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 “Integrating Microethics and Macroethics in Graduate Science and Engineering Education”“Integrating Microethics and Macroethics in Graduate Science and Engineering Education” NSF/EESE # NSF/EESE # /2008-9/201110/2008-9/2011

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)

Project Overview Develop integrated learning objectives for graduate studentsDevelop integrated learning objectives for graduate students Apply learning objectives in four educational modelsApply learning objectives in four educational models Assess student learningAssess student learning Share knowledge and materialsShare knowledge and materials

Project Overview Develop integrated learning objectives for graduate studentsDevelop integrated learning objectives for graduate students Apply learning objectives in four educational modelsApply learning objectives in four educational models Assess student learningAssess student learning Share knowledge and materialsShare knowledge and materials

Integrated Learning Objectives Microethics and macroethicsMicroethics and macroethics Science and engineeringScience and engineering Coordination workshopCoordination workshop –February 26-28, 2009

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

Project Overview Develop integrated learning objectives for graduate studentsDevelop integrated learning objectives for graduate students Apply learning objectives in four educational modelsApply learning objectives in four educational models Assess student learningAssess student learning Share knowledge and materialsShare knowledge and materials

Educational Models Stand alone courseStand alone course Technical course with embedded ethics contentTechnical course with embedded ethics content Online modulesOnline modules Facilitated lab group discussionsFacilitated lab group discussions

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

Embedded Model Fundamentals of Biological DesignFundamentals 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)

Embedded Model MacroethicsMacroethics –Ira Bennett, course instructor –Introduces discussion of societal impacts into technical sessions –Available to students as macroethics resource MicroethicsMicroethics –Karin Ellison, speaker –RCR module

Embedded Model: Macroethics Students sought more in-depth explanations of the ethical dimensions of science from Bennett.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.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.Three of the students expressed interest in working with CSPO and CNS. Biological Design faculty and staff formed new collaborations with CSPO and CNS.Biological Design faculty and staff formed new collaborations with CSPO and CNS.

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

Project Overview Develop integrated learning objectives for graduate studentsDevelop integrated learning objectives for graduate students Apply learning objectives in four educational modelsApply learning objectives in four educational models Assess student learningAssess student learning Share knowledge and materialsShare knowledge and materials

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

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

Project Overview Develop integrated learning objectives for graduate studentsDevelop integrated learning objectives for graduate students Apply learning objectives in four educational modelsApply learning objectives in four educational models Assess student learningAssess student learning Share knowledge and materialsShare knowledge and materials

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

Thanks! National Science FoundationNational Science Foundation Arizona State UniversityArizona State University Biological Design Ph.D. ProgramBiological Design Ph.D. Program Center for Biology and SocietyCenter for Biology and Society Center for Nanotechnology and SocietyCenter for Nanotechnology and Society Consortium for Science, Policy & OutcomesConsortium for Science, Policy & Outcomes