Asee peer logo

Microethics and Macroethics in Graduate Education for Scientists and Engineers: Developing and Assessing Instructional Models

Download Paper |

Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Professional Issues in Ethics Education

Tagged Division

Engineering Ethics

Page Count

16

Page Numbers

25.934.1 - 25.934.16

DOI

10.18260/1-2--21691

Permanent URL

https://peer.asee.org/21691

Download Count

100

Request a correction

Paper Authors

biography

Heather E. Canary University of Utah

visit author page

Heather E. Canary (Ph.D., Arizona State University, 2007) is Assistant Professor in the Department of Communication at the University of Utah. Her work appears in The International Encyclopedia of Communication and Communication and Organizational Knowledge: Contemporary Issues for Theory and Practice. She has published articles in the American Journal of Public Health, Communication Education, Health Communication, the Journal of Applied Communication Research, the Journal of Business Ethics, and Management Communication Quarterly, among other scholarly journals. Canary is Co-principal Investigator for two inter-disciplinary projects of graduate ethics education, funded by the National Science Foundation. Her other research foci include organizational and family communication, particularly as those processes co-influence each other in contexts of disability, health, and public policies.

visit author page

biography

Joseph R. Herkert Arizona State University

visit author page

Joseph R. Herkert, D.Sc., P.E., is Lincoln Associate Professor of ethics and technology in the School of Letters and Sciences and the Consortium for Science, Policy & Outcomes at Arizona State University. He has taught engineering ethics and related courses for nearly 25 years. His work on engineering ethics has appeared in engineering, law, social science, and applied ethics journals. Herkert is the Past Editor of IEEE Technology & Society and a founding Associate Editor of Engineering Studies. He is the current Chair of the ASEE Liberal Education/Engineering and Society Division and a Distinguished Life Member of the Executive Board of the National Institute for Engineering Ethics.

visit author page

author page

Karin Ellison Arizona State University

author page

Jameson M. Wetmore Arizona State University

Download Paper |

Abstract

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.

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015