engineering ethics education: Topics by Science.gov

Sample records for engineering ethics education

Comparison of China-US Engineering Ethics Educations in Sino-Western Philosophies of Technology.

PubMed

Cao, Gui Hong

2015-12-01

Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary variables emerge in the pedagogy: disciplinary statuses, educational goals, instructional contents, didactic models, teaching methods, and edificatory effects. I focus on the similarities and differences of engineering ethics educations between China and the U.S. in Chinese and Western philosophies of technology. In the field of engineering, the U.S. tends toward applied ethics training, whereas China inclines toward practical moral education. The U.S. is the leader, particularly in the amount of money invested and engineering results. China has quickened its pace, focusing specifically on engineering labor input and output. Engineering ethics is a multiplayer game effected at various levels among (a) lower level technicians and engineers, engineering associations, and stockholders; (b) middle ranking engineering ethics education, the ministry of education, the academy of engineering, and the philosophy of technology; and (c) top national and international technological policies. I propose that professional engineering ethics education can play many important roles in reforming engineering social responsibility by international cooperation in societies that are becoming increasingly reliant on engineered devices and systems. Significantly, my proposals contribute to improving engineering ethics education and better-solving engineering ethics issues, thereby maximizing engineering sustainability.
Engineering Ethics Education Having Reflected Various Values and a Global Code of Ethics

NASA Astrophysics Data System (ADS)

Kanemitsu, Hidekazu

At the present day, a movement trying to establish a global code of ethics for science and engineering is in activity. The author overviews the context of this movement, and examines the possibility of engineering ethics education which uses global code of ethics. In this paper, the engineering ethics education which uses code of ethics in general will be considered, and an expected function of global code of ethics will be also. Engineering ethics education in the new century should be aimed to share the values among different countries and cultures. To use global code of ethics as a tool for such education, the code should include various values, especially Asian values which engineering ethics has paid little attention to.
Engineering Ethics in the Subject of Engineering History

NASA Astrophysics Data System (ADS)

Isohata, Hiroshi

Engineering ethics has been focused in the field of engineering education since the introduction of accreditation system of engineering education. In this paper, contents of the subject of engineering history are examined and discussed from the viewpoints of education of engineering ethics through a practical case of civil engineering history in a college. For the first step, codes of engineering ethics regulated in various engineering organizations are analyzed and the common contents are extracted to set the requirements for the education of engineering ethics. Then contents of the subject of engineering history are examined according to the requirements. Finally, conditions of engineering history for engineering ethics are discussed.
Ethical Risk Management Education in Engineering: A Systematic Review.

PubMed

Guntzburger, Yoann; Pauchant, Thierry C; Tanguy, Philippe A

2017-04-01

Risk management is certainly one of the most important professional responsibilities of an engineer. As such, this activity needs to be combined with complex ethical reflections, and this requirement should therefore be explicitly integrated in engineering education. In this article, we analyse how this nexus between ethics and risk management is expressed in the engineering education research literature. It was done by reviewing 135 articles published between 1980 and March 1, 2016. These articles have been selected from 21 major journals that specialize in engineering education, engineering ethics and ethics education. Our review suggests that risk management is mostly used as an anecdote or an example when addressing ethics issues in engineering education. Further, it is perceived as an ethical duty or requirement, achieved through rational and technical methods. However, a small number of publications do offer some critical analyses of ethics education in engineering and their implications for ethical risk and safety management. Therefore, we argue in this article that the link between risk management and ethics should be further developed in engineering education in order to promote the progressive change toward more socially and environmentally responsible engineering practices. Several research trends and issues are also identified and discussed in order to support the engineering education community in this project.
Engineering Ethics Education : Its Necessity, Objectives, Methods, Current State, and Challenges

NASA Astrophysics Data System (ADS)

Fudano, Jun

The importance of engineering ethics education has become widely recognized in the industrialized countries including Japan. This paper examines the background against which engineering ethics education is required, and reviews its objectives, methods, and challenges, as well as its current state. In pointing out important issues associated with the apparent acceptance and quantitative development of ethics education, especially after the establishment of the Japan Accreditation Board for Engineering Education in 1999, the author stresses that the most serious problem is the lack of common understanding on the objectives of engineering ethics education. As a strategy to improve the situation, the so-called “Ethics-across-the-Curriculum” approach is introduced. The author also claims that business/organization ethics which is consistent with engineering ethics should be promoted in Japan.
A systematic approach to engineering ethics education.

PubMed

Li, Jessica; Fu, Shengli

2012-06-01

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.
Engineering Ethics Education: A Comparative Study of Japan and Malaysia.

PubMed

Balakrishnan, Balamuralithara; Tochinai, Fumihiko; Kanemitsu, Hidekazu

2018-03-22

This paper reports the findings of a comparative study in which students' perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the data. The results of the analyses showed that the attainment of the objectives of engineering ethics education and students' attitude towards socio-ethical issues in engineering were significantly higher and positive among Japanese engineering students compared to Malaysian engineering students. Such findings suggest that a well-structured, integrated, and innovative pedagogy for teaching ethics will have an impact on the students' attainment of ethics education objectives and their attitude towards engineering ethics. As such, the research findings serve as a cornerstone to which the current practice of teaching and learning of engineering ethics education can be examined more critically, such that further improvements can be made to the existing curriculum that can help produce engineers that have strong moral and ethical characters.
A psychological model that integrates ethics in engineering education.

PubMed

Magun-Jackson, Susan

2004-04-01

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg's stage theory of moral development.
Positioning of Engineer Ethics from the Standpoint of a Company. And the Ethics Education Towards Practice

NASA Astrophysics Data System (ADS)

Sato, Masaki

The purpose of a company is contribution to society by operating activities. Therefore, it has a company principle and “Business ethics” conduct codes in each. On the other hand, many engineers with specialties are performing business toward the same purpose at the same company. And it will produce new inconsistency by introducing “Engineer ethics” and “the ethics of each professional” all at once in the situation of that company. Then, the engineer ethics education in company needs to carry out by arranging company conduct codes and Engineer ethics. This paper proposes what the company ethics education should be from exemplifying results by make activities and engineer ethics education of the corporate ethics observance in the Tokyo Electric Power Co., Inc.
Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering.

PubMed

Beever, Jonathan; Brightman, Andrew O

2016-02-01

An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education.
Comparison of cross culture engineering ethics training using the simulator for engineering ethics education.

PubMed

Chung, Christopher

2015-04-01

This paper describes the use and analysis of the Simulator for Engineering Ethics Education (SEEE) to perform cross culture engineering ethics training and analysis. Details describing the first generation and second generation development of the SEEE are published in Chung and Alfred, Science and Engineering Ethics, vol. 15, 2009 and Alfred and Chung, Science and Engineering Ethics, vol. 18, 2012. In this effort, a group of far eastern educated students operated the simulator in the instructional, training, scenario, and evaluation modes. The pre and post treatment performance of these students were compared to U.S. Educated students. Analysis of the performance indicated that the far eastern educated student increased their level of knowledge 23.7 percent while U.S. educated students increased their level of knowledge by 39.3 percent.
The influence of engineers' training models on ethics and civic education component in engineering courses in Portugal

NASA Astrophysics Data System (ADS)

Monteiro, Fátima; Leite, Carlinda; Rocha, Cristina

2017-03-01

The recognition of the need and importance of including ethical and civic education in engineering courses, as well as the training profile on ethical issues, relies heavily on the engineer's concept and the perception of the engineering action. These views are strongly related to the different engineer education model conceptions and its historical roots. In Portugal, engineer education is done based on two different higher education subsystems, the university and the polytechnic. This study analyses how engineers' educational models, present in the two Portuguese higher education subsystems, influence and are reflected in the importance attached to students' ethic and civic education and in the role that this training plays. Although the data suggest the prevalence of the distinction between the two training models and the corresponding distinction of ethic and civic education that is incorporated in the curricula, it is also noted the existence of mixed feature courses in university education.
On a New Approach to Education about Ethics for Engineers at Meijou University

NASA Astrophysics Data System (ADS)

Fukaya, Minoru; Morimoto, Tsukasa; Kimura, Noritsugu

We propose a new approach to education of so called “engineering ethics”. This approach has two important elements in its teaching system. One is “problem-solving learning”, and the other is “discussion ability”. So far, engineering ethics started at the ethical standpoint. But we put the viewpoint of problem-solving learning at the educational base of engineering ethics. Because many problems have complicated structures, so if we want to solve them, we should discuss each other. Problem-solving ability and discussion ability, they help engineers to solve the complex problems in their social everyday life. Therefore, Meijo University names engineering ethics “ethics for engineers”. At Meijou University about 1300 students take classes in both ethics for engineers and environmental ethics for one year.
Incorporating global components into ethics education.

PubMed

Wang, George; Thompson, Russell G

2013-03-01

Ethics is central to science and engineering. Young engineers need to be grounded in how corporate social responsibility principles can be applied to engineering organizations to better serve the broader community. This is crucial in times of climate change and ecological challenges where the vulnerable can be impacted by engineering activities. Taking a global perspective in ethics education will help ensure that scientists and engineers can make a more substantial contribution to development throughout the world. This paper presents the importance of incorporating the global and cross culture components in the ethic education. The authors bring up a question to educators on ethics education in science and engineering in the globalized world, and its importance, necessity, and impendency. The paper presents several methods for discussion that can be used to identify the differences in ethics standards and practices in different countries; enhance the student's knowledge of ethics in a global arena.
Faculty's Perceptions of Teaching Ethics and Leadership in Engineering Education

ERIC Educational Resources Information Center

AlSagheer, Abdullah; Al-Sagheer, Areej

2011-01-01

This paper addressed the faculty's perception of engineering ethics and leadership training. The study looks into the present state of and methodologies for teaching engineering ethics and leadership and aims to determine the faculty's perception of an identified gap in this aspect of engineering education. Engineering education has strong ethics…
Engineering Student's Ethical Awareness and Behavior: A New Motivational Model.

PubMed

Bairaktarova, Diana; Woodcock, Anna

2017-08-01

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.
The Influence of Engineers' Training Models on Ethics and Civic Education Component in Engineering Courses in Portugal

ERIC Educational Resources Information Center

Monteiro, Fátima; Leite, Carlinda; Rocha, Cristina

2017-01-01

The recognition of the need and importance of including ethical and civic education in engineering courses, as well as the training profile on ethical issues, relies heavily on the engineer's concept and the perception of the engineering action. These views are strongly related to the different engineer education model conceptions and its…
Virtue ethics, positive psychology, and a new model of science and engineering ethics education.

PubMed

Han, Hyemin

2015-04-01

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students' moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.
A Systematic Literature Review of US Engineering Ethics Interventions.

PubMed

Hess, Justin L; Fore, Grant

2018-04-01

Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in engineering, published in select peer-reviewed journals, and published between 2000 and 2015. As a core criterion, each journal article reviewed must have provided an overview of the course as well as how the authors evaluated course-learning goals. In sum, 26 articles were analyzed with a coding scheme that included 56 binary items. The results indicate that the most common methods for integrating ethics into engineering involved exposing students to codes/standards, utilizing case studies, and discussion activities. Nearly half of the articles had students engage with ethical heuristics or philosophical ethics. Following the presentation of the results, this study describes in detail four articles to highlight less common but intriguing pedagogical methods and evaluation techniques. The findings indicate that there is limited empirical work on ethics education within engineering across the United States. Furthermore, due to the large variation in goals, approaches, and evaluation methods described across interventions, this study does not detail "best" practices for integrating ethics into engineering. The science and engineering education community should continue exploring the relative merits of different approaches to ethics education in engineering.
Engineering Ethics Education on the Basis of Continuous Education to Improve Communication Ability

NASA Astrophysics Data System (ADS)

Takahara, Kenji; Kajiwara, Toshinori

The paper proposes the engineering ethics education method for students on the basis of continuous education to improve communication ability. First, through a debate, the students acquire the fundamental skills required to marshal their arguments, to construct the rebuttals and to summarize the debates. Secondly, the students study the fundamental techniques to make a presentation on technical subjects related to electrical engineering. Following these classes, in the lecture of engineering ethics, the students probe the cause of each accident and consider the better means for avoiding such an accident, each other. In most cases, the students can express right and commonsensical opinions from an ethical standpoint. However, they can hardly make judgments when the situations such as the human relations in the above accidents are set concretely. During the engineering ethics class, the students come to know that human relations behind the case make the ethical matters more complicated. Furthermore, they come to understand that facilitating daily communications with co-workers and/or bosses is very important in order to avoid the accidents. The recognition of the students is just the results of the continuous education through three years. It can be said that the engineering ethics education thus constructed makes the students raise such spontaneous awareness and their ethical qualities as engineers.

Ethics education in the consulting engineering environment: where do we start?

PubMed

Elder, Keith E

2004-04-01

As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned their applicability for the Consulting Engineering environment. This lack of guidance led us to informal research into the ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected, and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted in higher education.
How engineers perceive the importance of ethics in Finland

NASA Astrophysics Data System (ADS)

Taajamaa, Ville; Majanoja, Anne-Maarit; Bairaktarova, Diana; Airola, Antti; Pahikkala, Tapio; Sutinen, Erkki

2018-01-01

Success in complex and holistic engineering practices requires more than problem-solving abilities and technical competencies. Engineering education must offer proficient technical competences and also train engineers to think and act ethically. A technical 'engineering-like' focus and demand have made educators and students overlook the importance of ethical awareness and transversal competences. Using two Finnish surveys, conducted in 2014 and 2016, we examine how engineers perceive working life needs regarding ethics. The data consider different age groups. We research whether an engineer's age affects their perception of the importance of ethics in their work and if there are differences between young experts and young managers in their use of ethics within work. The results indicate that practising engineers do not consider ethical issues important in their work. This especially applies to younger engineers; the older an engineer, the more important they consider ethics. No statistically significant difference was found between young engineering experts and managers.
Practical Strategy on the Subject of “Science and Ethics” for Overcoming Hybrid Engineering Ethics Education

NASA Astrophysics Data System (ADS)

Yasui, Yoshiaki

The issue of economic globalization and JABEE (Japan Accreditation Board for Engineering Education) mean that education on engineering ethics has now become increasingly important for science-engineering students who will become the next generation of engineers. This is clearly indicated when engineers are made professionally responsible for various unfortunate accidents that happen during daily life in society. Learning hybrid engineering ethics is an essential part of the education of the humanities and sciences. This paper treats the contents for the subject of “Science and Ethics” drawing on several years of practice and the fruits of studying science and engineering ethics at the faculty of science-engineering in university. This paper can be considered to be a practical strategy to the formation of morality.
Viewpoint of Science Council of Japan

NASA Astrophysics Data System (ADS)

Ikeda, Syunsuke

The Science Council of Japan (SCJ) is an academic body that represents Japanese 700,000 scientists. The activity of SCJ is changing rapidly, in which the science associated with society is increasingly important. In this context, the engineering education for ethics is treated at SCJ. The importance of engineering ethics was first recognized at the 5th division of 17th term (1999-2001) of SCJ, in which education for engineering ethics based on the analysis of ethical problems occurred in Japan is recommended and it asked the engineering societies to establish the code of ethics. Following this proposal, SCJ founded a committee to treat the problem at 18th and 19th terms. The committee proposed a procedure to prevent misconduct associated with scientific activities and the importance of education of science and engineering ethics especially for young students at tertiary education.
Comparison of engagement with ethics between an engineering and a business program.

PubMed

Culver, Steven M; Puri, Ishwar K; Wokutch, Richard E; Lohani, Vinod

2013-06-01

Increasing university students' engagement with ethics is becoming a prominent call to action for higher education institutions, particularly professional schools like business and engineering. This paper provides an examination of student attitudes regarding ethics and their perceptions of ethics coverage in the curriculum at one institution. A particular focus is the comparison between results in the business college, which has incorporated ethics in the curriculum and has been involved in ethics education for a longer period, with the engineering college, which is in the nascent stages of developing ethics education in its courses. Results show that student attitudes and perceptions are related to the curriculum. In addition, results indicate that it might be useful for engineering faculty to use business faculty as resources in the development of their ethics curricula.
Introducing survival ethics into engineering education and practice.

