NSF EEA Handout Cover - TTUaln.coe.ttu.edu/ethics/document/NSF EEA Handout for Posting_Lawson … · January 31 ‐ February 2, 2010 ... For Questions about the poster sessions, abstracts,

IHEEP Conference Ethics Handout Page 9

Workshop Handout

Designing Online Ethics Instruction Modules for Graduate Engineering Students NSF Engineering Education Awardees Conference Reston, Virginia January 31 ‐ February 2, 2010

2010

William D. Lawson, P.E., Ph.D. Byron P. Newberry, Ph.D., P.E.

Monica Matzner, M.Ed. Katherine A. Austin, Ph.D.

Continuing & Professional Education @ Virginia Tech

For information, handouts, and best poster winners from previous NSF Engineering Education Awardees Conferences, please visit http://www.vtecc.eng.vt.edu/2009_NSF_Awardees/

Welcome | Agenda | Speakers | Travel | Area Information | Abstract Submission | Registration

This National Science Foundation Engineering Education Programs Awardees Conference is a meeting of current PIs from Innovations in Engineering Education, Curriculum, and Infrastructure (IEECI), engineering Research Experiences for Undergraduates (REU), Research Experiences for Teachers (RET), Engineering Education Programs (EEP), Faculty Early Career (CAREER); Nanotechnology Undergraduate Education (NUE) in Engineering, and Bioengineering and Bioinformatics Summer Institutions (BBSI). Engineering deans, department heads, and center directors are also invited to share in the exciting results of this research. The meeting is being managed by Virginia Tech's Department of Engineering Education on behalf of NSF and will be held at the Hyatt Reston in Reston, Virginia.

The objectives of this NSF-Engineering Education grantees meeting are:

To further develop networks of researchers and practitioners in engineering education. To share ideas and best practices within Engineering Education-funded initiatives. To better equip PIs and coordinators to disseminate and publish their work, assess educational projects, recruit and retain students from underrepresented groups, and report progress to NSF. To answer program-specific questions for PIs and coordinators. To stimulate new approaches and solutions to engineering education problems.

Contact Information

For Questions about the poster sessions, abstracts, or related conference program information: Mary Papadopoulos Email: [email protected]

For Questions about Registration: Dinah Girma Program Registrar Continuing and Professional Education Email: [email protected]

General Questions: Donna Raines Program Manager Continuing and Professional Education Email: [email protected]

For More information Contact: Lisa McNair Department of Engineering Education 327 Randolph Hall (0218) Blacksburg, VA 24061 Email: [email protected]

Page 1 of 1NSF Engineering Education Awardees Conference - January 31-February 2, 2010 - Hyatt ...

2/22/2010http://www.cpe.vt.edu/eensf/index.html

“Designing Online Ethics Instruction Modules for Graduate Engineering Students”

February 1, 2010NSF Engineering Education Awardees Conference

Virginia Tech University, Reston VA

Lawson, Newberry, Matzner, Austin 1

William D. Lawson, P.E., Ph.D.Department of Civil and Environmental Engineering

Texas Tech University

Byron P. Newberry, Ph.D., P.E.Department of Engineering

Baylor University

Monica Matzner, M.Ed.Texas Tech University

Katherine A. Austin, Ph.D.Department of Psychology/Information Technology Division

Texas Tech University





Undergraduate level: a lot of work in recent yearsABET incentive: develop an “understanding of gprofessional and ethical responsibility”

Challenges for undergraduate ethics instructionFinding room in the curriculumHaving adequate instructional resourcesFinding faculty with the preparation/interest/incentive to teach the subject

Graduate level: not as much work has been done Not the same ABET incentiveCurricula more narrowly focused

Impact on undergraduate educationGrad students are the next generation of faculty Grad students are the next generation of faculty teaching undergrads

Impact on the engineering professionGrad students are the next generation of leaders in industry, government, and academia

Impact on researchA i h NSF i h f i i Agencies, such as NSF, are in the process of increasing their requirements for ethics training for participants in sponsored research, of whom graduate students comprise a large percentage.





Support from academic leadershipwhat are the incentives to put ethics in the curriculum?what are the incentives to put ethics in the curriculum?

Delivery mode(s)where, when, and how will it be taught and by whom?what is displaced?

Contentwhat specific topics should be taught?

