Microethics and macroethics in graduate education for scientists and engineers

Developing and assessing instructional models

Heather E. Canary, Joseph R. Herkert, Karin Ellison, Jameson Wetmore

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Citations (Scopus)

Abstract

While the government and the public look to universities to educate students in research ethics, those who teach ethics to science and engineering graduate students still struggle to find the most effective models for ensuring that their students internalize professional values and make them part of their scientific and technical practices. (1) This paper will report on a four year research project to develop and assess four different instructional models that introduce and educate science and engineering graduate students to the micro-and macroethical issues in their work. Efforts at integrating micro-and macroethics in graduate education of engineers and scientists have been few. To be effective such efforts require incorporation of interdisciplinary concepts and methods drawn from such fields as science and technology studies and applied ethics. The four models included in the project are: 1) a standalone course on societal implications of science and engineering; 2) micro-and macroethics material embedded in a required science course; 3) a hybrid online/face-to-face course on responsible conduct of research; and 4) engaging ethics in the lab. In the paper we discuss development of the course models and assessment results of students' knowledge of relevant standards, ethical sensitivity, and ethical reasoning, as well as student-instructor communication.

Original languageEnglish (US)
Title of host publication119th ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
ISBN (Print)9780878232413
StatePublished - 2012
Event119th ASEE Annual Conference and Exposition - San Antonio, TX, United States
Duration: Jun 10 2012Jun 13 2012

Other

Other119th ASEE Annual Conference and Exposition
CountryUnited States
CitySan Antonio, TX
Period6/10/126/13/12

Fingerprint

Education
Students
Engineers
Communication

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Canary, H. E., Herkert, J. R., Ellison, K., & Wetmore, J. (2012). Microethics and macroethics in graduate education for scientists and engineers: Developing and assessing instructional models. In 119th ASEE Annual Conference and Exposition American Society for Engineering Education.

Microethics and macroethics in graduate education for scientists and engineers : Developing and assessing instructional models. / Canary, Heather E.; Herkert, Joseph R.; Ellison, Karin; Wetmore, Jameson.

119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 2012.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Canary, HE, Herkert, JR, Ellison, K & Wetmore, J 2012, Microethics and macroethics in graduate education for scientists and engineers: Developing and assessing instructional models. in 119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 119th ASEE Annual Conference and Exposition, San Antonio, TX, United States, 6/10/12.
Canary HE, Herkert JR, Ellison K, Wetmore J. Microethics and macroethics in graduate education for scientists and engineers: Developing and assessing instructional models. In 119th ASEE Annual Conference and Exposition. American Society for Engineering Education. 2012
Canary, Heather E. ; Herkert, Joseph R. ; Ellison, Karin ; Wetmore, Jameson. / Microethics and macroethics in graduate education for scientists and engineers : Developing and assessing instructional models. 119th ASEE Annual Conference and Exposition. American Society for Engineering Education, 2012.
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