PubMed

Verharen, C; Tharakan, J; Middendorf, G; Castro-Sitiriche, M; Kadoda, G

2013-06-01

Given the possibilities of synthetic biology, weapons of mass destruction and global climate change, humans may achieve the capacity globally to alter life. This crisis calls for an ethics that furnishes effective motives to take global action necessary for survival. We propose a research program for understanding why ethical principles change across time and culture. We also propose provisional motives and methods for reaching global consensus on engineering field ethics. Current interdisciplinary research in ethics, psychology, neuroscience and evolutionary theory grounds these proposals. Experimental ethics, the application of scientific principles to ethical studies, provides a model for developing policies to advance solutions. A growing literature proposes evolutionary explanations for moral development. Connecting these approaches necessitates an experimental or scientific ethics that deliberately examines theories of morality for reliability. To illustrate how such an approach works, we cover three areas. The first section analyzes cross-cultural ethical systems in light of evolutionary theory. While such research is in its early stages, its assumptions entail consequences for engineering education. The second section discusses Howard University and University of Puerto Rico/Mayagüez (UPRM) courses that bring ethicists together with scientists and engineers to unite ethical theory and practice. We include a syllabus for engineering and STEM (Science, Technology, Engineering and Mathematics) ethics courses and a checklist model for translating educational theory and practice into community action. The model is based on aviation, medicine and engineering practice. The third and concluding section illustrates Howard University and UPRM efforts to translate engineering educational theory into community action. Multidisciplinary teams of engineering students and instructors take their expertise from the classroom to global communities to examine further the ethicality of prospective technologies and the decision-making processes that lead to them.
An Educational Program of Engineering Ethics and Its Dissemination Activity

NASA Astrophysics Data System (ADS)

Muramatsu, Ryujiro; Nagashima, Shigeo

Education on ethics for corporate employees, especially for engineers, seems to become increasingly important for most of companies in Japan, because some affairs or scandals caused by ethical problem in many companies were likely to subject them to operational disadvantages. Even in Hitachi, Ltd., we have worked on education of engineering ethics for two years. In this paper, we describe some activities of committees on engineering ethics, an e-learning training course which is usable on our intranet e-learning system, and a short-term in-house training course operated regularly in our training institute. And we also refer to its dissemination activities to employees in each division and some subsidiaries.
Cultivating engineering ethics and critical thinking: a systematic and cross-cultural education approach using problem-based learning

NASA Astrophysics Data System (ADS)

Chang, Pei-Fen; Wang, Dau-Chung

2011-08-01

In May 2008, the worst earthquake in more than three decades struck southwest China, killing more than 80,000 people. The complexity of this earthquake makes it an ideal case study to clarify the intertwined issues of ethics in engineering and to help cultivate critical thinking skills. This paper first explores the need to encourage engineering ethics within a cross-cultural context. Next, it presents a systematic model for designing an engineering ethics curriculum based on moral development theory and ethic dilemma analysis. Quantitative and qualitative data from students' oral and written work were collected and analysed to determine directions for improvement. The paper also presents results of an assessment of this interdisciplinary engineering ethics course. This investigation of a disaster is limited strictly to engineering ethics education; it is not intended to assign blame, but rather to spark debate about ethical issues.
Socio-ethical education in nanotechnology engineering programmes: a case study in Malaysia.

PubMed

Balakrishnan, Balamuralithara; Er, Pek Hoon; Visvanathan, Punita

2013-09-01

The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In this paper, a research model has been developed to assess Malaysian nanotechnology engineering students' attitudes and whether their perspectives have attained the necessary objectives of ethical education throughout their programme of study. The findings from this investigation show that socio ethical education has a strong influence on the students' knowledge, skills and attitudes pertaining to socio ethical issues related to nanotechnology.
How Engineers Perceive the Importance of Ethics in Finland

ERIC Educational Resources Information Center

Taajamaa, Ville; Majanoja, Anne-Maarit; Bairaktarova, Diana; Airola, Antti; Pahikkala, Tapio; Sutinen, Erkki

2018-01-01

Success in complex and holistic engineering practices requires more than problem-solving abilities and technical competencies. Engineering education must offer proficient technical competences and also train engineers to think and act ethically. A technical "engineering-like" focus and demand have made educators and students overlook the…
Design, development, and evaluation of a second generation interactive Simulator for Engineering Ethics Education (SEEE2).

PubMed

Alfred, Michael; Chung, Christopher A

2012-12-01

This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189-199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. The approach still requires students to develop their own ability to identify and respond to ethical engineering situations. However, were as, the generation one effort involved the use of a dogmatic model based on National Society of Professional Engineers' Code of Ethics, the new generation two model is based on a mathematical model of the actual experiences of engineers involved in ethical situations. This approach also allows the use of feedback in the form of decision effectiveness and professional career impact. Statistical comparisons indicate a 59 percent increase in overall knowledge and a 19 percent improvement in teaching effectiveness over an Internet Engineering Ethics resource based approach.
Forming engineers' sociocultural competence: Engineering ethics at tomsk polytechnic university

NASA Astrophysics Data System (ADS)

Galanina, E.; Dulzon, A.; Schwab, A.

2015-10-01

The aim of the present research is to discuss Tomsk Polytechnic University in respect of forming engineers’ sociocultural competence and teaching engineering ethics. Today international standards of training engineers cover efficient communication skills, ability to understand societal and environment context, professional and ethical responsibility. This article deals with the problem of contradiction between the need to form engineers’ sociocultural competence in Russian higher education institutions in order to meet the requirements of international accreditation organizations and the real capabilities of existing engineering curricula. We have described ethics teaching experience of TPU, studied the engineering master programs of TPU to see how the planned results are achieved. We have also given our recommendations to alter the structure of TPU educational curricula, which can also be applied in other higher education institutions.
Engaging Students in Integrated Ethics Education: A Communication in the Disciplines Study of Pedagogy and Students' Roles in Society

ERIC Educational Resources Information Center

Canary, Heather E.; Taylor, Julie L.; Herkert, Joseph R.; Ellison, Karin; Wetmore, Jameson M.; Tarin, Carlos A.

2014-01-01

In this quasi-experimental study, we investigated two elements of ethics education: (1) how participating in ethics education influenced science and engineering graduate students' views of their roles in society, and (2) what students found most valuable and relevant. Participants were 98 graduate science and engineering students. Qualitative…
Teaching business ethics to professional engineers.

PubMed

Sauser, William I

2004-04-01

Without question "business ethics" is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University's Engineering Professional Development program made the decision to produce--based on the author's Executive MBA course in Business Ethics--a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation.
Practical of Ethics Education in Junior High School Technical Arts

NASA Astrophysics Data System (ADS)

Iwata, Ryo; Hirano, Shigeo

Now, such as forgery, camouflage, concealment, and the alteration, the problems resulting from lack of the sense of ethics are occurring frequently. The department of junior high school technical arts to engineering ethics education is required for the solution. However, the example of introducing the ethics education is few in a current junior high school technical arts department. It is considered that it leads to a further improvement of the morality consideration by teaching from a past case to the engineering ethics at the stage of the compulsory education. In this thesis, it reports on the execution contents and an educational result.
Establishment of Systematical Education Program of Engineering Ethics for a Technical College

NASA Astrophysics Data System (ADS)

Kobayashi, Yukito

Engineering ethics education deals with a wide range of matters. Therefore it should not be treated within a single subject, but in a whole curriculum of a college. In Yatsushiro National College of Technology, we have designed a systematic education program of engineering ethics on the basis of “Yatsushiro National College Synthetic Education Program” , which was established in 2002. This education program, including education for formation of character and morality as well, has two distinctive features : five or seven-year successive course of study and cooperation among the departments and teaching staffs. This interactive scheme has produced highly educational effects.
Engineering Ethics at the Catholic University of Lille (France): Research and Teaching in a European Context.

ERIC Educational Resources Information Center

Didier, Christelle

2000-01-01

Discusses the development of non-technical education and ethics in engineering curricula in Europe and particularly in France. Investigates two projects at the Catholic University of Lille. The first project is an engineering ethics course and the second has to do with writing a European handbook on engineering ethics as a discipline. (Contains 28…
Teaching ethics in engineering education through historical analysis.

PubMed

Billington, David P

2006-04-01

The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do not reach closely enough the ethic of the engineer as engineer, as someone acting in a uniquely engineering situation, and it is to such conditions that I wish to speak through a set of specific examples from recent history. I shall briefly refer to four controversies between engineers. Then, in some detail I shall narrate three historical cases that directly involve the actions of one engineer, and finally I would like to address some common contemporary issues. The first section, Engineering Ethics and the History of Innovation, includes four cases involving professional controversy. Each controversy sets two people against each other in disputes over who invented the telegraph, the radio, the automobile, and the airplane. In each dispute, it is possible to identify ethical and unethical behavior or ambiguous ethical behavior that serves as a basis for educational discussion. The first two historical cases described in "Crises and the Engineer" involve the primary closure dam systems in The Netherlands, each one the result of the actions of one engineer. The third tells of an American engineer who took his political boss, a big city mayor, to court over the illegal use of a watershed. The challenges these engineers faced required, in the deepest sense, a commitment to ethical behavior that is unique to engineering and instructive to our students. Finally, the cases in "Professors and Comparative Critical Analysis" illuminate the behavior of engineers in the design of structures and also how professors can make public criticisms of designs that seem wasteful.
Educating the humanitarian engineer.

PubMed

Passino, Kevin M

2009-12-01

The creation of new technologies that serve humanity holds the potential to help end global poverty. Unfortunately, relatively little is done in engineering education to support engineers' humanitarian efforts. Here, various strategies are introduced to augment the teaching of engineering ethics with the goal of encouraging engineers to serve as effective volunteers for community service. First, codes of ethics, moral frameworks, and comparative analysis of professional service standards lay the foundation for expectations for voluntary service in the engineering profession. Second, standard coverage of global issues in engineering ethics educates humanitarian engineers about aspects of the community that influence technical design constraints encountered in practice. Sample assignments on volunteerism are provided, including a prototypical design problem that integrates community constraints into a technical design problem in a novel way. Third, it is shown how extracurricular engineering organizations can provide a theory-practice approach to education in volunteerism. Sample completed projects are described for both undergraduates and graduate students. The student organization approach is contrasted with the service-learning approach. Finally, long-term goals for establishing better infrastructure are identified for educating the humanitarian engineer in the university, and supporting life-long activities of humanitarian engineers.
Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

PubMed

Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

Engineers' Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens.

PubMed

Campbell, Ryan C; Wilson, Denise

2017-04-01

This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student's writing on the human health and environmental impacts of "backyard" electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering.
Taking emotion seriously: meeting students where they are.

PubMed

Sunderland, Mary E

2014-03-01

Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses-good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students' emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students' emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning.
Engineering Ethics Education from the Viewpoint of Development Psychology

NASA Astrophysics Data System (ADS)

Hamazaki, Takashi

This paper is outline for the development of children's mind in modern family and school, and is reviewed on the development theory of morality and prosociality related to engineering ethics education. In particular we are reviewed on the discipline and education of morality and prosociality from infancy to adulthood.
A Case Study of Engineering Ethics

NASA Astrophysics Data System (ADS)

Shimizu, Kazuo

In Engineering Ethics Class at Shizuoka University, the Code of Ethics and Cases for Electrical Engineers by IEEJ Ethics committee is used to promote for high education effect to correspond large number of students (140students). In this paper, a case study in the class, and survey results for ethics value of students are presented. In addition, some comments for role playing act on the case of virtual experiences by students are described.
Improving epistemological beliefs and moral judgment through an STS-based science ethics education program.

PubMed

Han, Hyemin; Jeong, Changwoo

2014-03-01

This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.
The Nazi engineers: reflections on technological ethics in hell.

PubMed

Katz, Eric

2011-09-01

Engineers, architects, and other technological professionals designed the genocidal death machines of the Third Reich. The death camp operations were highly efficient, so these technological professionals knew what they were doing: they were, so to speak, good engineers. As an educator at a technological university, I need to explain to my students-future engineers and architects-the motivations and ethical reasoning of the technological professionals of the Third Reich. I need to educate my students in the ethical practices of this hellish regime so that they can avoid the kind of ethical justifications used by the Nazi engineers. In their own professional lives, my former students should not only be good engineers in a technical sense, but good engineers in a moral sense. In this essay, I examine several arguments about the ethical judgments of professionals in Nazi Germany, and attempt a synthesis that can provide a lesson for contemporary engineers and other technological professionals. How does an engineer avoid the error of the Nazi engineers in their embrace of an evil ideology underlying their technological creations? How does an engineer know that the values he embodies through his technological products are good values that will lead to a better world? This last question, I believe, is the fundamental issue for the understanding of engineering ethics.
Ways of thinking about and teaching ethical problem solving: microethics and macroethics in engineering.

PubMed

Herkert, Joseph R

2005-07-01

Engineering ethics entails three frames of reference: individual, professional, and social. "Microethics" considers individuals and internal relations of the engineering profession; "macroethics" applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a "micro" focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence of professional engineering societies and corporate social responsibility programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics.
Ethics, engineers and drama.

PubMed

Monk, John

2009-03-01

This paper describes four plays which illustrate ethical themes relevant to engineers and which could be used as a resource for engineers who wish to explore ethical topics and their relationship with professional practice. The plays themselves have been chosen because a character in the play is involved in engineering activities. Each play is analysed to highlight some of the ethical issues the play raises. Often ethical topics are presented in abstract terms but the plays relate ethical issues to individuals and individual actions in specific situations that connect either directly or figuratively to practical situations engineers find themselves in. The paper describes how the resources have or could be used in an educational programme.
Engineers’ Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens

PubMed Central

Campbell, Ryan C.; Wilson, Denise

2016-01-01

This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student’s writing on the human health and environmental impacts of “backyard” electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering. PMID:27368195
Infusing Ethics into the Development of Engineers: Exemplary Education Activities and Programs

ERIC Educational Resources Information Center

National Academies Press, 2016

2016-01-01

Ethical practice in engineering is critical for ensuring public trust in the field and in its practitioners, especially as engineers increasingly tackle international and socially complex problems that combine technical and ethical challenges. This report aims to raise awareness of the variety of exceptional programs and strategies for improving…
A Pragmatic Approach to Ethical Decision-Making in Engineering Practice: Characteristics, Evaluation Criteria, and Implications for Instruction and Assessment.

PubMed

Zhu, Qin; Jesiek, Brent K

2017-06-01

This paper begins by reviewing dominant themes in current teaching of professional ethics in engineering education. In contrast to more traditional approaches that simulate ethical practice by using ethical theories to reason through micro-level ethical dilemmas, this paper proposes a pragmatic approach to ethics that places more emphasis on the practical plausibility of ethical decision-making. In addition to the quality of ethical justification, the value of a moral action also depends on its effectiveness in solving an ethical dilemma, cultivating healthy working relationships, negotiating existing organizational cultures, and achieving contextual plausibility in everyday professional practice. This paper uses a cross-cultural ethics scenario to further elaborate how a pragmatic approach can help us rethink ethical reasoning, as well as ethics instruction and assessment. This paper is expected to be of interest to educators eager to improve the ability of engineers and other professional students to effectively and appropriately deal with the kinds of everyday ethical issues they will likely face in their careers.
Hidden in plain view: feminists doing engineering ethics, engineers doing feminist ethics.

PubMed

Riley, Donna

2013-03-01

How has engineering ethics addressed gender concerns to date? How have the ideas of feminist philosophers and feminist ethicists made their way into engineering ethics? What might an explicitly feminist engineering ethics look like? This paper reviews some major themes in feminist ethics and then considers three areas in which these themes have been taken up in engineering ethics to date. First, Caroline Whitbeck's work in engineering ethics integrates considerations from her own earlier writings and those of other feminist philosophers, but does not use the feminist label. Second, efforts to incorporate the Ethic of Care and principles of Social Justice into engineering have drawn on feminist scholarship and principles, but these commitments can be lost in translation to the broader engineering community. Third, the film Henry's Daughters brings gender considerations into the mainstream of engineering ethics, but does not draw on feminist ethics per se; despite the best intentions in broaching a difficult subject, the film unfortunately does more harm than good when it comes to sexual harassment education. I seek not only to make the case that engineers should pay attention to feminist ethics and engineering ethicists make more use of feminist ethics traditions in the field, but also to provide some avenues for how to approach integrating feminist ethics in engineering. The literature review and analysis of the three examples point to future work for further developing what might be called feminist engineering ethics.
Management System for Engineering Ethics

NASA Astrophysics Data System (ADS)

Yashiro, Tomonari

In the context of independent profession based societies, ethics charter/codes of professional bodies have significant influence on the conduct of engineers. Contrarily in Japan, most of active engineers are in-house and feel immediate identity as the member of firm or institution, rather than professional bodies. Therefore, establishment and operation of engineering ethics management system (E2ms) is essential for incentive to make innovative and ethical decision with confidence. The paper introduces the outline of the educational kit for E2ms developed by the author. The kit aims to enhance ability of management relevant to E2ms. The kit also involves ten cases for case method teaching. The test use of the kit indicates the potential to create satisfactory educational achievement.
Research Ethics Education in the STEM Disciplines: The Promises and Challenges of a Gaming Approach.

PubMed

Briggle, Adam; Holbrook, J Britt; Oppong, Joseph; Hoffmann, Joesph; Larsen, Elizabeth K; Pluscht, Patrick

2016-02-01

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 .
Teaching Engineering Ethics to PhD Students: A Berkeley-Delft Initiative : Commentary on "Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics".

PubMed

Taebi, Behnam; Kastenberg, William E

2016-07-13

A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students encountered two types of challenges: academic and institutional. Academically, long-term collaborative research efforts between engineering and philosophy faculty members might be needed before successful engineering ethics courses can be initiated; the teaching of ethics to engineering graduate students and collaborative research need to go hand-in-hand. Institutionally, both bottom-up approaches at the level of the faculty and as a joint research and teaching effort, and top-down approaches that include recognition by a University's administration and the top level of education management, are needed for successful and sustainable efforts to teach engineering ethics.
Aristotle and Autism: Reconsidering a Radical Shift to Virtue Ethics in Engineering.

PubMed

Furey, Heidi

2017-04-01

Virtue-based approaches to engineering ethics have recently received considerable attention within the field of engineering education. Proponents of virtue ethics in engineering argue that the approach is practically and pedagogically superior to traditional approaches to engineering ethics, including the study of professional codes of ethics and normative theories of behavior. This paper argues that a virtue-based approach, as interpreted in the current literature, is neither practically or pedagogically effective for a significant subpopulation within engineering: engineers with high functioning autism spectrum disorder (ASD). Because the main argument for adopting a character-based approach is that it could be more successfully applied to engineering than traditional rule-based or algorithmic ethical approaches, this oversight is problematic for the proponents of the virtue-based view. Furthermore, without addressing these concerns, the wide adoption of a virtue-based approach to engineering ethics has the potential to isolate individuals with ASD and to devalue their contributions to moral practice. In the end, this paper gestures towards a way of incorporating important insights from virtue ethics in engineering that would be more inclusive of those with ASD.
Design, development, and evaluation of an interactive simulator for engineering ethics education (SEEE).

