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

CCE STEM：合作研究：工程宏观伦理教育的功效

• 批准号: 1755390
• 负责人: Angela Bielefeldt
• 金额: $ 4.16万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-18 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1755390&HistoricalAwards=false
• 关键词: CCE; STEM; Collaborative; Research; Efficacy

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.

非技术性：社会，行为和经济科学局中伦理STEM计划的培养文化的奖项由材料研究部的生物材料计划管理。在科罗拉多大学博尔德大学，塔夫茨大学和西雅图大学的合作项目的目标是评估宏观伦理学在STEM主题中教授宏观伦理学的各种方式（无论是在课堂上还是在课堂上），并确定最有效的方法然后被别人采用。为了使STEM领域充分利用社会的潜力，学生必须准备对面临该职业面临的道德问题进行广泛考虑。既定的行为守则都描述了专业行为的标准，但这些标准与所谓的“微观”伦理考虑有关。 但是，如果工程和其他STEM领域的社会职责却不属于其社会职责，那么如果它忽略了“宏观”伦理挑战 - 必须考虑技术的社会影响以及STEM专业的集体责任的道德问题。 宏观伦理学包括可持续性，贫困和欠发达，安全与和平，社会正义，生物伦理学，纳米科学和社会责任等问题。 STEM学生对宏观伦理问题的了解的程度尚不清楚，并且需要组织。这项研究将从美国各地的STEM教师进行大规模调查开始，然后对选定的教师进行采访，这些教师实际上使用多种方法来教授一系列宏观人道问题。 此外，还将开发一组可以作为他人模型的案例研究。 确定的最佳实践将通过STEM教育通过教师培训研讨会和在线资源来传播。 技术：STEM教育需要使学生准备解决诸如社会责任和可持续性之类的宏观伦理问题。学生对宏观伦理问题的了解的程度尚不清楚，需要组织。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，研究教学法和不同STEM学科和机构类型之间的内容的差异。宏观伦理学的教育实践将通过Vanasupa的四域开发模型进行检查，该模型包括认知和情感成果，以及社会环境的影响。对于在STEM中教育妇女和少数族裔学生的最吸引人和成功的方法将得到确定。研究目标将通过：（1）全国调查和针对道德讲师的针对性访谈； （2）一种案例研究方法，以根据学生的调查和访谈，学生工作的标题评估，人种学观察评估以及与校友有关道德教育在其STEM主题实践中的影响； （3）使用与NSF的I-Corps-L模型相似的方法传播和扩展宏观伦理学教育的最佳实践。西雅图大学和科罗拉多大学的讲师将在其教学中适应有效的方法。传播将包括教师研讨会，项目网站和出版物。