Demographicsin contrast to the undergraduate level, international students comprise approximately half the student body





Variation in exposure to professional ethics at the undergraduate level. gDiversity of cultural normsDiversity of professional norms

What core components should be included in professional ethics instruction for engineering graduate students?g





A mix of professional practice and research ethicsStarted with broad transcultural principles which Started with broad, transcultural principles, which were then illustrated by norms specific to work in the United StatesTopics:

• Codes of Ethics• Protecting Life &

• Fairness• Conflict of Interest

Welfare• Competence• Honesty

• Intellectual Property & Plagiarism

• Data Integrity





Preparing for theNext Generation of Students

K-12 Use of Technology i th U it d St tin the United States

State standards for students include technology

State tests students on technology

State has established a virtual school

State offers computer-based assessments

National Center for Education Statistics, U.S. Department of Education Institute of Education Sciences, 2009

technology

50 1 29 36





eMarketer, JUNE 2009 TEEN ADVERTISING STUDY

The Nielsen Company, 2009





Teen Social Networking

••5151% % check their sites more than once a day.check their sites more than once a day.

••2222% % check their sites more than 10 times a check their sites more than 10 times a day.day.

••2424% have hacked into someone else's social % have hacked into someone else's social t ki tt ki tnetworking account.networking account.

COMMON SENSE MEDIA, POLL OF SOCIAL NETWORKING InCOMMON SENSE MEDIA, POLL OF SOCIAL NETWORKING In TEENS TEENS (Aug 2009)(Aug 2009)





1. More Interactive Classrooms

"Anything that helps make the classroom more interactive, animated and …will be in demand this year," said Gregory Phelan, chair of the department of chemistry at SUNY Cortland, New York,

2 More Information at "This faster access to information is going to change the 2. More Information at Your Fingertips

g g gclassroom dynamic," Phelan predicted.

3. Mashed-Up Technologies

"Students are using every communication vector that they can get their hands on right now," said Ron Hutchins, associate vice provost for research technology and CTO at Georgia Tech Office of Information Technology

4 B ki O t f "Technology can be isolating," Hutchins said. "I love the 4. Breaking Out of Technology Isolation

ec o ogy ca be so at g, utc s sa d o e t enotion of integrating the classroom and making it more social.

5. Capabilities That Go Beyond 1:1

Last year saw college students using more devices and technology … Expect the trend to pick up speed in 2010, said Shannon Buerk, education design strategist at Cambridge Strategic Services.

Caruso, J.B., EduCause Center for Applied Research, 2004













Technology is effective in obtaining and Technology is effective in obtaining and keeping student keeping student attentionattention

They expect itThey expect itM lti di th i ll M lti di th i ll dit ildit il d d Multimedia engages them visually, Multimedia engages them visually, auditorilyauditorily, and , and tactuallytactually

Learning takes place anytime anywhereLearning takes place anytime anywhere

Learning becomes flexible Learning becomes flexible Learning becomes flexible Learning becomes flexible Student sets paceStudent sets paceConvenientConvenientPlace is of student’s choosing Place is of student’s choosing –– more comfortablemore comfortable





Course materials can be distributed Course materials can be distributed (often in mass) more efficiently and less (often in mass) more efficiently and less expensivelyexpensively

Documents deliveredDocuments deliveredTimely, accurate informationTimely, accurate informationCreates more immediacyCreates more immediacy

Student progress can be more easily Student progress can be more easily p g yp g ydefined and monitoreddefined and monitored

(Statistics and tracking)(Statistics and tracking)

What are the challenges with creating online ethics instruction?





Inadequate faculty training and resourcesInstructional technology consultantsS ffi i t t h l i t

General Challenges

Sufficient technology equipmentAssistance adapting classroom‐based pedagogy to online instructionTechnical assistance in developing course materials

Technology accessInadequate student facilitiesInadequate student technical support (helpdesk)Inadequate technology for remote access (provided by institution)

Lack of Support from Administration

Credit towards tenure and promotionRecognition of additional course gdevelopment time requiredCompensation

Selection of Appropriate Technology

Matching type of learning with learning toolMatching type of learning with learning toolReplicating classroom interaction and collaboration online





Domain Specific (Ethics) Challenges

In Classroom OnlineGroup Interaction

Faculty member guides discussion with

Select technologies that foster immediate interaction

Foster reflective, critical thinking in a hypertext discussion with

questions and lecturethinking in a hypertext environment using electronic communication

“While on line courses can be a valuable supplement While on‐line courses can be a valuable supplement to instruction in responsible conduct of research, online instruction is not considered adequate as the sole means of instruction. A plan that employs only online coursework for instruction in responsible conduct of research will not be considered acceptable,

i i l i f h i i except in special instances of short‐term training programs, or unusual and well‐justified circumstances.”