PubMed

Chung, Christopher A; Alfred, Michael

2009-06-01

Societal pressures, accreditation organizations, and licensing agencies are emphasizing the importance of ethics in the engineering curriculum. Traditionally, this subject has been taught using dogma, heuristics, and case study approaches. Most recently a number of organizations have sought to increase the utility of these approaches by utilizing the Internet. Resources from these organizations include on-line courses and tests, videos, and DVDs. While these individual approaches provide a foundation on which to base engineering ethics, they may be limited in developing a student's ability to identify, analyze, and respond to engineering ethics situations outside of the classroom environment. More effective approaches utilize a combination of these types of approaches. This paper describes the design and development of an internet based interactive Simulator for Engineering Ethics Education. The simulator places students in first person perspective scenarios involving different types of ethical situations. Students must gather data, assess the situation, and make decisions. This requires students to develop their own ability to identify and respond to ethical engineering situations. A limited comparison between the internet based interactive simulator and conventional internet web based instruction indicates a statistically significant improvement of 32% in instructional effectiveness. The simulator is currently being used at the University of Houston to help fulfill ABET requirements.
Educational technologies and the teaching of ethics in science and engineering.

PubMed

Loui, Michael C

2005-07-01

To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices.
Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.

PubMed

Walling, Olivia

2015-12-01

Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics "experiment" on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, the active learning assignments and exercises, like the ethics "experiment" discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity.
Developing and Designing Online Engineering Ethics Instruction for International Graduate Students

ERIC Educational Resources Information Center

Austin, Katherine A.; Gorsuch, Greta J.; Lawson, William D.; Newberry, Byron P.

2011-01-01

The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental…

Ethical education in software engineering: responsibility in the production of complex systems.

PubMed

Génova, Gonzalo; González, M Rosario; Fraga, Anabel

2007-12-01

Among the various contemporary schools of moral thinking, consequence-based ethics, as opposed to rule-based, seems to have a good acceptance among professionals such as software engineers. But naïve consequentialism is intellectually too weak to serve as a practical guide in the profession. Besides, the complexity of software systems makes it very hard to know in advance the consequences that will derive from professional activities in the production of software. Therefore, following the spirit of well-known codes of ethics such as the ACM/IEEE's, we advocate for a more solid position in the ethical education of software engineers, which we call 'moderate deontologism', that takes into account both rules and consequences to assess the goodness of actions, and at the same time pays an adequate consideration to the absolute values of human dignity. In order to educate responsible professionals, however, this position should be complemented with a pedagogical approach to virtue ethics.
Acclimating international graduate students to professional engineering ethics.

PubMed

Newberry, Byron; Austin, Katherine; Lawson, William; Gorsuch, Greta; Darwin, Thomas

2011-03-01

This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum 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 expectations and norms of the engineering profession in the United States to help ensure 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 students 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 professional engineering ethics standards in the United States. Finally, a brief data summary 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.
Integrating ethics in design through the value-sensitive design approach.

PubMed

Cummings, Mary L

2006-10-01

The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, 'engineering programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.' Many engineering professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive Design approach, can serve as an engineering education tool which bridges the gap between design and ethics for many engineering disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through a case study which focuses on the development of a command and control supervisory interface for a military cruise missile.
Dodging Marshmallows: Simulations to Teach Ethics

ERIC Educational Resources Information Center

Weidman, Justin; Coombs, Dawan

2016-01-01

Students had just participated in an experiential learning exercise where they played dodgeball using marshmallows, but the unique context of the game introduced ethical dilemmas that integrated ethics education into a technical education classroom setting. Research shows that "Engineering curriculum and activities at the K-12 level should be…
Aequilibrium prudentis: on the necessity for ethics and policy studies in the scientific and technological education of medical professionals.

PubMed

Anderson, Misti Ault; Giordano, James

2013-04-23

The importance of strong science, technology, engineering, and mathematics education continues to grow as society, medicine, and the economy become increasingly focused and dependent upon bioscientific and technological innovation. New advances in frontier sciences (e.g., genetics, neuroscience, bio-engineering, nanoscience, cyberscience) generate ethical issues and questions regarding the use of novel technologies in medicine and public life. In light of current emphasis upon science, technology, engineering, and mathematics education (at the pre-collegiate, undergraduate, graduate, and professional levels), the pace and extent of advancements in science and biotechnology, the increasingly technological orientation and capabilities of medicine, and the ways that medicine - as profession and practice - can engage such scientific and technological power upon the multi-cultural world-stage to affect the human predicament, human condition, and perhaps nature of the human being, we argue that it is critical that science, technology, engineering, and mathematics education go beyond technical understanding and directly address ethical, legal, social, and public policy implications of new innovations. Toward this end, we propose a paradigm of integrative science, technology, ethics, and policy studies that meets these needs through early and continued educational exposure that expands extant curricula of science, technology, engineering, and mathematics programs from the high school through collegiate, graduate, medical, and post-graduate medical education. We posit a synthetic approach that elucidates the historical, current, and potential interaction of scientific and biotechnological development in addition to the ethico-legal and social issues that are important to educate and sustain the next generation of medical and biomedical professionals who can appreciate, articulate, and address the realities of scientific and biotechnological progress given the shifting architectonics of the global social milieu. We assert that current trends in science, technology, medicine, and global politics dictate that these skills will be necessary to responsibly guide ethically sound employment of science, technology, and engineering advancements in medicine so as to enable more competent and humanitarian practice within an increasingly pluralistic world culture.
Educational Effects of Practical Education Using a Debate Exercise on Engineering Ethics

NASA Astrophysics Data System (ADS)

Takanokura, Masato; Hayashi, Shigeo

The educational effects of practical education using a debate exercise are investigated using questionnaires. For the group-work composed of discussion and debate, students understand thoroughly various engineering ethical topics, such as factors preventing ethical decision-making. Students enhance their abilities to make a rational and logical decision by themselves such as a judgment based on correct information. Mutual evaluation by students through group interaction elevates positive educational effects. However, students answer fewer questions related to the understanding of professional duties and cooperate social responsibility because of the group-work using failure cases. Students also show less progress in their abilities to communicate with others and to express their opinions to audiences. A more suitable number of group members solves the latter problem.
Broadening ethics teaching in engineering: beyond the individualistic approach.

PubMed

Conlon, Eddie; Zandvoort, Henk

2011-06-01

There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility.
The good engineer: giving virtue its due in engineering ethics.

PubMed

Harris, Charles E

2008-06-01

During the past few decades, engineering ethics has been oriented towards protecting the public from professional misconduct by engineers and from the harmful effects of technology. This "preventive ethics" project has been accomplished primarily by means of the promulgation of negative rules. However, some aspects of engineering professionalism, such as (1) sensitivity to risk (2) awareness of the social context of technology, (3) respect for nature, and (4) commitment to the public good, cannot be adequately accounted for in terms of rules, certainly not negative rules. Virtue ethics is a more appropriate vehicle for expressing these aspects of engineering professionalism. Some of the unique features of virtue ethics are the greater place it gives for discretion and judgment and also for inner motivation and commitment. Four of the many professional virtues that are important for engineers correspond to the four aspects of engineering professionalism listed above. Finally, the importance of the humanities and social sciences in promoting these virtues suggests that these disciplines are crucial in the professional education of engineers.
Student-inspired activities for the teaching and learning of engineering ethics.

PubMed

Alpay, E

2013-12-01

Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves.
Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop, December 12, 2012

ERIC Educational Resources Information Center

Benya, Frazier F., Ed.; Fletcher, Cameron H.,Ed.; Hollander, Rachelle D.,Ed.

2013-01-01

Over the last two decades, colleges and universities in the United States have significantly increased the formal ethics instruction they provide in science and engineering. Today, science and engineering programs socialize students into the values of scientists and engineers as well as their obligations in the conduct of scientific research and…
The Roles of Implicit Understanding of Engineering Ethics in Student Teams' Discussion.

PubMed

Lee, Eun Ah; Grohman, Magdalena; Gans, Nicholas R; Tacca, Marco; Brown, Matthew J

2017-12-01

Following previous work that shows engineering students possess different levels of understanding of ethics-implicit and explicit-this study focuses on how students' implicit understanding of engineering ethics influences their team discussion process, in cases where there is significant divergence between their explicit and implicit understanding. We observed student teams during group discussions of the ethical issues involved in their engineering design projects. Through the micro-scale discourse analysis based on cognitive ethnography, we found two possible ways in which implicit understanding influenced the discussion. In one case, implicit understanding played the role of intuitive ethics-an intuitive judgment followed by reasoning. In the other case, implicit understanding played the role of ethical insight, emotionally guiding the direction of the discussion. In either case, however, implicit understanding did not have a strong influence, and the conclusion of the discussion reflected students' explicit understanding. Because students' implicit understanding represented broader social implication of engineering design in both cases, we suggest to take account of students' relevant implicit understanding in engineering education, to help students become more socially responsible engineers.
Ethics and engineering courses at Delft University of Technology: contents, educational setup and experiences.

PubMed

van de Poel, I R; Zandvoort, H; Brumsen, M

2001-04-01

This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences.
How to Be an Ethical Engineer in an Often Unethical World: Integrated Interdisciplinary Education in the Sciences and Humanities

ERIC Educational Resources Information Center

Maurice, Patricia Ann; Peterson, Brian

2015-01-01

Catholic colleges and universities traditionally are grounded in liberal arts education, yet many Catholic institutions also educate future scientists and engineers. We propose that a distinctively Catholic science and engineering education should include an emphasis on Catholic concepts of the common good and social justice, liberal arts…
Aequilibrium prudentis: on the necessity for ethics and policy studies in the scientific and technological education of medical professionals

PubMed Central

2013-01-01

Background The importance of strong science, technology, engineering, and mathematics education continues to grow as society, medicine, and the economy become increasingly focused and dependent upon bioscientific and technological innovation. New advances in frontier sciences (e.g., genetics, neuroscience, bio-engineering, nanoscience, cyberscience) generate ethical issues and questions regarding the use of novel technologies in medicine and public life. Discussion In light of current emphasis upon science, technology, engineering, and mathematics education (at the pre-collegiate, undergraduate, graduate, and professional levels), the pace and extent of advancements in science and biotechnology, the increasingly technological orientation and capabilities of medicine, and the ways that medicine – as profession and practice – can engage such scientific and technological power upon the multi-cultural world-stage to affect the human predicament, human condition, and perhaps nature of the human being, we argue that it is critical that science, technology, engineering, and mathematics education go beyond technical understanding and directly address ethical, legal, social, and public policy implications of new innovations. Toward this end, we propose a paradigm of integrative science, technology, ethics, and policy studies that meets these needs through early and continued educational exposure that expands extant curricula of science, technology, engineering, and mathematics programs from the high school through collegiate, graduate, medical, and post-graduate medical education. We posit a synthetic approach that elucidates the historical, current, and potential interaction of scientific and biotechnological development in addition to the ethico-legal and social issues that are important to educate and sustain the next generation of medical and biomedical professionals who can appreciate, articulate, and address the realities of scientific and biotechnological progress given the shifting architectonics of the global social milieu. Summary We assert that current trends in science, technology, medicine, and global politics dictate that these skills will be necessary to responsibly guide ethically sound employment of science, technology, and engineering advancements in medicine so as to enable more competent and humanitarian practice within an increasingly pluralistic world culture. PMID:23617840
Educational Method of Engineering Ethics Aiming for Comprehensive Understanding

NASA Astrophysics Data System (ADS)

Yasui, Mitsukuni; Fujiki, Hiroyuki; Aoyagi, Manabu; Sugata, Noriyuki; Hayasaka, Narihito

We have proposed the omnibus style to teach an engineering ethics program. This paper showed the essentials to practice the class. The engineering ethics program is constituted with the factors; grade, subject, objective even if it is operated by some themes and teachers in the style of omnibus. Also, teachers have to select the cases which have dilemma of the engineer and the good effect. And they should teach how to analyze the case. Evaluation of student activity must be made up by versatile style according to objective. And student is recommended to understand the relation of activity and object.
Ethics in biomedical engineering.

PubMed

Morsy, Ahmed; Flexman, Jennifer

2008-01-01

This session focuses on a number of aspects of the subject of Ethics in Biomedical Engineering. The session starts by providing a case study of a company that manufactures artificial heart valves where the valves were failing at an unexpected rate. The case study focuses on Biomedical Engineers working at the company and how their education and training did not prepare them to deal properly with such situation. The second part of the session highlights the need to learn about various ethics rules and policies regulating research involving human or animal subjects.
Troubling STEM: Making a Case for an Ethics/STEM Partnership

ERIC Educational Resources Information Center

Steele, Astrid

2016-01-01

Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and…
Ethics Education and Scientific and Engineering Research: What's Been Learned? What Should Be Done? Summary of a Workshop

ERIC Educational Resources Information Center

Hollander, Rachelle, Ed.; Arenberg, Carol R., Ed.

2009-01-01

Increasing complexity and competitiveness in research environments, the prevalence of interdisciplinary and international involvement in research projects, and the close coupling of commerce and academia have created an ethically challenging environment for young scientists and engineers. For the past several decades, federal research agencies…
The importance of formative assessment in science and engineering ethics education: some evidence and practical advice.

PubMed

Keefer, Matthew W; Wilson, Sara E; Dankowicz, Harry; Loui, Michael C

2014-03-01

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students' case responses in computational modeling and research ethics.
Ethics in Early Childhood Special Education.

ERIC Educational Resources Information Center

Bowe, Frank G.

1995-01-01

This article discusses ethical questions in providing prenatal services, including testing and genetic engineering, and medical interventions with neonates and other very young children who have severe disabilities. It explores ways to enhance ethical decision making, including recruitment for multidisciplinary teams or other committees of adults…

Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics.

PubMed

Mitcham, Carl; Englehardt, Elaine E

2016-08-22

The movements to teach the responsible conduct of research (RCR) and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum (EAC) movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions-the Illinois Institute of Technology and Utah Valley University (UVU)-provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities.
Importance of Engineering History Education

NASA Astrophysics Data System (ADS)

Arakawa, Fumio

It is needless to cite the importance of education for succeed of engineering. IEEJ called for the establishment of ICEE in 1994, where the education is thought highly of, though its discussion has not been well working. Generally speaking, education has been one of the most important national strategies particularly at a time of its political and economical development. The science and technology education is, of course, not the exemption. But in these days around 2000 it seems that the public pays little attention on the science and technology, as they are quite day to day matters. As the results, for instance, such engineering as power systems and electric heavy machines are referred to as “endangered”. So fur, many engineers have tried not to be involved in social issues. But currently they can not help facing with risks of social issues like patent rights, troubles and accidents due to application of high technology, information security in the use of computers and engineering ethics. One of the most appropriate ways for the risk management is to learn lessons in the past, that is, history, so that the idea suggested in it could be made full use for the risk management. The author cited the global importance of education, particularly of engineering history education for engineering ethics, in the ICEE 2010 held in Bussan, Korea, as the 16th anniversary.
Engineering Education for a New Era

NASA Astrophysics Data System (ADS)

Ohgaki, Shinichiro

Engineering education is composed of five components, the idea what engineering education ought to be, the knowledge in engineering fields, those who learn engineering, those who teach engineering and the stakeholders in engineering issues. The characteristics of all these five components are changing with the times. When we consider the engineering education for the next era, we should analyze the changes of all five components. Especially the knowledge and tools in engineering fields has been expanding, and advanced science and technology is casting partly a dark shadow on the modern convenient life. Moral rules or ethics for developing new products and engineering systems are now regarded as most important in engineering fields. All those who take the responsibility for engineering education should understand the change of all components in engineering education and have a clear grasp of the essence of engineering for sustainable society.
An Evaluation of Streaming Digital Video Resources in On- and Off-Campus Engineering Management Education

ERIC Educational Resources Information Center

Palmer, Stuart

2007-01-01

A recent television documentary on the Columbia space shuttle disaster was converted to streaming digital video format for educational use by on- and off-campus students in an engineering management study unit examining issues in professional engineering ethics. An evaluation was conducted to assess the effectiveness of this new resource. Use of…
The case for mandatory inclusion of ethics within the zoological sciences curriculum.

PubMed

Buckeridge, John S

2006-03-01

Traditionally, undergraduate science curricula include little or no "ethics," either as theory or practice. However, zoologists are currently enjoying considerable media exposure: some of it positive (as in conservation practice), but more often negative (pertaining to issues such as the use of animals for testing of drugs, and genetic engineering). More than ever before, zoologists are being asked to make value judgments, and many of these involve moral assessment; if we accept that zoologists (along with other scientists) are professionals, then we must accept that they are responsible for any decisions they make, and it then follows that they are accountable, which can have serious ramifications in cases of malpractice. Ethics involves the application of morality in a professional setting. In light of this, teaching ethics is mandatory in degree programs such as engineering and medicine. This paper contends that a key output of zoological education is the undergraduate who is cognizant of the ethical framework and constructs within which he/she must function. The paper concludes with comment on the nature and style of delivery of ethics education.
Design and Development of a Course in Professionalism and Ethics for CDIO Curriculum in China.

