Ethics Education in Science Engineering program, National Science Foundation Interdisciplinary...
-
Upload
august-richards -
Category
Documents
-
view
214 -
download
0
description
Transcript of Ethics Education in Science Engineering program, National Science Foundation Interdisciplinary...
Ethics Education in Science & Engineering program, National Science Foundation
Interdisciplinary Project Team: Joe Herkert, PI, Engineering Ethics Heather Canary, Co-PI, Communication Karin Ellison, Co-PI, Biology & Society Jamey Wetmore, Co-PI, Science, Technology &
Society How do we integrate education about “micro”
ethics (individual responsibilities) with education about “macro” ethics (social responsibilities of a profession, field, or discipline)?
Four Goals of Ethics Education (Davis, 2006): Increased ethical sensitivity Increased knowledge of relevant standards of
conduct Improved ethical judgment Improved ethical will-power
Four Instructional Models: Stand-alone 1-credit course Embedded units in 9-credit required course Hybrid course Lab engagement model
How do we best meet goals? Compare outcomes across instructional models
How do we find out what differs across instructional models? Constant observation of all four models across
time not possible Syllabi and course structure indicate one type of
difference Student outcomes are measure of efficacy but
not of different processes Student reflections about process best indicator
of how models differ
Quantitative Measures: Instructor Argumentativeness Instructor Verbal Aggressiveness Out of Class Communication Classroom Communication Climate
Qualitative Assessments: How view role in society as scientist/engineer
(pretest & posttest comparison) Most memorable topic/discussion (details) Identify & evaluate ways ethics/social
responsibility presented (details) How relevant were these discussions, why? How valuable were these discussions, why?
Ethics education is an inter-disciplinary concern
Fostering ethics discussions requires being situated in professional context
Predict that student outcomes are related to classroom dynamics
Content-specific discussions regarding micro & macro concerns garner student interest