NOT‐OD‐10‐019… November 24, 2009





Application: Critique of l d bSelected Web Sites

32





You are crowned “web site critic of the day”I will introduce a website displayed on the screen and navigate through the site a bit

33

Then the group will discuss:What is good about the site?What is problematic about the site?

Group vote – Thumbs up or Thumbs down

How aesthetically‐pleasing is the site?Easy to readyGraphics/images are appropriate for siteColors add contrast, not distraction

Is the site logically organized?

Is navigation through the site simple and easy?

34

Is navigation through the site simple and easy? (intuitive)

























SupplementalWeb materials are voluntaryAccess/use of materials is not required for full course participation

AssistedSome course materials and activities are delivered via the webAccess/use of materials is a partial requirement for succussfulcourse completion

Based – All course materials and activities are delivered via Based All course materials and activities are delivered via the webElective – Course materials and activities are offered in either a web or traditional format; students choose their preference

Learners have limited capacityDual channels for processing visual and verbal inputDual channels for processing visual and verbal inputCognitively active learning is the process of building coherent mental representation

Students incorporate new material into prior knowledge structuresStudents create new cognitive pathways for information h d “fi ” i bli h d l d l

46

that does not “fit” in an established mental model





Multimedia principle – students learn better p pfrom words and pictures compared to words aloneSpatial contiguity – present corresponding words and pictures close togetherTemporal contiguity – corresponding words and

47

p g y p gpictures should be presented simultaneously, not successively

Coherence – extraneous information should be eliminated (Increase cognitive load, not interest)( g , )Modality – animation and narration is more effective than animation and on‐screen textRedundancy – using animation, narration and text overloads the student cognitive systemIndividual DifferencesP i k l d

48

Prior knowledgeSpatial ability





WWW Site Organization

Syllabus(Course Description)

Subject Subject Subject

AssignmentsHomework

Professor Introduction

Homepage(Index)

49

Week One Week Two Week Three

Sanders, M. and McCormick, E. (1993) Human Factors in Engineering and Design (Seventh Edition, pp. 91‐131) New York: McGraw‐Hill.

Character size larger than print‐based materialsPolarity (light against dark or dark against light)Density – too much information on a page increases search time and errorsGrouping – organizing information in logical segments

50

gHelps students create their own understanding of the materialCreate an organized content structure and navigation path aids students in processing information





Color (p. 114 from text)Use as few colors as possible; too many colors is Use as few colors as possible; too many colors . . . .is distractingAvoid using extremes of the color spectrumAvoid using the color pairs of saturated red and blue. . .on a dark background. . .chromostereopsis, a false perception of depth in which one color appears closer to the observer than the other.

51

the observer than the other.Maximize color contrast between text and background





Designing Online Ethics Instruction Modules for Graduate Engineering Students

Additional Reference Materials


Option/Evaluation Matrix for Asynchronous Technology Tools: Table 1

Updated Austin (2010) from Olaniran, B.O.; Stalcup, Katherine Austin; & Jensen, Karla K. (2000). Incorporating Computer-Mediated Technology to Strategically Serve Technology. Communication Teacher, 15(1), 1-4.

Asynchronous Advantages Disadvantages

Linear(Structured)

Electronic mail

WIKI technology

Twitter

Blogs

Simple to create and manage

Time convenience

Clear record/archive of activity

Not truly interactive

No immediate feedback

1

Simple for students to useNon-Linear(Unstructured)

Lesson modules with multimedia

Fosters higher order thinking skillsRequires student exploration and discovery

May not be able toguide learning

Students may become distractedand deviate from the learning path

Option/Evaluation Matrix for Synchronous Technology Tools: Table 2

Updated Austin (2010) from Olaniran, B.O.; Stalcup, Katherine Austin; & Jensen, Karla K. (2000). Incorporating Computer-Mediated Technology to Strategically Serve Technology. Communication Teacher, 15(1), 1-4.

Synchronous Advantages Disadvantages

Linear(Structured)

Chat

Interactive video classrooms

Skype

Instant messaging

Truly interactive

Immediate feedback

More difficult tocreate and manage

Communication can be more difficult to manage

Requires more technology assistance

2

Classroom clicker technology

Interaction must be at thesame time

Non-Linear(Not structured)

Quizzes with gradereporting and automatic feedback

Truly interactive

Immediate feedback

Steeper learning curve for faculty

Involves sophisticated technology tools

Designing Online Ethics Instruction Modules for Graduate Engineering Students

Additional Reference Materials


Deriving Instructional Approach

Smith, R. and Stalcup, K. A. (2002), “Technology Consulting: Keeping Pedagogy in the Forefront,” Face‐to‐Face Second Edition New Forums Press: Stillwater OklahomaFace Second Edition, New Forums Press: Stillwater, Oklahoma.

Linear

Non-linear

Linear Non-linear

Course content

Teaching methodPreference

3

Linear

Non-linear

PersonalityIndividual differences

Evaluate Interactivity

Hillman, Daniel C; Willis, Deborah J.; and Gunawardena, Charlotte N. (1994),

Faculty (Instructor) – Student

Student Student

“Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners,” The American Journalof Distance Education, 8:2, pp 30-42

4

Student – Student

Student – Content

Student - Interface

Designing Online Ethics Instruction Modules…

Practical References Page 1

Practical References

Chen, B., Hirumi, A., & Zhang, N. (2007). Investigating the use of advance organizers as an instructional strategy for web-based distance education. Quarterly Review of Distance Education, 8(3), 223-231.

Chung, C., & Alfred, M. (2009). Design, Development, and Evaluation of an Interactive Simulator for Engineering Ethics Education (SEEE). Science & Engineering Ethics, 15(2), 189-199.

Cummings, M. (2005). Web-Based Education in Science and Engineering Ethics - Topic and Technology Barriers. Science & Engineering Ethics, 11(3), 386-388.

Ericsson, K. A. & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (revised edition). MIT Press, Cambridge, Mass.

Mayer, R.E. (2001). Multimedia Learning. Cambridge: University Press.

Mayer, R.E., Bove, W., Bryman, A., Mars, R., & Tapangco. L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.

Mayer, R.E., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of dual-code theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.

Moallem, M. (2007). Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study. Journal of Research on Technology in Education, 40(2), 217.

National Science Foundation (NSF) (2008a) Ethics Education in Science and Engineering (EESE). Program Solicitation 08-530. http://www.nsf.gov/pubs/2008/nsf08530/nsf08530.pdf. Accessed 07/08/2009

Newberry, B. (2004) The Dilemma of Ethics in Engineering Education. Science and Engineering Ethics, 10(2), 343-351. Newberry, B., Austin, K., Lawson, W., Gorsuch, G., & Darwin, T. (2009). Acclimating

International Graduate Students to Professional Engineering Ethics. Science and Engineering Ethics, available online October 2009, DOI: 10.1007/s11948-009-9178-6.

Niederhauser, D.S., Reynolds, R.E., Salmen, D.J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237-255.

Designing Online Ethics Instruction Modules…

Practical References Page 2

Norman, D.A. (1998). The Invisible Computer: Why Good Products Can Fail, the Personal Computer is so Complex, and Information Appliances are the Solution. Cambridge, Maryland: MIT Press.

Ozok, A.A., & Salvendy, G. (2000). Measuring consistency of web page design and its effects on performance and satisfaction. Ergonomics, 43(4), 443-460.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1 – 4.

Passerini, K. (2007). Performance and behavioral outcomes in technology-supported learning: The role of interactive multimedia. Journal of Educational Multimedia and Hypermedia, 16(2), 183-211.

Polson, P.G., Lewis, C., Rieman, J., & Wharton, C. (1992). Cognitive walkthroughs: a method for theory-based evaluation of user interfaces. International Journal of Man-Machine Studies, 36(5), 741-773.

Richardson, J., Ormerod, T. C., and Shepherd, A. 1998. The role of task analysis in capturing requirements for interface design. Interacting with Computers, 9, 367--384.

Sanders, M. & McCormick, E. (1993) Human Factors in Engineering and Design (Seventh Edition, pp. 91-131) New York: McGraw-Hill.

Schneiderman, B. (1997). Designing the User Interface: Strategies for Effective Human-Computer Interaction. New York: Addison-Wesley Publishing Company.

Van Merriënboer, J.J.G. & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13.

Wang, M. (2007). Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38(2), 294-311.

Zammit, K. (2000). Computer icons: A picture says a thousand words. Or does it? J. Educational Computing Research, 23(2), 217-231.

Zheng, R. Z., Yang, W., Garcia, D., McCadden, E. P. (2008). Effects of multimedia and schema induced analogical reasoning on science learning. Journal of Computer Assisted Learning, 24(6), 474-482.