PubMed

Fan, Yinghui; Zhang, Xingwei; Xie, Xinlu

2015-10-01

At Shantou University (STU) in 2008, a stand-alone engineering ethics course was first included within a Conceive-Design-Implement-Operate (CDIO) curriculum to address the scarcity of engineering ethics education in China. The philosophy of the course design is to help students to develop an in-depth understanding of social sustainability and to fulfill the obligations of engineers in the twenty-first century within the context of CDIO engineering practices. To guarantee the necessary cooperation of the relevant parties, we have taken advantage of the top-down support from the STU administration. Three themes corresponding to contemporary issues in China were chosen as the course content: engineers' social obligations, intellectual property and engineering safety criteria. Some popular pedagogies are used for ethics instruction such as case studies and group discussions through role-playing. To impart the diverse expertise of the practical professional practice, team teaching is adopted by interdisciplinary instructors with strong qualifications and industrial backgrounds. Although the assessment of the effectiveness of the course in enhancing students' sense of ethics is limited to assignment reports and class discussions, our endeavor is seen as positive and will continue to sustain the CDIO reform initiatives of STU.
Cultivating Engineering Ethics and Critical Thinking: A Systematic and Cross-Cultural Education Approach Using Problem-Based Learning

ERIC Educational Resources Information Center

Chang, Pei-Fen; Wang, Dau-Chung

2011-01-01

In May 2008, the worst earthquake in more than three decades struck southwest China, killing more than 80,000 people. The complexity of this earthquake makes it an ideal case study to clarify the intertwined issues of ethics in engineering and to help cultivate critical thinking skills. This paper first explores the need to encourage engineering…
Soft Skills in the Technology Education Classroom: What Do Students Need?

ERIC Educational Resources Information Center

Harris, Kara S.; Rogers, George E.

2008-01-01

In this article, the authors examine which nontechnical competencies or soft skills related to technology education should be developed by high school students. Results clearly indicate that university-level engineering and engineering technology professors rate students' interpersonal, communication, and work ethic competencies as desired…
The effectiveness of ethics education: a quasi-experimental field study.

PubMed

May, Douglas R; Luth, Matthew T

2013-06-01

Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals' general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the positive psychological outcomes of perspective-taking, moral efficacy, moral courage, and moral meaningfulness. To examine our research hypotheses, we utilized a pretest-posttest quasi-experimental design consisting of three ethics education groups (control, embedded modules, and stand-alone courses). Findings revealed that both embedded and stand alone courses were effective in enhancing participants' perspective-taking, moral efficacy, and moral courage. Moral meaningfulness was marginally enhanced for the embedded module condition. Moral judgment and knowledge of responsible conduct of research practices were not influenced by either ethics education condition. Contrary to expectations, stand alone courses were not superior to embedded modules in influencing the positive psychological outcomes investigated. Implications of these findings for future research and practice are discussed.
The Social Role of Engineers: A Philosophical Perspective.

ERIC Educational Resources Information Center

Vesilind, P. Aarne

1991-01-01

The perspectives that distinguish engineers and the public they serve and the educational implications of those perspectives are discussed. The philosophies of utilitarianism, ethical egoism, positivism, and idealism are presented in terms of engineers and the public. (KR)
The importance of meta-ethics in engineering education.

PubMed

Haws, David R

2004-04-01

Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent. Yet, our engineering students will need to navigate the broken ground of this complex moral landscape. A minimalist approach would leave our students with formulated dogma--principles of right and wrong such as the National Society for Professional Engineers (NSPE) Code of Ethics for Engineers--but without any insight into the genesis of these principles. A slightly deeper, micro-ethics approach would teach our students to solve ethical problems by applying heuristics--giving our students a rational process to manipulate ethical dilemmas using the same principles simply referenced a priori by dogma. A macro-ethics approach--helping students to inductively construct a posteriori principles from case studies--goes beyond the simple statement or manipulation of principles, but falls short of linking personal moral principles to the larger, social context. Ultimately, it is this social context that requires both the application of ethical principles, and the negotiation of moral values--from an understanding of meta-ethics. The approaches to engineering ethics instruction (dogma, heuristics, case studies, and meta-ethics) can be associated with stages of moral development. If we leave our students with only a dogmatic reaction to ethical dilemmas, they will be dependent on the ethical decisions of others (a denial of their fundamental potential for moral autonomy). Heuristics offers a tool to deal independently with moral questions, but a tool that too frequently reduces to casuistry when rigidly applied to "simplified" dilemmas. Case studies, while providing a context for engineering ethics, can encourage the premature analysis of specific moral conduct rather than the development of broad moral principles--stifling our students' facility with meta-ethics. Clearly, if a moral sense is developmental, ethics instruction should lead our students from lower to higher stages of moral development.
Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

PubMed

Quigley, Dianne

2015-02-01

A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.
Necessity and Contention of Education on Engineer Ethics

NASA Astrophysics Data System (ADS)

Takeda, Kunihiko; Ishikawa, Tomoyuki

Using examples of major accidents caused by technical technology are effective when teaching engineering ethics in undergraduate courses because almost all students have had no actual experience in technical problems or accidents in their lives. The typical accidents that have been selected in the past for this purpose by lecturers are limited in Japanese colleges or in textbooks. Some examples are the Minamata disease, the Kanemi oil PCB contamination, the space shuttle “Challenger” accident, the Ford “Pinto” design problem, Mitsubishi Motor's scandal and the unclear power plant accident at Tokai. However, it is difficult to decide whether or not these typical accidents are suitable for the teaching of engineering ethics. The responsibility of an engineer in Japan is strictly limited because he has no authority to finally decide upon the problem of ethics even if the item is purely technical and he is the best person to make the decision. The reason is discussed focusing on 1) the concept of the “profession” of medical doctors and engineers and 2) the relationships between the treatment, position, honor and responsibility of engineers in Japanese society.
Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.

PubMed

Aközer, Mehmet; Aközer, Emel

2017-06-01

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by (1) the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and (2) the extensive mistrust of integrating ethics in science and engineering curricula beyond its "applied," "practical," or "professional" implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant's conception of the virtuous person, integrating questions about the "good life" into the domain of principled reasoning.
Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers.

PubMed

Gelfand, Scott D

2016-10-01

In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students (and professionals) will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students (and professionals) can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning and ethical decision-making as taught in traditional college-level ethics classes, but as an educator, I aim to help students apply moral reasoning in specific, real-life situations so they are able to make ethical decisions and act ethically in their academic careers and after they graduate. Research in moral psychology provides evidence that many seemingly irrelevant situational factors affect the moral judgment of most moral agents and frequently lead agents to unintentionally or inadvertently act wrongly. I argue that, in addition to teaching college students moral reasoning and ethical decision-making, it is important to: 1. Teach students about psychological and situational factors that affect people's ethical judgments/behaviors in the sometimes stressful, emotion-laden environment of the workplace; 2. Guide students to engage in critical reflection about the sorts of situations they personally might find ethically challenging before they encounter those situations; and 3. Provide students with strategies to help them avoid future unethical behavior when they encounter these situations in school and in the workplace.
Katrina: macro-ethical issues for engineers.

PubMed

Newberry, Byron

2010-09-01

Hurricane Katrina was one of the worst disasters in United States history. Failures within New Orleans' engineered hurricane protection system (levees and floodwalls) contributed to the severity of the event and have drawn considerable public attention. In the time since Katrina, forensic investigations have uncovered a range of issues and problems related to the engineering work. In this article, my goal is to distill from these investigations, and the related literature that has accumulated, some overarching macro-ethical issues that are relevant for all engineers. I attempt to frame these issues, using illustrative examples taken from Katrina, in a way that might be of pedagogical use and benefit for engineering educators interested in engaging their students in discussions of engineering ethics, societal impact of engineered systems, engineering design, or related topics. Some of the issues discussed are problems of unanticipated failure modes, faulty assumptions, lack or misuse of information, the importance of resiliency, the effects of time, balancing competing interests, attending to the details of interfaces, the fickleness of risk perception, and how the past constrains the present.
Troubling STEM: Making a Case for an Ethics/STEM Partnership

NASA Astrophysics Data System (ADS)

Steele, Astrid

2016-06-01

Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas' threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom.
Training Program for Practical Engineering Design through the Collaboration with Regional Companies

NASA Astrophysics Data System (ADS)

Gofuku, Akio; Tabata, Nobuhisa; Tomita, Eiji; Funabiki, Nobuo

An education program to bring up engineering design capabilities through long-term internship by the collaboration with regional companies has been put in practice for five years. The program is composed of two types of long-term internships and several lectures for patent systems and engineering ethics. This paper describes the outline of the program, educational effects, and our experiences. The program was improved into two educational programs in 2011. The one is a special course to educate engineers and scientists who can lead the technologies of their domains. The other is a long-term internship program for master students in engineering divisions of graduate school. This paper also describes the current activities of the latter program.
Academic Ethics in Turkish Universities: Perceptions of Academicians from Engineering, Medicine and Education Colleges

ERIC Educational Resources Information Center

Aydin, Inayet; Demirkasimoglu, Nihan; Alkin, Senar

2012-01-01

Problem Statement: Academicians such as scientists contribute to the research of knowledge, to the free disclosure of knowledge, to students' training, and to public service with their special knowledge and skills. Academicians' ethical responsibilities and values a very important place in the development of universities' functions, which, in…
How Should Ethical Theories Be Dealt with in Engineering Ethics?

NASA Astrophysics Data System (ADS)

Ohishi, Toshihiro

Contemporary engineering ethics scholars deal with contesting several ethical theories without criticizing them radically and try to use them to solve ethical problems. In this paper I first show that a conflict between ethical theories is not superficial, and pragmatic methods are adopted in engineering ethics. Second, I claim that the way to deal with contesting ethical theories in contemporary engineering ethics has an unacceptable side which does not accord with my argument that a conflict between ethical theories is not superficial and pragmatic methods are adopted in engineering ethics. Finally, I conclude that this inconsistency in contemporary engineering ethics should be corrected to make contemporary engineering ethics consistent.

Engineers and Their Role in Public Policy: An Active Learning Experience for Enhancing the Understanding of the State

ERIC Educational Resources Information Center

Acevedo, Jorge; Barros, Ricardo; Ramirez, Catalina; Realpe, Natalia

2009-01-01

To achieve effective intervention of engineers in the public sector, engineers should develop skills to comprehend their ethical and professional responsibility, and they should gain the necessary education to understand the possible impact of engineering solutions in a global and social context. An active learning process has been conceived,…
Contentious problems in bioscience and biotechnology: a pilot study of an approach to ethics education.

PubMed

Berry, Roberta M; Borenstein, Jason; Butera, Robert J

2013-06-01

This manuscript describes a pilot study in ethics education employing a problem-based learning approach to the study of novel, complex, ethically fraught, unavoidably public, and unavoidably divisive policy problems, called "fractious problems," in bioscience and biotechnology. Diverse graduate and professional students from four US institutions and disciplines spanning science, engineering, humanities, social science, law, and medicine analyzed fractious problems employing "navigational skills" tailored to the distinctive features of these problems. The students presented their results to policymakers, stakeholders, experts, and members of the public. This approach may provide a model for educating future bioscientists and bioengineers so that they can meaningfully contribute to the social understanding and resolution of challenging policy problems generated by their work.
Causal Relation Analysis Tool of the Case Study in the Engineer Ethics Education

NASA Astrophysics Data System (ADS)

Suzuki, Yoshio; Morita, Keisuke; Yasui, Mitsukuni; Tanada, Ichirou; Fujiki, Hiroyuki; Aoyagi, Manabu

In engineering ethics education, the virtual experiencing of dilemmas is essential. Learning through the case study method is a particularly effective means. Many case studies are, however, difficult to deal with because they often include many complex causal relationships and social factors. It would thus be convenient if there were a tool that could analyze the factors of a case example and organize them into a hierarchical structure to get a better understanding of the whole picture. The tool that was developed applies a cause-and-effect matrix and simple graph theory. It analyzes the causal relationship between facts in a hierarchical structure and organizes complex phenomena. The effectiveness of this tool is shown by presenting an actual example.
Use of the LITEE Lorn Manufacturing Case Study in a Senior Chemical Engineering Unit Operations Laboratory

ERIC Educational Resources Information Center

Abraham, Nithin Susan; Abulencia, James Patrick

2011-01-01

This study focuses on the effectiveness of incorporating the Laboratory for Innovative Technology and Engineering Education (LITEE) Lorn Manufacturing case into a senior level chemical engineering unit operations course at Manhattan College. The purpose of using the case study is to demonstrate the relevance of ethics to chemical engineering…
The Equity Ethic: Black and Latinx College Students Reengineering Their STEM Careers toward Justice

ERIC Educational Resources Information Center

McGee, Ebony; Bentley, Lydia

2017-01-01

This article describes the study of career aspirations of high-achieving black and Latinx undergraduate STEM (science, technology, engineering, mathematics) students and uncovers a concern for helping others--an equity ethic. A lack of racial and ethnic diversity persists in STEM education and industries; consequently, the inspiration of black and…
Stakeholder Views of Nanosilver Linings: Macroethics Education and Automated Text Analysis Through Participatory Governance Role Play in a Workshop Format.

PubMed

Dempsey, Joshua; Stamets, Justin; Eggleson, Kathleen

2017-06-01

The Nanosilver Linings role play case offers participants first-person experience with interpersonal interaction in the context of the wicked problems of emerging technology macroethics. In the fictional scenario, diverse societal stakeholders convene at a town hall meeting to consider whether a nanotechnology-enabled food packaging industry should be offered incentives to establish an operation in their economically struggling Midwestern city. This original creative work was built with a combination of elements, selected for their established pedagogical efficacy (e.g. active learning, case-based learning) and as topical dimensions of the realistic scenario (e.g. nanosilver in food packaging, occupational safety and health). The product life cycle is used as a framework for integrated consideration of scientific, societal, and ethical issues. The Nanosilver Linings hypothetical case was delivered through the format of the 3-hour workshop Ethics when Biocomplexity meets Human Complexity, providing an immersive, holistic ethics learning experience for STEM graduate students. Through their participation in the Nanosilver Linings case and Ethics when Biocomplexity meets Human Complexity workshop, four cohorts of science and engineering doctoral students reported the achievement of specific learning objectives pertaining to a range of macroethics concepts and professional practices, including stakeholder perspectives, communication, human values, and ethical frameworks. Automated text analysis of workshop transcripts revealed differences in sentiment and in ethical framework (consequentialism/deontology) preference between societal stakeholder roles. These resources have been recognized as ethics education exemplars by the U.S. National Academy of Engineering .
Construction of Engineering Education Program based on the Alumni's Evaluation of the Educational Outcome

NASA Astrophysics Data System (ADS)

Tsukamoto, Takehiko; Nishizawa, Hitoshi

The Department of Electrical and Electronic Engineering in Toyota National College of Technology has put great emphasis on fundamental subjects, such as “electrical and electronic circuit" and “electromagnetism" more than 40 years. On the other hand, several issues of our college were clarified by the alumni's evaluation of the educational outcome in 2002. The most serious issue was low achievement of English and Social education. The alumni of all generation are dissatisfied with their low skill in English communication. As a part of the educational reforms, our department has constructed a new engineering education program focusing on fundamental ability. We introduced many problem-based-learning experiments and the compulsory subjects such as “English communication for electrical engineers" and “Engineering Ethics" into this program. Great educative results are obtained by these improvements. As a typical example, the scores of all 2nd grade students of advanced engineering course in TOEIC tests became 450 points or more. Our program has been authorized by JABEE since 2004.
Introducing Water-Treatment Subjects into Chemical Engineering Education.

ERIC Educational Resources Information Center

Caceres, L.; And Others

1992-01-01

Proposes that inclusion of waste water treatment subjects within the chemical engineering curriculum can provide students with direct access to environmental issues from both a biotechnological and an ethical perspective. The descriptive details of water recycling at a copper plant and waste water stabilization ponds exemplify this approach from…
Desirable attributes of public educational websites.

PubMed

Whitbeck, Caroline

2005-07-01

Certain attributes are particularly desirable for public educational websites, and websites for ethics education in particular. Among the most important of these attributes is wide accessibility through adherence to the World Wide Web Consortium (W3C) standards for HTML code. Adherence to this standard produces webpages that can be rendered by a full range of web browsers, including Braille and speech browsers. Although almost no academic websites, including ethics websites, and even fewer commercial websites are accessible by W3C standards, as illustrated by the Online Ethics Center for Engineering and Science , even websites created on limited budgets and with an undergraduate student staff can fulfill these standards. Other desirable attributes, such as provision of annotation for all links and the use of annotated links to give the user alternate ways of ordering and organizing content, are important for making full use of the educational possibilities of hypermedia for websites.
Social and ethical dimensions of nanoscale science and engineering research.

PubMed

Sweeney, Aldrin E

2006-07-01

Continuing advances in human ability to manipulate matter at the atomic and molecular levels (i.e. nanoscale science and engineering) offer many previously unimagined possibilities for scientific discovery and technological development. Paralleling these advances in the various science and engineering sub-disciplines is the increasing realization that a number of associated social, ethical, environmental, economic and legal dimensions also need to be explored. An important component of such exploration entails the identification and analysis of the ways in which current and prospective researchers in these fields conceptualize these dimensions of their work. Within the context of a National Science Foundation funded Research Experiences for Undergraduates (REU) program in nanomaterials processing and characterization at the University of Central Florida (2002-2004), here I present for discussion (i) details of a "nanotechnology ethics" seminar series developed specifically for students participating in the program, and (ii) an analysis of students' and participating research faculty's perspectives concerning social and ethical issues associated with nanotechnology research. I conclude with a brief discussion of implications presented by these issues for general scientific literacy and public science education policy.
Validity and reliability of an instrument for assessing case analyses in bioengineering ethics education.

