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Integrating and Assessing Ethics Education for Science and Engineering Graduate Students

Engineering Ethics, Responsible Conduct of Research (RCR), and Science and Technology Studies (STS). Integrating and Assessing Ethics Education for Science and Engineering Graduate Students. Karin Ellison and Joe Herkert Presented at APPE March 7, 2009. The Project.

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Integrating and Assessing Ethics Education for Science and Engineering Graduate Students

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  1. Engineering Ethics, Responsible Conduct of Research (RCR), and Science and Technology Studies (STS) Integrating and Assessing Ethics Education for Science and Engineering Graduate Students Karin Ellison and Joe Herkert Presented at APPE March 7, 2009

  2. The Project • “Integrating Microethics and Macroethics in Graduate Science and Engineering Education” • NSF/EESE #0832944 • 10/2008-9/2011

  3. Project Team Joseph Herkert (Ethics & Technology), PI Heather Canary (Communication), Co-PI Karin Ellison (Biology & Society), Co-PI Jameson Wetmore (STS), Co-PI Other ASU senior personnel (6) Consultants (3) Advisory board (4)

  4. Project Overview • Develop integrated learning objectives for graduate students • Apply learning objectives in four educational models • Assess student learning • Share knowledge and materials

  5. Project Overview • Develop integrated learning objectives for graduate students • Apply learning objectives in four educational models • Assess student learning • Share knowledge and materials

  6. Integrated Learning Objectives • Microethics and macroethics • Science and engineering • Coordination workshop • February 26-28, 2009

  7. Preliminary Workshop Reflections: Learning Objectives • Microethical content • Individual decisions • Focus on professional norms & actual practices • Macroethical content • Group/collective action • Focus on socio-technical systems • Integration • Context • Institutions • Themes (e.g. data management, nanotechnology)

  8. Project Overview • Develop integrated learning objectives for graduate students • Apply learning objectives in four educational models • Assess student learning • Share knowledge and materials

  9. Educational Models • Stand alone course • Technical course with embedded ethics content • Online modules • Facilitated lab group discussions

  10. Embedded Model • Micro- and macroethical content is included in a required technical course for scientists and engineers. • Ethics is placed in context with other professional knowledge and skills. • Model takes advantage of learning opportunities as they arise. • Piloted in Fall 2008

  11. Embedded Model • Fundamentals of Biological Design • 9 credit hours in Fall semester • Meets 3 hours/day, 5 days/week • Covers key concepts in the biological sciences, physical sciences and engineering • Organized by modules • Taught by invited speakers • Discusses ongoing research projects • presymptomatic disease detection (Doc-in-a-Box) • renewable biofuels (Tubes in the Desert)

  12. Embedded Model • Macroethics • Ira Bennett, course instructor • Introduces discussion of societal impacts into technical sessions • Available to students as macroethics resource • Microethics • Karin Ellison, speaker • RCR module

  13. Embedded Model: Macroethics • Students sought more in-depth explanations of the ethical dimensions of science from Bennett. • Students developed the capacity to ask questions of the module speakers about social, ethical and political aspects of their work. • Three of the students expressed interest in working with CSPO and CNS. • Biological Design faculty and staff formed new collaborations with CSPO and CNS.

  14. Embedded Model: Microethics • High quality contributions • Adopted student contributions for future semesters • Thoughtful response papers • Context-specific discussions • Mentorship • Data management, Conflicts of interest • Synergies with macroethical content • “Science as a profession”

  15. Project Overview • Develop integrated learning objectives for graduate students • Apply learning objectives in four educational models • Assess student learning • Share knowledge and materials

  16. Assessment • Moral judgment maturity • Moral Judgment Test (MJT), Lind, 2002 • Ethical sensitivity in S&T • Engineering and Science Issues Test (ESIT), Borenstein, Kirkman, & Swann, 2005 • Study-specific outcome measures • Student-instructor communication (posttest only)

  17. Preliminary Workshop Reflections: Assessment • Multiple perspectives on assessment methods • Consider qualitative assessment • Areas for assessment • Thinking skills • Context, complexity, ambiguity, agency • Professional skills • Norms, history, RCR, socio-technical systems • Personal skills • Listening, communicating, agency

  18. Project Overview • Develop integrated learning objectives for graduate students • Apply learning objectives in four educational models • Assess student learning • Share knowledge and materials

  19. Dissemination • Web site • Results Dissemination Workshop • Spring 2011 • ASU senior personnel (10) • Consultants (3) • Advisory board (4) • Participants from other institutions (8-10)

  20. Thanks! • National Science Foundation • Arizona State University • Biological Design Ph.D. Program • Center for Biology and Society • Center for Nanotechnology and Society • Consortium for Science, Policy & Outcomes

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