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I NTEGRATING M ICROETHICS AND M ACROETHICS IN G RADUATE S CIENCE AND E NGINEERING E DUCATION Joseph Herkert Karin Ellison Heather Canary and Jameson Wetmore Slide 2 Integrating Microethics and Macroethics in Graduate Science and Engineering Education: Development and Assessment of Instructional Models NSF/EESE #0832944 Develop integrated learning objectives for graduate students Apply learning objectives in four educational models Assess student learning Share knowledge and materials Slide 3 Project Team Joseph Herkert, ASU, PI Heather Canary, Utah, Co-PI Karin Ellison, ASU, Co-PI Jameson Wetmore, ASU, Co-PI JoAnn Williams, ASU Ira Bennett, ASU Brad Allenby, ASU Jonathan Posner, ASU Joan McGregor, ASU Dave Guston, ASU Consultants Deborah Johnson, Virginia Rachelle Hollander, NAE Nick Steneck, Michigan Advisory Council Kristen Kulinowski, Rice Dean Nieusma, RPI Sarah Pfatteicher, Wisconsin Karl Stephan, Texas State Slide 4 Coordination Workshop Feb 2009 Consultants presented background of grad education in science and engineering ethicsConsultants presented background of grad education in science and engineering ethics ASU team members presented four modelsASU team members presented four models DiscussionsDiscussions Issues and outcomes Issues and outcomes Pedagogy Pedagogy Assessment models Assessment models Slide 5 Four Educational Models Stand-alone courseStand-alone course Technical course with embedded ethics contentTechnical course with embedded ethics content Online/Classroom hybridOnline/Classroom hybrid Lab group engagementLab group engagement Slide 6 Fundamentals of Biological Design Micro- and macroethical content included in a required technical course for scientists and engineersMicro- and macroethical content included in a required technical course for scientists and engineers Ethics introduced in context with other professional knowledge and skillsEthics introduced in context with other professional knowledge and skills Model takes advantage of learning opportunities as they ariseModel takes advantage of learning opportunities as they arise Slide 7 Introduction to RCR in the Life Science Classroom/Online HybridClassroom/Online Hybrid One-credit courseOne-credit course Required for some life science graduate studentsRequired for some life science graduate students Taught every other semesterTaught every other semester Students prepare using online materialsStudents prepare using online materials CITI Program RCR modules CITI Program RCR modules ASU, The Humane Care and Use of Laboratory Animals ASU, The Humane Care and Use of Laboratory Animals NIH, "Protecting Human Research Participants." NIH, "Protecting Human Research Participants." Classroom sessions focus on case analysis and discussionClassroom sessions focus on case analysis and discussion Slide 8 Science Policy for Scientists and Engineers Stand-alone courseStand-alone course One-creditOne-credit Meets CHM 501 requirementMeets CHM 501 requirement Taught every semesterTaught every semester Topic and focus change each semesterTopic and focus change each semester Called science policy for scientists and engineers to enhance the macroethical content and avoid student and advisor biases toward the E(thics) wordCalled science policy for scientists and engineers to enhance the macroethical content and avoid student and advisor biases toward the E(thics) word Students choose half of the readings to ensure coverage of timely topics of interestStudents choose half of the readings to ensure coverage of timely topics of interest Slide 9 Lab Group Engagement Goal: To create a place where expertise from various fields can be exchanged, discussed, debated, and shared; will create an environment where both ethicists and scientists learn more about the ethics of emerging technologies. Three Research Questions 1.Will this method provide an opportunity to help scientists and engineers understand the ethical and social implications of their work? 2.Will this method empower those who shape the direction of innovation to reflect on the social implications of their work? 3.Can ethicists gain access to information in laboratories about future technologies that are not readily available in other places? Slide 10 Assessment Fall 2009 - Spring 2011Fall 2009 - Spring 2011 Embedded Model (N = 21) Stand-Alone Model (N = 14) Hybrid Model (N = 20) Lab Model (N = 2; excluded from analysis) Control Group (N = 26) Study-specific outcome measures for: data management, conflicts of interest, sustainability, military researchStudy-specific outcome measures for: data management, conflicts of interest, sustainability, military research - Knowledge of relevant standards - Ethical sensitivity - Ethical reasoning Existing measures of moral reasoning Engineering and Science Issues Test (ESIT), Borenstein, Kirkman & Swann, 2005 Moral Judgment Test (MJT), Lind, 2002 Student-instructor communication (post test only)Student-instructor communication (post test only) Slide 11 Knowledge of Relevant Standards Summed Scale; Possible Range = 0 16Summed Scale; Possible Range = 0 16 Increase from pretest to posttest, experimental groups:Increase from pretest to posttest, experimental groups: t(54) = 5.02, p