PubMed

Goldin, Ilya M; Pinkus, Rosa Lynn; Ashley, Kevin

2015-06-01

Assessment in ethics education faces a challenge. From the perspectives of teachers, students, and third-party evaluators like the Accreditation Board for Engineering and Technology and the National Institutes of Health, assessment of student performance is essential. Because of the complexity of ethical case analysis, however, it is difficult to formulate assessment criteria, and to recognize when students fulfill them. Improvement in students' moral reasoning skills can serve as the focus of assessment. In previous work, Rosa Lynn Pinkus and Claire Gloeckner developed a novel instrument for assessing moral reasoning skills in bioengineering ethics. In this paper, we compare that approach to existing assessment techniques, and evaluate its validity and reliability. We find that it is sensitive to knowledge gain and that independent coders agree on how to apply it.
Teaching GeoEthics Across the Geoscience Curriculum

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Geissman, J. W.; Kieffer, S. W.; Reidy, M.; Taylor, S.; Vallero, D. A.; Bruckner, M. Z.

2014-12-01

Ethics education is an increasingly important component of the pre-professional training of geoscientists. Funding agencies (NSF) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands that scientists abide by the highest standards of ethical conduct. Yet, few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. Workshop goals included: examining where and how geoethics topics can be taught from introductory courses for non-majors to modules embedded in "core" geoscience majors courses or dedicated courses in geoethics; sharing best pedagogic practices for "what works" in ethics education; developing a geoethics curriculum framework; creating a collection of online instructional resources, case studies, and related materials; applying lessons learned about ethics education from sister disciplines (biology, engineering, philosophy); and considering ways that geoethics instruction can contribute to public scientific literacy. Four major themes were explored in detail: (1) GeoEthics and self: examining the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences; (2) GeoEthics and the geoscience profession: identifying ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice; (3) GeoEthics and society: exploring geoscientists' responsibilities to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect public health, safety, and economic security; (4) GeoEthics and Earth: explicating geoscientists' responsibilities to provide stewardship towards of the Earth based on their knowledge of Earth's composition, architecture, history, dynamic processes, and complex systems. Workshop resources can be accessed at serc.carleton.edu/geoethics/
Factors Influencing Postsecondary STEM Students' Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities

NASA Astrophysics Data System (ADS)

Gardner, Grant E.; Jones, M. Gail; Albe, Virginie; Blonder, Ron; Laherto, Antti; Macher, Daniel; Paechter, Manuela

2017-10-01

Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel but serve an important need to better understand the impacts that the advent of rapidly emerging technologies will have on a new generation of scientists and engineers including their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students' ( n = 254 from five countries: Austria, Finland, France, Israel, and USA) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants' understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants' hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives that are, however, often anchored in very different levels of beginning concern. Results are discussed in the context of considerations for science communication training within formal science education curricula globally.
Application of a Sensemaking Approach to Ethics Training in the Physical Sciences and Engineering

NASA Astrophysics Data System (ADS)

Kligyte, Vykinta; Marcy, Richard T.; Waples, Ethan P.; Sevier, Sydney T.; Godfrey, Elaine S.; Mumford, Michael D.; Hougen, Dean F.

2008-06-01

Integrity is a critical determinant of the effectiveness of research organizations in terms of producing high quality research and educating the new generation of scientists. A number of responsible conduct of research (RCR) training programs have been developed to address this growing organizational concern. However, in spite of a significant body of research in ethics training, it is still unknown which approach has the highest potential to enhance researchers' integrity. One of the approaches showing some promise in improving researchers' integrity has focused on the development of ethical decision-making skills. The current effort proposes a novel curriculum that focuses on broad metacognitive reasoning strategies researchers use when making sense of day-to-day social and professional practices that have ethical implications for the physical sciences and engineering. This sensemaking training has been implemented in a professional sample of scientists conducting research in electrical engineering, atmospheric and computer sciences at a large multi-cultural, multi-disciplinary, and multi-university research center. A pre-post design was used to assess training effectiveness using scenario-based ethical decision-making measures. The training resulted in enhanced ethical decision-making of researchers in relation to four ethical conduct areas, namely data management, study conduct, professional practices, and business practices. In addition, sensemaking training led to researchers' preference for decisions involving the application of the broad metacognitive reasoning strategies. Individual trainee and training characteristics were used to explain the study findings. Broad implications of the findings for ethics training development, implementation, and evaluation in the sciences are discussed.
Application of a sensemaking approach to ethics training in the physical sciences and engineering.

PubMed

Kligyte, Vykinta; Marcy, Richard T; Waples, Ethan P; Sevier, Sydney T; Godfrey, Elaine S; Mumford, Michael D; Hougen, Dean F

2008-06-01

Integrity is a critical determinant of the effectiveness of research organizations in terms of producing high quality research and educating the new generation of scientists. A number of responsible conduct of research (RCR) training programs have been developed to address this growing organizational concern. However, in spite of a significant body of research in ethics training, it is still unknown which approach has the highest potential to enhance researchers' integrity. One of the approaches showing some promise in improving researchers' integrity has focused on the development of ethical decision-making skills. The current effort proposes a novel curriculum that focuses on broad metacognitive reasoning strategies researchers use when making sense of day-to-day social and professional practices that have ethical implications for the physical sciences and engineering. This sensemaking training has been implemented in a professional sample of scientists conducting research in electrical engineering, atmospheric and computer sciences at a large multi-cultural, multi-disciplinary, and multi-university research center. A pre-post design was used to assess training effectiveness using scenario-based ethical decision-making measures. The training resulted in enhanced ethical decision-making of researchers in relation to four ethical conduct areas, namely data management, study conduct, professional practices, and business practices. In addition, sensemaking training led to researchers' preference for decisions involving the application of the broad metacognitive reasoning strategies. Individual trainee and training characteristics were used to explain the study findings. Broad implications of the findings for ethics training development, implementation, and evaluation in the sciences are discussed.
The Engineering and Science Issues Test (ESIT): a discipline-specific approach to assessing moral judgment.

PubMed

Borenstein, Jason; Drake, Matthew J; Kirkman, Robert; Swann, Julie L

2010-06-01

To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test (ESIT). ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several (but not all) stand-alone classes showed a significant improvement compared to the control group when the metric includes multiple stages of moral development. We also found that the written test had a higher response rate and sensitivity to pedagogy than the electronic version. We do not find significant differences on pre-test scores with respect to age, education level, gender or political leanings, but we do on whether subjects were native English speakers. We did not find significant differences on pre-test scores based on whether subjects had previous ethics instruction; this could suggest a lack of a long-term effect from the instruction.
`Human nature': Chemical engineering students' ideas about human relationships with the natural world

NASA Astrophysics Data System (ADS)

Goldman, Daphne; Ben-Zvi Assaraf, Orit; Shemesh, Julia

2014-05-01

While importance of environmental ethics, as a component of sustainable development, in preparing engineers is widely acknowledged, little research has addressed chemical engineers' environmental concerns. This study aimed to address this void by exploring chemical engineering students' values regarding human-nature relationships. The study was conducted with 247 3rd-4th year chemical engineering students in Israeli Universities. It employed the New Ecological Paradigm (NEP)-questionnaire to which students added written explanations. Quantitative analysis of NEP-scale results shows that the students demonstrated moderately ecocentric orientation. Explanations to the NEP-items reveal diverse, ambivalent ideas regarding the notions embodied in the NEP, strong scientific orientation and reliance on technology for addressing environmental challenges. Endorsing sustainability implies that today's engineers be equipped with an ecological perspective. The capacity of Higher Education to enable engineers to develop dispositions about human-nature interrelationships requires adaptation of curricula towards multidisciplinary, integrative learning addressing social-political-economic-ethical perspectives, and implementing critical-thinking within the socio-scientific issues pedagogical approach.
Professional Ethics of Software Engineers: An Ethical Framework.

PubMed

Lurie, Yotam; Mark, Shlomo

2016-04-01

The purpose of this article is to propose an ethical framework for software engineers that connects software developers' ethical responsibilities directly to their professional standards. The implementation of such an ethical framework can overcome the traditional dichotomy between professional skills and ethical skills, which plagues the engineering professions, by proposing an approach to the fundamental tasks of the practitioner, i.e., software development, in which the professional standards are intrinsically connected to the ethical responsibilities. In so doing, the ethical framework improves the practitioner's professionalism and ethics. We call this approach Ethical-Driven Software Development (EDSD), as an approach to software development. EDSD manifests the advantages of an ethical framework as an alternative to the all too familiar approach in professional ethics that advocates "stand-alone codes of ethics". We believe that one outcome of this synergy between professional and ethical skills is simply better engineers. Moreover, since there are often different software solutions, which the engineer can provide to an issue at stake, the ethical framework provides a guiding principle, within the process of software development, that helps the engineer evaluate the advantages and disadvantages of different software solutions. It does not and cannot affect the end-product in and of-itself. However, it can and should, make the software engineer more conscious and aware of the ethical ramifications of certain engineering decisions within the process.
Cross-Field Comparison of Ethics Education: Golden Rules and Particulars.

PubMed

Mulhearn, Tyler J; Watts, Logan L; Torrence, Brett S; Todd, E Michelle; Turner, Megan R; Connelly, Shane; Mumford, Michael D

2017-01-01

Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or "golden rules," apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.
Scholarly Black Market.

PubMed

Sorooshian, Shahryar

2017-04-01

Fake and unethical publishers' activities are known by most of the readers of Science and Engineering Ethics. This letter tries to draw the readers' attention to the hidden side of some of these publishers' business. Here the black market of scholarly articles, which negatively affects the validity and reliability of research in higher education, as well as science and engineering, will be introduced.

Ethical decision making in the conduct of research: role of individual, contextual and organizational factors. Commentary on "Science, human nature, and a new paradigm for ethics education".

PubMed

Langlais, Philip J

2012-09-01

Despite the importance of scientific integrity to the well-being of society, recent findings suggest that training and mentoring in the responsible conduct of research are not very reliable or effective inhibitors of research misbehavior. Understanding how and why individual scientists decide to behave in ways that conform to or violate norms and standards of research is essential to the development of more effective training programs and the creation of more supportive environments. Scholars in business management, psychology, and other disciplines have identified many important factors that affect ethical behavior, including individual, contextual, and organizational factors. Surprisingly little research has been conducted to examine the role of these factors in either the development of ethical decision-making skills, or their applicability to ethical issues commonly encountered in research and other scholarly and professional activities. Interdisciplinary approaches combined with research and discipline relevant paradigms should greatly enhance understanding of the individual contextual and organizational factors involved in ethical and unethical research conduct. Such studies will inform and facilitate the development of more effective ethics education programs in the sciences and engineering professions.
A national collaboration process: Finnish engineering education for the benefit of people and environment.

PubMed

Takala, A; Korhonen-Yrjänheikki, K

2013-12-01

The key stakeholders of the Finnish engineering education collaborated during 2006-09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods.
Engineering Knowledge and Student Development: An Institutional and Pedagogical Critique of Engineering Education

NASA Astrophysics Data System (ADS)

Tang, Xiaofeng

Educators have recommended the integration of engineering and the liberal arts as a promising educational model to prepare young engineers for global economic, environmental, sociotechnical, and ethical challenges. Drawing upon philosophy of technology, engineering studies, and educational psychology, this dissertation examines diverse visions and strategies for integrating engineering and liberal education and explores their impacts on students' intellectual and moral development. Based on archival research, interviews, and participant observation, the dissertation presents in-depth case studies of three educational initiatives that seek to blend engineering with the humanities, social sciences, and arts: Harvey Mudd College, the Picker Engineering Program at Smith College, and the Programs in Design and Innovation at Rensselaer Polytechnic Institute. The research finds that learning engineering in a liberal arts context increases students' sense of "owning" their education and contributes to their communication, teamwork, and other non-technical professional skills. In addition, opportunities for extensive liberal arts learning in the three cases encourage some students to pursue alternative, less technocentric approaches to engineering. Nevertheless, the case studies suggest that the epistemological differences between the engineering and liberal arts instructors help maintain a technical/social dualism among most students. Furthermore, the dissertation argues a "hidden curriculum," which reinforces the dominant ideology in the engineering profession, persists in the integrated programs and prevents the students from reflecting on the broad social context of engineering and critically examining the assumptions upheld in the engineering profession.
Educational Encounters of the Third Kind.

PubMed

Génova, Gonzalo; González, M Rosario

2017-12-01

An engineer who becomes an educator in a school of software engineering has the mission to teach how to design and construct software systems, therein applying his or her knowledge and expertise. However, due to their engineering background, engineers may forget that educating a person is not the same as designing a machine, since a machine has a well-defined goal, whilst a person is capable to self-propose his or her own objectives. The ethical implications are clear: educating a free person must leave space for creativity and self-determination in his or her own discovery of the way towards personal and professional fulfillment, which cannot consist only in achieving goals selected by others. We present here an argument that is applicable to most fields of engineering. However, the dis-analogy between educating students and programming robots may have a particular appeal to software engineers and computer scientists. We think the consideration of three different stages in the educational process may be useful to engineers when they act as educators. We claim that the three stages (instructing, training and mentoring) are essential to engineering education. In particular, education is incomplete if the third stage is not reached. Moreover, mentoring (the third stage aimed at developing creativity and self-determination) is incompatible with an educational assessment framework that considers the goals of the engineer are always given by others. In our view, then, an integral education is not only beyond programming the behavior of students, but also beyond having them reach those given goals.
The Historical Basis of Engineering Ethics

NASA Astrophysics Data System (ADS)

Furuya, Keiichi

There are different objects and motives between scientists and engineers. Science is to create new knowledge (episteme), while technology (techne) is to create new utility. Both types of social responsibility are required for engineer, because modern technology is tightly connected with science. The relationship between ethics for scientists and engineers is discussed as an evolution of ethical objects. A short history of engineering societies in U.S.A. and Japan are introduced with their ethical perspectives. As a conclusion, respect for fundamental rights for existence of those who stand in, with, and around engineers and their societies is needed for better engineering ethics.
Teaching ethics to engineers: ethical decision making parallels the engineering design process.

PubMed

Bero, Bridget; Kuhlman, Alana

2011-09-01

In order to fulfill ABET requirements, Northern Arizona University's Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to "grey" or multiple possible solution technical problems. To identify and solve these problems, the engineering design process is used. Ethical problems are also "grey" problems and present similar challenges to students. Students need a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues, relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader, global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue.
Developing an ethical code for engineers: the discursive approach.

PubMed

Lozano, J Félix

2006-04-01

From the Hippocratic Oath on, deontological codes and other professional self-regulation mechanisms have been used to legitimize and identify professional groups. New technological challenges and, above all, changes in the socioeconomic environment require adaptable codes which can respond to new demands. We assume that ethical codes for professionals should not simply focus on regulative functions, but must also consider ideological and educative functions. Any adaptations should take into account both contents (values, norms and recommendations) and the drafting process itself. In this article we propose a process for developing a professional ethical code for an official professional association (Colegio Oficial de Ingenieros Industriales de Valencia (COIIV) starting from the philosophical assumptions of discursive ethics but adapting them to critical hermeneutics. Our proposal is based on the Integrity Approach rather than the Compliance Approach. A process aiming to achieve an effective ethical document that fulfils regulative and ideological functions requires a participative, dialogical and reflexive methodology. This process must respond to moral exigencies and demands for efficiency and professional effectiveness. In addition to the methodological proposal we present our experience of producing an ethical code for the industrial engineers' association in Valencia (Spain) where this methodology was applied, and we evaluate the detected problems and future potential.
The role of ethics in science and engineering.

PubMed

Johnson, Deborah G

2010-12-01

It is generally thought that science and engineering should never cross certain ethical lines. The idea connects ethics to science and engineering, but it frames the relationship in a misleading way. Moral notions and practices inevitably influence and are influenced by science and engineering. The important question is how such interactions should take place. Anticipatory ethics is a new approach that integrates ethics into technological development. Copyright © 2010 Elsevier Ltd. All rights reserved.
Engineering Students' Views of Corporate Social Responsibility: A Case Study from Petroleum Engineering.

PubMed

Smith, Jessica M; McClelland, Carrie J; Smith, Nicole M

2017-12-01

The mining and energy industries present unique challenges to engineers, who must navigate sometimes competing responsibilities and codes of conduct, such as personal senses of right and wrong, professional ethics codes, and their employers' corporate social responsibility (CSR) policies. Corporate social responsibility (CSR) is the current dominant framework used by industry to conceptualize firms' responsibilities to their stakeholders, yet has it plays a relatively minor role in engineering ethics education. In this article, we report on an interdisciplinary pedagogical intervention in a petroleum engineering seminar that sought to better prepare engineering undergraduate students to critically appraise the strengths and limitations of CSR as an approach to reconciling the interests of industry and communities. We find that as a result of the curricular interventions, engineering students were able to expand their knowledge of the social, rather than simply environmental and economic dimensions of CSR. They remained hesitant, however, in identifying the links between those social aspects of CSR and their actual engineering work. The study suggests that CSR may be a fruitful arena from which to illustrate the profoundly sociotechnical dimensions of the engineering challenges relevant to students' future careers.
Integrating design and communication in engineering education: a collaboration between Northwestern University and the Rehabilitation Institute of Chicago.

PubMed

Hirsch, Penny L; Yarnoff, Charles

2011-01-01

The required course for freshmen in Northwestern University's engineering school - a 2-quarter sequence called Engineering Design and Communication (EDC) - is noteworthy not only for its project-based focus on user-centered design, but also for its innovative integrated approach to teaching communication, teamwork, and ethics. Thanks to the collaboration between EDC faculty and staff at the Rehabilitation Institute of Chicago, EDC students, at the beginning of their education, experience the excitement of solving problems for real clients and users. At the same time, these authentic design projects offer an ideal setting for teaching students how to communicate effectively to different audiences and perform productively as team members and future leaders in engineering.
Ethics, Engineering and the Challenge of Racial Reform in Education

ERIC Educational Resources Information Center

Tate, William F., IV

2005-01-01

The articles in this issue represent the growing body of literature in the field of education focused on problems of race. More specifically, these articles draw on the theoretical tenets of the New Race Group of Legal Studies or what is more commonly referred to as the critical race theory (CRT) movement. The author's goals in this article are…
Reengineering Biomedical Translational Research with Engineering Ethics.

