(Georgia Institute of Technology, 2015-05-26)
Briggle, Adam; Froderman, Robert; Holbrook, J. Britt
Reflecting on the complexity of influence an individual research project can
have, Adam Briggle, Robert Frodeman and Britt Holbrook try to get a handle
on their own research activities and some of their impacts over the last few
years. Their project led to a wide variety of results: scholarly articles, a forthcoming
book, blogs and a number of ‘likes’ and ‘shares’. But what exactly is a share or a
like? There is a need for further reflection on how philosophy – and the humanities
more generally – can achieve broader impacts.
(Georgia Institute of Technology, 2015-02)
Briggle, Adam; Holbrook, J. Britt; Oppong, Joseph; Hoffmann, Joseph; Larsen, Elizabeth K.; Pluscht, Patrick
While education in ethics and the responsible conduct of research (RCR) is widely acknowledged as an essential component of graduate education, particularly in the STEM disciplines (science, technology, engineering, and math), little consensus exists on how best to accomplish this goal. Recent years have witnessed a turn toward the use of games in this context. Drawing from two NSF-funded grants (one completed and one on-going), this paper takes a critical look at the use of games in ethics and RCR education. It does so by: (a) setting the development of research and engineering ethics games in wider historical and theoretical contexts, which highlights their promise to solve important pedagogical problems; (b) reporting on some initial results from our own efforts to develop a game; and (c) reflecting on the challenges that arise in using games for ethics education. In our discussion of the challenges, we draw out lessons to improve this nascent approach to ethics education in the STEM disciplines .
(Georgia Institute of Technology, 2015)
Briggle, Adam; Holbrook, J. Britt
The long history of humans playing games to amuse or
challenge themselves has been fundamentally transformed
by science and technology. Science has studied in detail
how games work, and technology has created whole new
forms of computer and video games. Computer and video
games exhibit two types of relationships to ethics: one
concerns the ethics of the games themselves, another the
possibility of using games to teach ethics.