ORI GIN AL PA PER

Acclimating International Graduate Studentsto Professional Engineering Ethics

Byron Newberry Æ Katherine Austin ÆWilliam Lawson Æ Greta Gorsuch Æ Thomas Darwin

Received: 15 July 2009 / Accepted: 14 September 2009

� Springer Science+Business Media B.V. 2009

Abstract This article describes the education portion of an ongoing grant-spon-

sored education and research project designed to help graduate students in all

engineering disciplines learn about the basic ethical principles, rules, and obliga-

tions associated with engineering practice in the United States. While the curricu-

lum developed for this project is used for both domestic and international students,

the educational materials were designed to be sensitive to the specific needs of

international graduate students. In recent years, engineering programs in the United

States have sought to develop a larger role for professional ethics education in the

curriculum. Accreditation requirements, as well as pressures from the private sector,

have helped facilitate this shift in focus. Almost half of all engineering graduate

students in the U.S. are international students. Further, research indicates that the

majority of these students will remain in the U.S. to work post-graduation. It is

therefore in the interest of the profession that these students, coming from diverse

backgrounds, receive some formal exposure to the professional and ethical expec-

tations and norms of the engineering profession in the United States to help ensure

B. Newberry (&)

Mechanical Engineering, Baylor University, Waco, TX, USA

e-mail: [email protected]

K. Austin

Information Technology Division & Department of Psychology, Texas Tech University,

Lubbock, TX, USA

W. Lawson

Civil Engineering, Texas Tech University, Lubbock, TX, USA

G. Gorsuch

Applied Linguistics and Second Language Studies, Texas Tech University, Lubbock, TX, USA

T. Darwin

Division of Diversity & Community Engagement, University of Texas at Austin, Austin, TX, USA

123

Sci Eng Ethics

DOI 10.1007/s11948-009-9178-6

that they have the knowledge and skills—non-technical as well as technical—

required in today’s engineering profession. In becoming acculturated to professional

norms in a host country, international students face challenges that domestic stu-

dents do not encounter; such as cultural competency, language proficiency, and

acculturation stress. Mitigating these challenges must be a consideration in the

development of any effective education materials. The present article discusses the

project rationale and describes the development of on-line instructional materials

aimed at helping international engineering graduate students acclimate to profes-

sional engineering ethics standards in the United States. Finally, a brief data sum-

mary of students’ perceptions of the usefulness of the content and instructional

interface is provided to demonstrate the initial effectiveness of the materials and to

present a case for project sustainability.

Keywords Engineering ethics � Instructional materials development �International students � Graduate students � Online instruction

Background: Engineering Ethics Education

Over the past three decades or so there has been growing recognition within the

engineering profession of the importance of professional ethics education for

engineers (e.g., Lynch 1997; Herkert 2000; Newberry 2004; Weil 1984). In the

United States, this is reflected in current accreditation criteria for U.S. undergrad-

uate engineering education programs. Standards from ABET, the national academic

accrediting body for engineering, require engineering students to acquire ‘‘an

understanding of professional and ethical responsibility’’ as well as other

competencies related to appreciating the engineer’s role in society, and engineer-

ing’s impact in the wider world. The underlying presumption is that these ethics

(and related) educational requirements for engineers will contribute to increased

professionalism, to greater awareness of engineering’s societal context, and hence to

the overall welfare of the public. This presumption has gained particular currency in

recent years due to technological, social, and economic conditions that have fostered

a more global engineering profession. Engineers increasingly study, communicate,

travel, and work across national and cultural boundaries. Thus, the scope of

engineering problems and their solutions increasingly transcends the local and

engenders the desire for engineers to be ethically and socially responsible (e.g., NSF

1995; Shuman, et al. 2005; National Academy of Engineering (NAE) 2005).

In response to accreditation standards for ethics and related topics, and more

generally to the imperatives of the twenty-first century engineering landscape, the

engineering academic community has undertaken a flurry of activity to develop

corresponding instructional materials and techniques. The engineering education

literature has burgeoned with articles about teaching ethics, communication skills,

interdisciplinary teamwork, international and cultural studies, and the like. But

ethics education for U.S. engineering undergraduates is still a work in progress, and

there is not yet anything approaching a uniform content, quality, or depth of

instruction across institutions and programs (Stephan 1999; Herkert 2002; Haws

B. Newberry et al.

123