PubMed

Sunderland, Mary E; Nayak, Rahul Uday

2015-08-01

It is widely accepted that translational research practitioners need to acquire special skills and knowledge that will enable them to anticipate, analyze, and manage a range of ethical issues. While there is a small but growing literature that addresses the ethics of translational research, there is a dearth of scholarship regarding how this might apply to engineers. In this paper we examine engineers as key translators and argue that they are well positioned to ask transformative ethical questions. Asking engineers to both broaden and deepen their consideration of ethics in their work, however, requires a shift in the way ethics is often portrayed and perceived in science and engineering communities. Rather than interpreting ethics as a roadblock to the success of translational research, we suggest that engineers should be encouraged to ask questions about the socio-ethical dimensions of their work. This requires expanding the conceptual framework of engineering beyond its traditional focus on "how" and "what" questions to also include "why" and "who" questions to facilitate the gathering of normative, socially-situated information. Empowering engineers to ask "why" and "who" questions should spur the development of technologies and practices that contribute to improving health outcomes.
A New Concept for a Business Ethics Program and the Development of a Monitoring Method for the Engineering Ethics Environment of a Corporation

NASA Astrophysics Data System (ADS)

Okita, Yuji; Hayase, Kenichi; Oba, Kyoko; Fudano, Jun

For most modern corporations, engineering is an essential element. While the public increasingly demands social responsibility in business activities, the importance of the interweaving relationship between business ethics and engineering ethics has been recognized. In this paper, firstly the change in the business environment is overviewed. Then, a new concept for designing and implementing a business ethics program, named the EAB (Ethics Across the Business) approach, is proposed. The EAB approach is highly adaptable for engineering-oriented corporations in their business ethics program activities because it derives from a process approach which has been much used by many companies to perform such activities as quality assurance and environment management. Finally, a newly developed method to monitor employee consciousness in terms of engineering ethics is introduced together with trial results.
A Comparison of the Effects of Ethics Training on International and US Students.

PubMed

Steele, Logan M; Johnson, James F; Watts, Logan L; MacDougall, Alexandra E; Mumford, Michael D; Connelly, Shane; Lee Williams, T H

2016-08-01

As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention.
Code of Ethics for Electrical Engineers

NASA Astrophysics Data System (ADS)

Matsuki, Junya

The Institute of Electrical Engineers of Japan (IEEJ) has established the rules of practice for its members recently, based on its code of ethics enacted in 1998. In this paper, first, the characteristics of the IEEJ 1998 ethical code are explained in detail compared to the other ethical codes for other fields of engineering. Secondly, the contents which shall be included in the modern code of ethics for electrical engineers are discussed. Thirdly, the newly-established rules of practice and the modified code of ethics are presented. Finally, results of questionnaires on the new ethical code and rules which were answered on May 23, 2007, by 51 electrical and electronic students of the University of Fukui are shown.
Training of Ability for Engineering Design through Long Term Internship Program

NASA Astrophysics Data System (ADS)

Konishi, Masami; Gofuku, Akio; Tomita, Eiji

The education program for engineering design capabilities through long term internship of Okayama University had started in 2006. The program supported by the MEXT is aimed to educate students in the Graduate School of Natural Science and Technology of Okayama University. The internship satellite laboratory of the University is settled in the near place of collaborative companies in which students are engaged with the project themes extracted from problems in the factory of collaborative companies. Through the program, promotion of abilities for setup and solving a problem considering cost and due date together with performance of the solution. Students are also expected to gain knowledge on patent and ethics required for skillful engineers.
Research on Building Education and Workforce Capacity in Systems Engineering

DTIC Science & Technology

2012-01-31

Professional Ethics Since one goal of RT-19A is to understand how best to increase the number of schools offering systems engineering capstone courses...project evaluation plan  Developed and issued the request for proposals and selection process (an independent review team and rubric) for...faculty members from both institutions talk frequently to share ideas, compare progress and clarify any issues . Auburn recruited faculty only, so
Engineering ethics beyond engineers' ethics.

PubMed

Basart, Josep M; Serra, Montse

2013-03-01

Engineering ethics is usually focused on engineers' ethics, engineers acting as individuals. Certainly, these professionals play a central role in the matter, but engineers are not a singularity inside engineering; they exist and operate as a part of a complex network of mutual relationships between many other people, organizations and groups. When engineering ethics and engineers' ethics are taken as one and the same thing the paradigm of the ethical engineer which prevails is that of the heroic engineer, a certain model of the ideal engineer: someone both quite individualistic and strong enough to deal with all the moral challenges that could arise. We argue that this is not the best approach, at least today in our interrelated world. We have achieved a high degree of independence from nature by means of technology. In exchange for this autonomy we have become increasingly tied up with very complex systems to which we constantly delegate new tasks and powers. Concerns about safety keep growing everywhere due to the fact that now we have a sensitive awareness of the huge amount of power we are both consuming and deploying, thus, new forms of dialogue and consensus have to be incorporated at different levels, in different forums and at different times. Within these democratic channels of participation not just the needs and interests, but also the responsibilities and mutual commitments of all parties should be taken into account.
Ethical considerations for biomedical scientists and engineers: issues for the rank and file.

PubMed

Kwarteng, K B

2000-01-01

Biomedical science and engineering is inextricably linked with the fields of medicine and surgery. Yet, while physicians and surgeons, nurses, and other medical professionals receive instruction in ethics during their training and must abide by certain codes of ethics during their practice, those engaged in biomedical science and engineering typically receive no formal training in ethics. In fact, the little contact that many biomedical science and engineering professionals have with ethics occurs either when they participate in government-funded research or submit articles for publication in certain journals. Thus, there is a need for biomedical scientists and engineers as a group to become more aware of ethics. Moreover, recent advances in biomedical technology and the ever-increasing use of new devices virtually guarantee that biomedical science and engineering will become even more important in the future. Although they are rarely in direct contact with patients, biomedical scientists and engineers must become aware of ethics in order to be able to deal with the complex ethical issues that arise from our society's increasing reliance on biomedical technology. In this brief communication, the need for ethical awareness among workers in biomedical science and engineering is discussed in terms of certain conflicts that arise in the workaday world of the biomedical scientist in a complex, modern society. It is also recognized that inasmuch as workers in the many branches of bioengineering are not regulated like their counterparts in medicine and surgery, perhaps academic institutions and professional societies are best equipped to heighten ethical awareness among workers in this important field.
A surety engineering framework to reduce cognitive systems risks.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caudell, Thomas P.; Peercy, David Eugene; Caldera, Eva O.

Cognitive science research investigates the advancement of human cognition and neuroscience capabilities. Addressing risks associated with these advancements can counter potential program failures, legal and ethical issues, constraints to scientific research, and product vulnerabilities. Survey results, focus group discussions, cognitive science experts, and surety researchers concur technical risks exist that could impact cognitive science research in areas such as medicine, privacy, human enhancement, law and policy, military applications, and national security (SAND2006-6895). This SAND report documents a surety engineering framework and a process for identifying cognitive system technical, ethical, legal and societal risks and applying appropriate surety methods to reducemore » such risks. The framework consists of several models: Specification, Design, Evaluation, Risk, and Maturity. Two detailed case studies are included to illustrate the use of the process and framework. Several Appendices provide detailed information on existing cognitive system architectures; ethical, legal, and societal risk research; surety methods and technologies; and educing information research with a case study vignette. The process and framework provide a model for how cognitive systems research and full-scale product development can apply surety engineering to reduce perceived and actual risks.« less

Integrating ethics into technical courses: micro-insertion.

PubMed

Davis, Michael

2006-10-01

Perhaps the most common reason science and engineering faculty give for not including 'ethics' (that is, research ethics, engineering ethics, or some discussion of professional responsibility) in their technical classes is that 'there is no room'. This article 1) describes a technique ('micro-insertion') that introduces ethics (and related topics) into technical courses in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence (collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely a matter of providing context for what is already being taught, context that also makes the material already being taught seem 'more relevant'.
Information Literacy Education on College of Technology at Kyushu Area

NASA Astrophysics Data System (ADS)

Kozono, Kazutake; Ikeda, Naomitsu; Irie, Hiroki; Fujimoto, Yoichi; Oshima, Shunsuke; Murayama, Koichi; Taguchi, Hirotsugu

Recently, the importance of an engineering education increases by the development of the information technology (IT) . Development of the information literacy education is important to deal with new IT in the education on college of technology. Our group investigated the current state of information literacy education on college of technology at Kyushu area and the secondary education. In addition, we investigated about the talent whom the industrial world requested. From these investigation results, this paper proposed cooperation with the elementary and secondary education, enhancement of intellectual property education, introduction of information ethics education, introduction of career education and enhancement of PBL to information literacy education on college of technology.
A systemic analysis of cheating in an undergraduate engineering mechanics course.

PubMed

Bertram Gallant, Tricia; Van Den Einde, Lelli; Ouellette, Scott; Lee, Sam

2014-03-01

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics.
Understanding engineering professionalism: a reflection on the rights of engineers.

PubMed

Stieb, James A

2011-03-01

Engineering societies such as the National Society of Professional Engineers (NSPE) and associated entities have defined engineering and professionalism in such a way as to require the benefit of humanity (NSPE 2009a, Engineering Education Resource Document. NSPE Position Statements. Governmental Relations). This requirement has been an unnecessary and unfortunate "add-on." The trend of the profession to favor the idea of requiring the benefit of humanity for professionalism violates an engineer's rights. It applies political pressure that dissuades from inquiry, approaches to new knowledge and technologies, and the presentation, publication, and use of designs and research findings. Moreover, a more politically neutral definition of engineering and/or professionalism devoid of required service or benefit to mankind does not violate adherence to strong ethical standards.
Moral Dilemmas and the Concept of Value in Engineering Ethics

NASA Astrophysics Data System (ADS)

Ohishi, Toshihiro

The purpose of this paper is to show that the consideration of value is necessary to understand moral dilemmas in engineering ethics. First, the author shows that moral dilemmas are not fully understood in engineering ethics and argues that it is due to the lack of understanding of value. Second, the author considers the concept of value from the viewpoint of ‘desirability’ . Finally, three suggestions for improving engineering ethics in the understanding of moral dilemmas are made.
The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

2004-01-01

The ability to negotiate and resolve socioscientific issues has been posited as integral components of scientific literacy. Although philosophers and science educators have argued that socioscientific issues inherently involve moral and ethical considerations, the ultimate arbiters of morality are individual decision-makers. This study explored…
Weighing in on Genetic Engineering and Morality: Students Reveal Their Ideas, Expectations, and Reservations.

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

The ability to negotiate and resolve socioscientific issues has been posited as integral components of scientific literacy. Although philosophers and science educators have argued that socioscientific issues inherently involve moral and ethical considerations, the ultimate arbiters of morality are individual decision-makers. This study explored…
On using ethical theories to teach engineering ethics.

PubMed

Bouville, Mathieu

2008-03-01

Many engineering ethics classes and textbooks introduce theories such as utilitarianism and Kantianism (and most others draw from these theories without mentioning them explicitly). Yet using ethical theories to teach engineering ethics is not devoid of difficulty. First, their status is unclear (should one pick a single theory or use them all? does it make a difference?) Also, textbooks generally assume or fallaciously 'prove' that egoism (or even simply accounting for one's interests) is wrong. Further, the drawbacks of ethical theories are underestimated and the theories are also otherwise misrepresented to make them more suitable for engineering ethics as the authors construe it, viz. the 'moral reasoning' process. Stating in what various theories disagree would allow the students to frame the problem more productively in terms of motive-consequence or society-individual dichotomies rather than in terms of Kant-utilitarian.
Engineering ethics in Puerto Rico: issues and narratives.

PubMed

Frey, William J; O'Neill-Carrillo, Efraín

2008-09-01

This essay discusses engineering ethics in Puerto Rico by examining the impact of the Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) and by outlining the constellation of problems and issues identified in workshops and retreats held with Puerto Rican engineers. Three cases developed and discussed in these workshops will help outline movements in engineering ethics beyond the compliance perspective of the CIAPR. These include the Town Z case, Copper Mining in Puerto Rico, and a hypothetical case researched by UPRM students on laptop disposal. The last section outlines four future challenges in engineering ethics pertinent to the Puerto Rican situation.
Undergraduate engineering students' attitudes and perceptions towards `professional ethics' course: a case study of India

NASA Astrophysics Data System (ADS)

Sethy, Satya Sundar

2017-11-01

'Professional Ethics' has been offered as a compulsory course to undergraduate engineering students in a premier engineering institution of India. It was noticed that students' perceptions and attitudes were frivolous and ornamental towards this course. Course instructors and institution authorities were motivated to find out the factors contributing to this awkwardness. For this purpose, a questionnaire was prepared and administrated to 336 students registered for the July-November 2014 semester. The study found two factors contributing to students' indifference towards the Professional Ethics course. First, most of the students did not have self-interest to join the engineering programme, and while pursuing their study, they decided to switch to a different field upon completion of their engineering study. Second, students who desired to be engineers in their future believed that engineering code of ethics is not really referred to in most of the engineering jobs, and therefore Professional Ethics course is only meant for classroom discussions.
Engineering innovation in healthcare: technology, ethics and persons.

PubMed

Bowen, W Richard

2011-01-01

Engineering makes profound contributions to our health. Many of these contributions benefit whole populations, such as clean water and sewage treatment, buildings, dependable sources of energy, efficient harvesting and storage of food, and pharmaceutical manufacture. Thus, ethical assessment of these and other engineering activities has often emphasized benefits to communities. This is in contrast to medical ethics, which has tended to emphasize the individual patient affected by a doctor's actions. However technological innovation is leading to an entanglement of the activities, and hence ethical responsibilities, of healthcare professionals and engineering professionals. The article outlines three categories of innovation: assistive technologies, telehealthcare and quasi-autonomous systems. Approaches to engineering ethics are described and applied to these innovations. Such innovations raise a number of ethical opportunities and challenges, especially as the complexity of the technology increases. In particular the design and operation of the technologies require engineers to seek closer involvement with the persons benefiting from their work. Future innovation will require engineers to have a good knowledge of human biology and psychology. More particularly, healthcare engineers will need to prioritize each person's wellbeing, agency, human relationships and ecological self rather than technology, in the same way that doctors prioritize the treatment of persons rather than their diseases.
Teaching Engineering Ethics with Sustainability as Context

ERIC Educational Resources Information Center

Byrne, Edmond P.

2012-01-01

Purpose: The purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional…
Engineering Ethics : The Second Report on Student Awareness and Course Methodology

NASA Astrophysics Data System (ADS)

Abe, Takao; Hachimori, Akira; Honywood, Michael

This paper is the second one detailing the findings of a questionnaire survey administered to gauge respondents' awareness of engineering ethics. The survey was carried out with the cooperation of Japanese, South Korean, and Chinese universities as well as a number of Japanese corporations. Our findings indicate that while students and company employees alike generally exhibit an appetite for learning about engineering ethics, South Korean and Chinese students have adopted a posture that is more conducive to such study than their Japanese counterparts. We also discovered a number of other differences rooted in students' nationality. Engineering ethics content seems to receive little attention in corporate training programs. Small and medium size companies in particular may not be addressing questions of engineering ethics in an aggressive manner.
PRiME: integrating professional responsibility into the engineering curriculum.

PubMed

Moore, Christy; Hart, Hillary; Randall, D'Arcy; Nichols, Steven P

2006-04-01

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004-2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.
CASE: A Configurable Argumentation Support Engine

ERIC Educational Resources Information Center

Scheuer, O.; McLaren, B. M.

2013-01-01

One of the main challenges in tapping the full potential of modern educational software is to devise mechanisms to automatically analyze and adaptively support students' problem solving and learning. A number of such approaches have been developed to teach argumentation skills in domains as diverse as science, the Law, and ethics. Yet,…
Entertainment-Education and the Ethics of Social Intervention.

ERIC Educational Resources Information Center

Cambridge, Vibert; And Others

More specifically than the general concept of "development," the use of entertainment media as a tool for social intervention implies the purposive utilization of the mass media to engineer specific changes in knowledge, attitudes, or practice. Thus, this type of use of the entertainment media is inseparable from the notion of "what…
Ethics and the UN Sustainable Development Goals: The Case for Comprehensive Engineering : Commentary on "Using Student Engagement to Relocate Ethics to the Core of the Engineering Curriculum".

PubMed

van den Hoven, Jeroen

2016-12-27

In the twenty-first century, the urgent problems the world is facing (the UN Sustainable Development Goals) are increasingly related to vast and intricate 'systems of systems', which comprise both socio-technical and eco-systems. In order for engineers to adequately and responsibly respond to these problems, they cannot focus on only one technical or any other aspect in isolation, but must adopt a wider and multidisciplinary perspective of these systems, including an ethical and social perspective. Engineering curricula should therefore focus on what we call 'comprehensive engineering'. Comprehensive engineering implies ethical coherence, consilience of scientific disciplines, and cooperation between parties.
Ethics and Engineering. Working Papers Series Volume 2.

ERIC Educational Resources Information Center

Cutcliffe, Stephen H., Ed.

This collection of essays is the second volume in a series of working papers from Lehigh University Technology Studies Resource Center. The papers focus on the ethical implications of engineering as a profession and the current problems associated with the public responsibility of engineers. Issues that relate to the ethical dimensions of…
Imagination, distributed responsibility and vulnerable technological systems: the case of Snorre A.

PubMed

Coeckelbergh, Mark; Wackers, Ger

2007-06-01

An influential approach to engineering ethics is based on codes of ethics and the application of moral principles by individual practitioners. However, to better understand the ethical problems of complex technological systems and the moral reasoning involved in such contexts, we need other tools as well. In this article, we consider the role of imagination and develop a concept of distributed responsibility in order to capture a broader range of human abilities and dimensions of moral responsibility. We show that in the case of Snorre A, a near-disaster with an oil and gas production installation, imagination played a crucial and morally relevant role in how the crew coped with the crisis. For example, we discuss the role of scenarios and images in the moral reasoning and discussion of the platform crew in coping with the crisis. Moreover, we argue that responsibility for increased system vulnerability, turning an undesired event into a near-disaster, should not be ascribed exclusively, for example to individual engineers alone, but should be understood as distributed between various actors, levels and times. We conclude that both managers and engineers need imagination to transcend their disciplinary perspectives in order to improve the robustness of their organisations and to be better prepared for crisis situations. We recommend that education and training programmes should be transformed accordingly.
Does Ethics Education Influence the Moral Action of Practicing Nurses and Social Workers?

PubMed Central

Grady, Christine; Danis, Marion; Soeken, Karen L.; O’Donnell, Patricia; Taylor, Carol; Farrar, Adrienne; Ulrich, Connie M.

2009-01-01

Purpose/methods This study investigated the relationship between ethics education and training, and the use and usefulness of ethics resources, confidence in moral decisions, and moral action/activism through a survey of practicing nurses and social workers from four United States (US) census regions. Findings The sample (n = 1215) was primarily Caucasian (83%), female (85%), well educated (57% with a master’s degree). no ethics education at all was reported by 14% of study participants (8% of social workers had no ethics education, versus 23% of nurses), and only 57% of participants had ethics education in their professional educational program. Those with both professional ethics education and in-service or continuing education were more confident in their moral judgments and more likely to use ethics resources and to take moral action. Social workers had more overall education, more ethics education, and higher confidence and moral action scores, and were more likely to use ethics resources than nurses. Conclusion Ethics education has a significant positive influence on moral confidence, moral action, and use of ethics resources by nurses and social workers. PMID:18576241

Ethics and Childbirth Educators: Do Your Values Cause You Ethical Distress?

PubMed Central

Ondeck, Michele

2009-01-01

The Code of Ethics for Lamaze Certified Childbirth Educators outlines the ethical principles and standards that are derived from childbirth education's core values to assure quality and ethical practice. This article presents a summary of the history of ethics and medical ethics that informs a value-oriented decision-making process in childbirth education. The role of evidence in ethics is explored from the childbirth educator's viewpoint, and scenarios are used to reflect on situations that are examples of ethical distress. The conclusion is that the practice of ethics and ethical decision making includes regular reflection. PMID:19436591
Ethics and childbirth educators: do your values cause you ethical distress?

PubMed

Ondeck, Michele

2009-01-01

The Code of Ethics for Lamaze Certified Childbirth Educators outlines the ethical principles and standards that are derived from childbirth education's core values to assure quality and ethical practice. This article presents a summary of the history of ethics and medical ethics that informs a value-oriented decision-making process in childbirth education. The role of evidence in ethics is explored from the childbirth educator's viewpoint, and scenarios are used to reflect on situations that are examples of ethical distress. The conclusion is that the practice of ethics and ethical decision making includes regular reflection.
Environmental Ethics and Civil Engineering.

ERIC Educational Resources Information Center

Vesilind, P. Aarne

1987-01-01

Traces the development of the civil engineering code of ethics. Points out that the code does have an enforceable provision that addresses the engineer's responsibility toward the environment. Suggests revisions to the code to accommodate the environmental impacts of civil engineering. (TW)
An exploratory survey on the views of European tissue engineers concerning the ethical issues of tissue engineering research.

PubMed

Trommelmans, Leen; Selling, Joseph; Dierickx, Kris

2009-09-01

We present the first exploratory survey about the views of tissue engineers on the ethical issues of tissue engineering (TE), conducted among participants of a large European TE consortium. We analyzed the topics for which ethical guidance is necessary and the preferred dissemination channels, which are relevant issues and goals of clinical trials with human tissue-engineered products, and which information is to be given to trial participants. The need for comprehensive, specific ethical guidance of TE is a first key finding of this survey. Second, it becomes clear that little clarity exists on some crucial issues in the setup and conduct of clinical trials in TE. Identifying the unique features of TE and their repercussions for the ethical conduct of TE research and therapy is necessary. Third, prospective trial participants are to be informed about a wide variety of issues before taking part in the trial.
Contribution of ethics education to the ethical competence of nursing students: educators' and students' perceptions.

PubMed

Cannaerts, Nancy; Gastmans, Chris; Dierckx de Casterlé, Bernadette

2014-12-01

To review the literature on perceptions of nursing students and/or educators on the contribution of ethics education to ethical competence in nursing students. Nurses do not always demonstrate the competencies necessary to engage in ethical practice. Educators continue to debate about the best ways to teach ethics to nurses so that they can develop ethical competencies. MEDLINE, Embase, CINAHL, PsycINFO, and Web of Science. A total of 15 articles with a quantitative, qualitative, or mixed-methods design published between January 1992 and March 2012 were analyzed. According to students and educators, ethics education increases ethical perception of nursing students and the development of reflective and analytical skills. However, its contribution to the development of ethical behavior was barely mentioned. The accounts of students and educators revealed essential features of effective ethics education: active involvement of students in case study discussions and use of ethical frameworks. The use of activating educational strategies requires a safe learning environment where students can openly reflect on values at stake in their care practice. A better understanding of how students learn to develop ethical skills and of influencing factors can guide educators to develop ethics courses for nursing curriculum. Future research needs to focus on the methodological accuracy of sampling and measuring instruments. © The Author(s) 2014.
Theoretical and methodological elements for integrating ethics as a foundation into the education of professional and design disciplines.

PubMed

d'Anjou, Philippe

2004-04-01

The paper addresses the integration of ethics into professional education related to the disciplines responsible for the conception and creation of the artificial (artefactual or technology). The ontological-epistemological paradigm of those disciplines is understood within the frame of the sciences of the artificial as established by Herbert Simon (1969). According to that paradigm, those sciences include disciplines not only related to the production of artefacts (technology), such as engineering, architecture, industrial design, etc, but also disciplines related to devised courses of action aimed at changing existing situations into preferred ones, like medicine, law, education, etc. They are centered on intentional action and at their core is the activity of design, which is their common foundation and attitude, or their common culture. The science of design becomes the broader foundational discipline for any professions engaged in the intentional transformation of the world. The main distinction between design disciplines and scientific ones rests on the object-project dichotomy. Indeed, contrary to Science that sees the world as an object to be observed, Design sees the world as a project and acts upon the world through projects, which are grounded in intentions, ends, and values. Design disciplines are meant to transform the world, or part of it, and are teleological. Being so, they are embodied in an act that is ethical and their ontology-epistemology must be addressed also through practical reason to resituate all professional disciplines according to their involved nature. The paper introduces theoretical, methodological, and ethical elements to establish a model that integrates ethics into the education of the professional disciplines, design-based disciplines, responsible for the creation of the artificial, artefactual or technological, world. The model is articulated around the notions of ethical engagement and responsibility through the act of design understood as action with intention situated in a project, common in all professional disciplines.
The Engagement of Engineers in Education and Public Outreach: Beginning the Conversation

NASA Astrophysics Data System (ADS)

Grier, J.; Buxner, S.; Vezino, B.; Shipp, S. S.

2014-12-01

The Next Generation Science Standards (NGSS) are a new set of K-12 science standards that have been developed through a collaborative, state-led process. Based on the National Research Council (NRC) 'Framework for K-12 Education,' the NGSS are designed to provide all students with a coherent education possessing both robust content and rigorous practice. Within these standards is an enhanced emphasis on the intersection between science and engineering. The focus is not only on asking questions and finding answers (science) but also in identifying and designing solution to problems (engineering.) The NASA SMD (Science Mission Directorate) Education and Public Outreach (E/PO) Forums have been working with space scientists for many years to assist with their engagement in E/PO efforts, thus supporting the needs of previous science standards. In order to properly address the needs of NGSS, this conversation is being expanded to include engineers. Our initial efforts include a series of semi-structured interviews with a dozen engineers involved in different aspects of space science and mission development. We will present the responses from the survey and compare this information to our knowledge base about space scientists, their needs, attitudes, and understandings of E/PO. In addition to a new emphasis on engineering in the NGSS, we also consider engineering habits of mind such as systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations as described by an NRC policy document for engineering education. Using the overall results, we will consider strategies, further ideas for investigation, and possible steps for going forward with this important aspect of including engineering in education and outreach programming.
Ethical principles in the work of nurse educator-A cross-sectional study.

PubMed

Salminen, Leena; Stolt, Minna; Metsämäki, Riikka; Rinne, Jenni; Kasen, Anne; Leino-Kilpi, Helena

2016-01-01

The application of ethical principles within the teaching profession and nursing practice forms the core of the nurse educator's professional ethics. However, research focusing on the professional ethics of nurse educators is scarce. To describe ethical principles and issues relating to the work of nurse educators from the perspectives of both nurse educators themselves and nursing students. A descriptive study using cross-sectional data and content analysis. Nursing education program involving students from nine polytechnics in Finland. Nursing students (n=202) and nurse educators (n=342). Data were derived from an online survey, with two open-ended questions: Nursing students and nurse educators were asked to name the three main ethical principles that guide the work of nurse educators and also to describe ethical issues involved in the work. Students most often named professionalism, justice, and equality as the main ethical principles for a nurse educator. Nurse educators considered justice, equality, and honesty as the main ethical principles. The content analysis showed that professionalism and the relationship between educator and student were the key categories for ethical issues as perceived by nursing students. Nursing students most often identified inequality between the nurse educator and nursing student as the ethical issue faced by the nurse educator. Nursing students and nurse educators differed somewhat both in their views of the ethical principles guiding an educator's work and in the ethical issues arising in the work. Copyright © 2015 Elsevier Ltd. All rights reserved.
Editors' Overview Neuroethics: Many Voices and Many Stories

PubMed Central

Kalichman, Michael; Plemmons, Dena; Bird, Stephanie J.

2012-01-01

Advances in neuroscience continue to enhance understanding of the brain and provide new tools to take advantage of that understanding. These changes are poised to profoundly alter society. Given that the impact will be felt not only by neuroscientists, but by diverse members of society, it is imperative that conversations engage all stakeholders. Doing so will allow for the sharing of diverse views and perspectives to understand and frame the science, better educate and prepare the public for new developments, and provide a shared approach to identifying and resolving ethical challenges. These were the goals of Neuroethics Week, staged in 2007 by the Center for Ethics in Science and Technology in San Diego, and are the basis for the contributions to this special issue of Science and Engineering Ethics. PMID:23054674
Ethics curriculum for emergency medicine graduate medical education.

PubMed

Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P

2011-05-01

Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.
Aesthetics and ethics in engineering: insights from Polanyi.

PubMed

Dias, Priyan

2011-06-01

Polanyi insisted that scientific knowledge was intensely personal in nature, though held with universal intent. His insights regarding the personal values of beauty and morality in science are first enunciated. These are then explored for their relevance to engineering. It is shown that the practice of engineering is also governed by aesthetics and ethics. For example, Polanyi's three spheres of morality in science--that of the individual scientist, the scientific community and the wider society--has parallel entities in engineering. The existence of shared values in engineering is also demonstrated, in aesthetics through an example that shows convergence of practitioner opinion to solutions that represent accepted models of aesthetics; and in ethics through the recognition that many professional engineering institutions hold that the safety of the public supersedes the interests of the client. Such professional consensus can be seen as justification for studying engineering aesthetics and ethics as inter-subjective disciplines.
A plea for judgment.

PubMed

Davis, Michael

2012-12-01

Judgment is central to engineering, medicine, the sciences and many other practical activities. For example, one who otherwise knows what engineers know but lacks "engineering judgment" may be an expert of sorts, a handy resource much like a reference book or database, but cannot be a competent engineer. Though often overlooked or at least passed over in silence, the central place of judgment in engineering, the sciences, and the like should be obvious once pointed out. It is important here because it helps to explain where ethics fits into these disciplines. There is no good engineering, no good science, and so on without good judgment and no good judgment in these disciplines without ethics. Doing even a minimally decent job of teaching one of these disciplines necessarily includes teaching its ethics; teaching the ethics is teaching the discipline (or at least a large part of it).
Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach.

PubMed

Hoffmann, Michael; Borenstein, Jason

2014-03-01

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.
Cultural diversity in nanotechnology ethics.

PubMed

Schummer, Joachim

2011-01-01

Along with the rapid worldwide advance of nanotechnology, debates on associated ethical issues have spread from local to international levels. However unlike science and engineering issues, international perceptions of ethical issues are very diverse. This paper provides an analysis of how sociocultural factors such as language, cultural heritage, economics and politics can affect how people perceive ethical issues of nanotechnology. By attempting to clarify the significance of sociocultural issues in ethical considerations my aim is to support the ongoing international dialogue on nanotechnology. At the same time I pose the general question of ethical relativism in engineering ethics, that is to say whether or not different ethical views are irreconcilable on a fundamental level.
Ethics Education in CACREP-Accredited Counselor Education Programs

ERIC Educational Resources Information Center

Urofsky, Robert; Sowa, Claudia

2004-01-01

The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education. Survey responses describe current curricular approaches to ethics education,…
Interns' perceptions on medical ethics education and ethical issues at the Dokuz Eylul University School of Medicine in Turkey.

PubMed

Ozan, S; Timbil, S; Semin, S; Musal, B

2010-11-01

In Turkey and its neighboring countries, few studies have investigated medical students' reactions to ethics education and ethical issues they encounter. The aim of this study was to investigate interns' perceptions of medical ethics education and ethical issues. In students' first three years at the Dokuz Eylul University School of Medicine, various teaching methods are used in ethics education, including problem-based learning, interactive lectures and movies. During the clinical years, the curriculum helps students consider the ethical dimension of their clinical work, and during the internship period a discussion on ethical issues is held. Data were collected through a questionnaire distributed to interns in the 2005-2006 academic year. Its questions asked about interns' perceived adequacy of their ethics education, any interpersonal ethical problems they had witnessed, their approaches to ethical problems, obstacles they believe prevented them from resolving ethical problems and whether they felt themselves ready to deal with ethical problems. 67.2 % of interns were reached and all of them responded. In the assessment of the adequacy of ethics education, the most favorable score was given to educators. Students' most often mentioned ethical problems encountered were between physicians and students and between physicians and patients. Interns believed that difficult personalities on the team and team hierarchy were important obstacles to resolving ethical problems. There were significant differences between the approaches students currently used in dealing with ethical problems and how they anticipated they would approach these problems in their future professional lives. We obtained information about students' perceptions about ethics education and ethical problems which helped us to plan other educational activities. This study may assist other medical schools in preparing an ethics curriculum or help evaluate an existing curriculum.
In a Dimension of Height: Ethics in the Education of Others

ERIC Educational Resources Information Center

Tarc, Aparna Mishra

2006-01-01

Ethics penetrates every aspect of Western education. Many of its dominant narratives-- education as salvation, as progress, as panacea, and as liberation, for example--are infused with the ethical. Educators are compelled by ethical callings; in fact, education as the call of the ethical informs the singular and collective identities of educators.…
Ethics Education in Midwifery Education Programs in the United States.

PubMed

Megregian, Michele

2016-09-01

Familiarity with ethical concepts is a required competency for new graduates and a component of accreditation for midwifery education programs in the United States. While midwifery educators have acknowledged the importance of ethics education in midwifery programs, little is known about current methods, format, or evaluation of ethics education. A Web-based survey was developed for program directors of accredited midwifery education programs in the United States. Clock hours, formats, venues, content topics, barriers, and evaluation methods were evaluated by descriptive analysis. Fifty-one percent of programs completed the online survey (25/49). Of these, only 7 (28%) offer ethics as a stand-alone class, although all responding programs integrate some ethics education into other core classes. Programs show variation in format, venue, resources, and clock hours dedicated to ethics education. The most frequent barrier to ethics education is an already crowded curriculum (60%), although 32% of programs denied any barriers at all. The majority of programs include the ethical concepts of informed consent, shared decision making, and effective communication in curriculum content. This survey found that there is considerable variation in ethics education in terms of content, format, and evaluation among accredited midwifery education programs in the United States. Midwifery educators have an opportunity to explore the ethical dilemmas unique to maternity care from a midwifery perspective. There is also the opportunity to create a comprehensive and dynamic midwifery ethics curriculum, which incorporates both stand-alone ethics courses and ethics concepts that are woven throughout the core midwifery curriculum. © 2016 by the American College of Nurse-Midwives.
The responsibilities of engineers.

PubMed

Smith, Justin; Gardoni, Paolo; Murphy, Colleen

2014-06-01

Knowledge of the responsibilities of engineers is the foundation for answering ethical questions about the work of engineers. This paper defines the responsibilities of engineers by considering what constitutes the nature of engineering as a particular form of activity. Specifically, this paper focuses on the ethical responsibilities of engineers qua engineers. Such responsibilities refer to the duties acquired in virtue of being a member of a group. We examine the practice of engineering, drawing on the idea of practices developed by philosopher Alasdair MacIntyre, and show how the idea of a practice is important for identifying and justifying the responsibilities of engineers. To demonstrate the contribution that knowledge of the responsibilities of engineers makes to engineering ethics, a case study from structural engineering is discussed. The discussion of the failure of the Sleipner A Platform off the coast of Norway in 1991 demonstrates how the responsibilities of engineers can be derived from knowledge of the nature of engineering and its context.
The relationship between education and ethical behavior of nursing students.

