Canary, H. E., & Herkert, J. R., & Ellison, K., & Wetmore, J. M. (2012, June), Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21691

\bibitem{asee_peer_21691}
  Canary, H. E., \& Herkert, J. R., \& Ellison, K., \& Wetmore, J. M. (2012, June), \emph{Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21691

Heather E. Canary, Joseph R. Herkert, Karin Ellison, and Jameson M. Wetmore.  "Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21691 Internet.  14 Jan, 2025

\bibitem{asee_peer_21691}
  Heather E. Canary, Joseph R. Herkert, Karin Ellison, and Jameson M. Wetmore.
  "Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21691 Internet.  14 Jan, 2025

@INPROCEEDINGS{asee_peer_21691
author = "Heather E. Canary, Joseph R. Herkert, Karin Ellison, and Jameson M. Wetmore"
title = "Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21691}
number = {10.18260/1-2--21691}
}

TY  - CPAPER
AB  -     Microethics and Macroethics in Graduate Education for Scientists and         Engineers: Developing and Assessing Instructional ModelsWhile 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 mosteffective models for ensuring that their students internalize professional values and make thempart of their scientific and technical practices. This paper will report on a three year researchproject to develop and assess four different instructional models that introduce and educatescience 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 scientistshave been few. To be effective such efforts require incorporation of interdisciplinary conceptsand methods drawn from such fields as science and technology studies and applied ethics. Thefour models included in the project are: 1) a standalone course on societal implications of scienceand engineering; 2) micro- and macroethics material embedded in a required science course; 3) ahybrid online/face-to-face course on responsible conduct of research; and 4) engaging ethics inthe lab. In the paper we discuss development of the course models and assessment results.Assessment included comparisons of gains in knowledge of relevant standards, ethicalsensitivity, and ethical reasoning between the various instructional models as well as with acontrol group of students who did not participate in any of the instructional models. Measureswere also taken of classroom dynamics to identify any instructor effects on outcomes and toidentify associations between classroom communication processes and ethics instructionoutcomes. Results are discussed in terms of best practices that may be incorporated into variousprogram and course types.
AU  - Heather E. Canary
AU  - Joseph R. Herkert
AU  - Karin Ellison
AU  - Jameson M. Wetmore
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models
UR  - https://peer.asee.org/21691
DO  - 10.18260/1-2--21691
ER  -