伦理学是科学和工程研究与实践的核心,但是,促进学生道德形成的一个关键挑战是提高教职员工的能力和信心,将积极的道德学习经验嵌入到他们的课程中。为此,本文探讨了教师参与多年跨学科教师学习社区(FLC)后,他们对道德教育的方法和看法的变化。在FLC第二年之后,我们对11名参与者进行了半结构化访谈,并进行了主题分析。定性主题表明,经过两年的FLC参与,教职员工(1)能够更好地阐述他们对道德的概念化;(2)认识到个人经历,视图,和信念告知他们如何将道德引入他们的课程;和(3)发展和实践指导他们的道德教学的教学原则。因此,结果表明,教师从探索中受益,讨论,和道德教学,这(反过来)使他们能够看到新的机会,并有信心以符合他们学术身份的有意义的方式将道德融入他们的课程。一起来看,这些数据表明教师成为设计变革的推动者,实施,并完善STEM中与道德相关的教学工作。这项工作可以指导其他有兴趣设计教师学习社区的人,以促进教学技能的发展,教职员工对他们的道德价值观的认识,以及他们以有意和持续的方式与部门同行一起设计和整合道德学习活动的能力和机构。
Ethics is central to scientific and
engineering research and practice, but a key challenge for promoting students\' ethical formation involves enhancing faculty members\' ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members\' approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members\' awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner.