Project Info


Ethical Governance and Education of Emerging Technologies

Qin Zhu | qzhu@mines.edu

Emerging technologies such as robotics, cybersecurity, and nanotechnology are changing human life in unprecedented ways. These technologies are being integrated into our lifeworld. Ethical governance and education of these emerging technologies are thus crucial for anticipating and shaping a future that benefits from technological breakthroughs. This project aims to bring students rich experience how the everyday practice of science and engineering can be connected to the shaping of current and future societies and how science and engineering decisions can potentially create different possibilities for living in the world.

More Information

There are too many resources on the ethical governance and education of emerging technologies in social media. Here are some examples of robot ethics:

Can we trust robots to make moral decisions?
https://qz.com/653575/can-we-trust-robots-to-make-moral-decisions/

Can we teach robots ethics?
http://www.bbc.com/news/magazine-41504285

Why We’ll Eventually Want Our Robots to Deceive Us
https://gizmodo.com/why-well-eventually-want-our-robots-to-deceive-us-1819114004

The robot that takes your job should pay taxes, says Bill Gates
https://qz.com/911968/bill-gates-the-robot-that-takes-your-job-should-pay-taxes/

Grand Engineering Challenge: Secure cyberspace

Student Preparation


Qualifications

– basic knowledge of ethical and social scientific theories (e.g., completed NHV and Human Systems classes)
– basic knowledge of robotics including the broader social and ethical impacts of robotics in society
– basic statistical techniques such as descriptive statistics
– (preferred but not required) qualitative research skills including interview skills and coding techniques; research skills including literature search and review

Time Commitment

20 hours/month

Skills/Techniques Gained

advanced level of qualitative research skills including interviews, coding, theory-building;
– some basic knowledge of quantitative research skills including paired t-test and correlation analysis;
– methodological research skills that are transferable to other STEM fields such as choosing research questions, study design, data collection and interpretation, etc.

-STEM education theories such as backward design, competence-based assessment
– science policy research frameworks such as responsible innovation, anticipatory governance, technological mediation theory, constructive technological assessment

Mentoring Plan

The faculty mentor plans to hold (bi-)weekly meetings with the student researcher and guide the student researcher through the whole research project. Before the meeting, the faculty mentor will assign readings and specific tasks associated with the readings. The faculty mentor will also provide timely feedback on the performance of the student researcher. After the student researcher has become familiar with the goals of this project and the tools and methods used in this project, the faculty mentor will encourage the student researcher to conduct some independent research and exploration. It is hoped that the student can develop research knowledge, skills, and leadership while the faculty mentor can achieve the expected goals of this project which will be the fundamental work for future NSF grant proposals.