究的技能和掌握整个职业生涯中的实践。在 MR-RCR 框架中，个人接受道德推理技能的教育，并有机会练习和展示支撑研究诚信和 RCR 的道德推理技能。 MR 鼓励个人监控自己的发展，以便他们知道寻求多种机会来学习、练习和展示他们对 RCR 培训目标的具体组成部分的掌握。更具体地说，为了建立并不断增强 RCR 培训和知识，科学家创建了可以获得熟练工和大师级技能认证的组合。该方法还支持对培训机会及其与学习目标的一致性进行具体评估和改进，并包括指导机会，以提供巩固受过道德培训的科学家群体的手段。既定的标准制定方法用于创建测试证据，由内容专家团队进行验证，以估计投资组合证据评级的可靠性和漂移。该项目的核心理论贡献在于，它将负责任的研究行为和道德行为置于集体和个人反思性教学中。该框架有可能通过强调整个职业生涯中有目的和反思性的发展来改变道德学术和道德培训，并通过明确发展目标和绩效标准来鼓励自我监管。研究结果通过出版物传播给六十个多机构研究中心，包括历史悠久的黑人学院和大学，以及专业协会。