PubMed

Dierckx de Casterlé, B; Janssen, P J; Grypdonck, M

1996-06-01

Based on the cognitive theory of moral development of Kohlberg, refined by the addition of the dimension "ethics of care" and the educational theory of Janssen, the relationship of education and ethical behavior of nursing students was examined. Ethical behavior referred not only to the ethical reasoning of students but also to the relationship between this reasoning and their behavior. This study examined the responses of 2,624 nursing students to five ethical nursing dilemmas included in the Ethical Behavior Test by relating them to four educational variables: students' level of education, level of enrollment, school, and students' perceptions of the educational process. A significant relationship between education and ethical behavior was found.

Ethics of Reproductive Engineering

ERIC Educational Resources Information Center

Buuck, R. John

1977-01-01

Artificial insemination, in vitro fertilization, artificial placentas, and cloning are examined from a ethical viewpoint. The moral, social, and legal implications of reproductive engineering are considered important to biology as well as medicine. The author suggests that these ethical issues should be included in the biology curriculum and lists…
Seeing through the lens of social justice: A threshold for engineering

NASA Astrophysics Data System (ADS)

Kabo, Jens David

In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities, the intention was to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically. A conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory. All three of the courses studied operated on a similar basic pedagogical model, however, the courses were framed differently, with social justice in the foreground or in the background with the focus on, in one case, ethics and in the other, sustainability. All courses studied appeared to be successful in encouraging engineering students to engage in critical thinking and a similar general trend in the development of students' conceptions of social justice was observed in each of the three courses. However, it does appear that if one is interested in developing an articulated understanding of social justice, with respect to engineering, that an explicit focus on social justice is preferable.
Building a Community of Scholars: One University's Comparison of "Typical" vs. Open Ended Ethics Case Studies in First-Year Engineering

ERIC Educational Resources Information Center

Reid, Kenneth J.

2012-01-01

Ethics is among the professional skills embedded in the first year engineering curriculum in many institutions. The general format of the study of ethics is similar to many other institutions: student teams review case studies and develop written and oral presentations on the ethical issues encountered. This report investigates whether the use of…
Ethics in published brain-computer interface research

NASA Astrophysics Data System (ADS)

Specker Sullivan, L.; Illes, J.

2018-02-01

Objective. Sophisticated signal processing has opened the doors to more research with human subjects than ever before. The increase in the use of human subjects in research comes with a need for increased human subjects protections. Approach. We quantified the presence or absence of ethics language in published reports of brain-computer interface (BCI) studies that involved human subjects and qualitatively characterized ethics statements. Main results. Reports of BCI studies with human subjects that are published in neural engineering and engineering journals are anchored in the rationale of technological improvement. Ethics language is markedly absent, omitted from 31% of studies published in neural engineering journals and 59% of studies in biomedical engineering journals. Significance. As the integration of technological tools with the capacities of the mind deepens, explicit attention to ethical issues will ensure that broad human benefit is embraced and not eclipsed by technological exclusiveness.
Teaching for adaptive expertise in biomedical engineering ethics.

PubMed

Martin, Taylor; Rayne, Karen; Kemp, Nate J; Hart, Jack; Diller, Kenneth R

2005-04-01

This paper considers an approach to teaching ethics in bioengineering based on the How People Learn (HPL) framework. Curricula based on this framework have been effective in mathematics and science instruction from the kindergarten to the college levels. This framework is well suited to teaching bioengineering ethics because it helps learners develop "adaptive expertise". Adaptive expertise refers to the ability to use knowledge and experience in a domain to learn in unanticipated situations. It differs from routine expertise, which requires using knowledge appropriately to solve routine problems. Adaptive expertise is an important educational objective for bioengineers because the regulations and knowledge base in the discipline are likely to change significantly over the course of their careers. This study compares the performance of undergraduate bioengineering students who learned about ethics for stem cell research using the HPL method of instruction to the performance of students who learned following a standard lecture sequence. Both groups learned the factual material equally well, but the HPL group was more prepared to act adaptively when presented with a novel situation.
MEDICAL ETHICS EDUCATION IN TURKEY; STATE OF PLAY AND CHALLENGES.

PubMed

Ekmekçi, Perihan Elif

Medical ethics can be traced back to Hippocratic Oath in antiquity. Last decade witnessed improvements in science and technology which attracted attention to the ethical impacts of the innovations in medicine. The need to combine medical innovations with a preservation of human values and to cultivate ethical competencies required by professionalism conceived medical ethics education in various levels in medical schools. Despite the diversities regarding teaching hours, methodology and content of the courses, medical ethics became a fundamental part of medical education around the world. In Turkey medical ethics education is given both in undergraduate and postgraduate levels. The high increase in the number of medical schools and shortfall of instructors who have medical ethics as their primary academic focus creates a big challenge in medical ethics education in both levels. Currently there are 89 medical schools in Turkey and only six medical schools are giving postgraduate medical ethics education. In 2010 only 33 of all medical schools could establish a separate department dedicated to medical ethics. There are no medical ethics courses embedded in residency programs. The quality and standardization of undergraduate medical ethics education has started but there are no initiatives to do so in postgraduate level.
Ethics--Business Educators Teach Students To Do the Right Thing!

ERIC Educational Resources Information Center

Keying In, 1997

1997-01-01

This issue focuses on teaching ethics in business education programs. Exploring the teaching of ethics in both high school and college, the newsletter first presents an overview of ethics and the study of ethics and makes a case for teaching ethics in business education courses. Following a short commentary on the difficulty of teaching ethics is…
The Revolt of the Engineers. Social Responsibility and the American Engineering Profession.

ERIC Educational Resources Information Center

Layton, Edwin T., Jr.

In examining the history of American engineering, this book emphasizes professionalism, social responsibility, and ethics. It explains how some engineers have attempted to express a concern for the social effects of technology and to forge codes of ethics which could articulate the profession's fundamental obligation to the public. The document's…
Epistemology, Ontology and Ethics: "Galaxies Away from the Engineering World"?

ERIC Educational Resources Information Center

Christensen, Steen Hyldgaard; Erno-Kjolhede, Erik

2008-01-01

Philosophy of technology/philosophy of science has recently become part of the curriculum of engineering degree programmes in Denmark. However, to what extent do teachers of engineering see it as meaningful for students to work with relatively abstract philosophical concepts such as epistemology, ontology and ethics as part of engineering degree…
A Model of Comparative Ethics Education for Social Workers

ERIC Educational Resources Information Center

Pugh, Greg L.

2017-01-01

Social work ethics education models have not effectively engaged social workers in practice in formal ethical reasoning processes, potentially allowing personal bias to affect ethical decisions. Using two of the primary ethical models from medicine, a new social work ethics model for education and practical application is proposed. The strengths…
The "Ethics" Expertise in Clinical Ethics Consultation.

PubMed

Iltis, Ana S; Rasmussen, Lisa M

2016-08-01

The nature, possibility, and implications of ethics expertise (or moral expertise) in general and of bioethics expertise in particular has been the focus of extensive debate for over thirty years. What is ethics expertise and what does it enable experts to do? Knowing what ethics expertise is can help answer another important question: What, if anything, makes a claim of expertise legitimate? In other words, how does someone earn the appellation "ethics expert?" There remains deep disagreement on whether ethics expertise is possible, and if so, what constitutes such expertise and what it entails and legitimates. Discussion of bioethics expertise has become particularly important given the growing presence of bioethicists in the clinical setting as well as efforts to professionalize bioethics through codes of ethics and certification (or quasi-certification) efforts. Unlike in the law or in engineering, where there may be a body of knowledge that professional organizations or others have articulated as important for education and training of experts, ethics expertise admits of no such body of knowledge or required experience. Nor is there an entity seen as having the authority to articulate the necessary scope of knowledge. Questions about whether there is such a body of knowledge for particular areas within bioethics have emerged and played a central role in professionalization efforts in recent years, especially in the area of clinical ethics. © The Author 2016. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Ethics in Higher Education.

ERIC Educational Resources Information Center

Winsor, Jerry L.; Curtis, Dan B.

A general discussion of the nature of ethical values of the specific issues related to teaching such values leads to several specific suggestions as to how to accomplish ethical value education in communication. Ethical values education should be integrated throughout the curriculum of higher education in general and communication education in…
Ethics in Engineering: Student Perceptions and Their Professional Identity Development

ERIC Educational Resources Information Center

Stappenbelt, Brad

2013-01-01

Professional ethics instruction in engineering is commonly conducted by examining case studies in light of the code of conduct of a suitable professional body. Although graphical presentations of spectacular failures, sobering stories of the repercussions and the solid framework provided by the tenets of a code of ethics may leave a lasting…
An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring that educators are well equipped to support the development of necessary theoretical and applied competencies can be promoted by initiatives including the creation of tailored ethics teaching and evaluation tools, and by establishing communities of practice among ethics educators. This survey identified heterogeneity in ethics teaching content, format and duration, and location within the curriculum. In order to be able to assess more precisely the place accorded to ethics teaching in PT and OT programs, careful mapping of ethics content inside and across rehabilitation programs is needed - both in Canada and internationally. These initiatives would help advance understanding of ethics teaching practices in rehabilitation.
[Learning objectives achievement in ethics education for medical school students].

PubMed

Chae, Sujin; Lim, Kiyoung

2015-06-01

This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.
Biomimicry, Biofabrication, and Biohybrid Systems: The Emergence and Evolution of Biological Design.

PubMed

Raman, Ritu; Bashir, Rashid

2017-10-01

The discipline of biological design has a relatively short history, but has undergone very rapid expansion and development over that time. This Progress Report outlines the evolution of this field from biomimicry to biofabrication to biohybrid systems' design, showcasing how each subfield incorporates bioinspired dynamic adaptation into engineered systems. Ethical implications of biological design are discussed, with an emphasis on establishing responsible practices for engineering non-natural or hypernatural functional behaviors in biohybrid systems. This report concludes with recommendations for implementing biological design into educational curricula, ensuring effective and responsible practices for the next generation of engineers and scientists. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
Effectiveness of ethics education as perceived by nursing students: development and testing of a novel assessment instrument.

PubMed

Vynckier, Tine; Gastmans, Chris; Cannaerts, Nancy; de Casterlé, Bernadette Dierckx

2015-05-01

The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. To develop a valid and reliable instrument, named the 'Students' Perceived Effectiveness of Ethics Education Scale' (SPEEES), to measure students' perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach's alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived 'case study', 'lecture' and 'instructional dialogue' to be effective teaching methods and 'general ethical concepts' to contain effective content. 'Reflecting critically on their own values' was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students' perceptions of the contribution of ethics education to other ethical competences. The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education. © The Author(s) 2014.
Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

NASA Astrophysics Data System (ADS)

Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.
Maximal Ethics in Counselor Education.

ERIC Educational Resources Information Center

Engels, Dennis W.

1981-01-01

Discusses the concept of maximal ethics as a basis of counselor behavior and describes the need for ethics development in counselor education training. Notes modeling aspects of counselor educator behavior and considers programming for ethical development in counselor training. Suggests resource materials for counselor training in ethics. (RC)
Ethics Education: Using Inductive Reasoning to Develop Individual, Group, Organizational, and Global Perspectives

ERIC Educational Resources Information Center

Taft, Susan H.; White, Judith

2007-01-01

Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students' ethical…

Educating Moral People: A Caring Alternative to Character Education.

ERIC Educational Resources Information Center

Noddings, Nel

An alternative to character education is care ethics. The ethics of care can be seen as fundamentally relational, not individual-agent-based in the way of virtue ethics, and the ethics of care is more indirect than character education. After an introductory chapter that outlines the similarities and differences between character education and care…
Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ERIC Educational Resources Information Center

Cameron, Robyn Ann; O'Leary, Conor

2015-01-01

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then…
Changing the paradigm for engineering ethics.

PubMed

Schmidt, Jon Alan

2014-12-01

Modern philosophy recognizes two major ethical theories: deontology, which encourages adherence to rules and fulfillment of duties or obligations; and consequentialism, which evaluates morally significant actions strictly on the basis of their actual or anticipated outcomes. Both involve the systematic application of universal abstract principles, reflecting the culturally dominant paradigm of technical rationality. Professional societies promulgate codes of ethics with which engineers are expected to comply (deontology), while courts and the public generally assign liability to engineers primarily in accordance with the results of their work, whether intended or unintended (consequentialism). A third option, prominent in ancient philosophy, has reemerged recently: virtue ethics, which recognizes that sensitivity to context and practical judgment are indispensable in particular concrete situations, and therefore rightly focuses on the person who acts, rather than the action itself. Beneficial character traits--i.e., virtues--are identified within a specific social practice in light of the internal goods that are unique to it. This paper proposes a comprehensive framework for implementing virtue ethics within engineering.
Online Ethics: What's a Teacher to Do?

ERIC Educational Resources Information Center

Carpenter, Cal

1996-01-01

Considers ethics issues involved with using online resources like the Internet in elementary and secondary education and suggests that educators initiate and model a standardized role of ethical behavior for Internet users. Topics include hackers; privacy, piracy, and security; screening electronic sites; ethics education; and an ethics model.…
A Survey of Ethics Curriculum in Canadian Initial Teacher Education

ERIC Educational Resources Information Center

Maxwell, Bruce; Tremblay-Laprise, Audrée-Anne; Filion, Marianne

2015-01-01

This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning…
The Ethics of School Administration.

ERIC Educational Resources Information Center

Strike, Kenneth A.; And Others

This is the first book in the Teachers College Press series, Professional Ethics in Education, which is devoted to the examination of ethical issues in all educational settings. The book's purpose is to teach a range of ethical concepts and the process of ethical reasoning to educational administrators. Organized around cases, each chapter begins…
Health educators' perceptions of ethics in professional preparation and practice.

PubMed

Shive, Steven E; Marks, Ray

2008-07-01

This commentary reflects health educators' views concerning perceptions of the need for increased awareness of the Code of Ethics for the Health Education Profession, improvement in professionals' ability to engage in ethical reflection, and the need for incorporation of ethical considerations into health education practice.
The Perfect Storm--Genetic Engineering, Science, and Ethics

ERIC Educational Resources Information Center

Rollin, Bernard E.

2014-01-01

Uncertainty about ethics has been a major factor in societal rejection of biotechnology. Six factors help create a societal "perfect storm" regarding ethics and biotechnology: Social demand for ethical discussion; societal scientific illiteracy; poor social understanding of ethics; a "Gresham's Law for Ethics;" Scientific…
An Environmental Ethical Conceptual Framework for Research on Sustainability and Environmental Education

ERIC Educational Resources Information Center

Kronlid, David O.; Ohman, Johan

2013-01-01

This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an…
Ethical Considerations in Tissue Engineering Research: Case Studies in Translation

PubMed Central

Baker, Hannah B.; McQuilling, John P.

2016-01-01

Tissue engineering research is a complex process that requires investigators to focus on the relationship between their research and anticipated gains in both knowledge and treatment improvements. The ethical considerations arising from tissue engineering research are similarly complex when addressing the translational progression from bench to bedside, and investigators in the field of tissue engineering act as moral agents at each step of their research along the translational pathway, from early benchwork and preclinical studies to clinical research. This review highlights the ethical considerations and challenges at each stage of research, by comparing issues surrounding two translational tissue engineering technologies: the bioartificial pancreas and a tissue engineered skeletal muscle construct. We present relevant ethical issues and questions to consider at each step along the translational pathway, from the basic science bench to preclinical research to first-in-human clinical trials. Topics at the bench level include maintaining data integrity, appropriate reporting and dissemination of results, and ensuring that studies are designed to yield results suitable for advancing research. Topics in preclinical research include the principle of “modest translational distance” and appropriate animal models. Topics in clinical research include key issues that arise in early-stage clinical trials, including selection of patient-subjects, disclosure of uncertainty, and defining success. The comparison of these two technologies and their ethical issues brings to light many challenges for translational tissue engineering research and provides guidance for investigators engaged in development of any tissue engineering technology. PMID:26282436
Ethical considerations in tissue engineering research: Case studies in translation.

PubMed

Baker, Hannah B; McQuilling, John P; King, Nancy M P

2016-04-15

Tissue engineering research is a complex process that requires investigators to focus on the relationship between their research and anticipated gains in both knowledge and treatment improvements. The ethical considerations arising from tissue engineering research are similarly complex when addressing the translational progression from bench to bedside, and investigators in the field of tissue engineering act as moral agents at each step of their research along the translational pathway, from early benchwork and preclinical studies to clinical research. This review highlights the ethical considerations and challenges at each stage of research, by comparing issues surrounding two translational tissue engineering technologies: the bioartificial pancreas and a tissue engineered skeletal muscle construct. We present relevant ethical issues and questions to consider at each step along the translational pathway, from the basic science bench to preclinical research to first-in-human clinical trials. Topics at the bench level include maintaining data integrity, appropriate reporting and dissemination of results, and ensuring that studies are designed to yield results suitable for advancing research. Topics in preclinical research include the principle of "modest translational distance" and appropriate animal models. Topics in clinical research include key issues that arise in early-stage clinical trials, including selection of patient-subjects, disclosure of uncertainty, and defining success. The comparison of these two technologies and their ethical issues brings to light many challenges for translational tissue engineering research and provides guidance for investigators engaged in development of any tissue engineering technology. Copyright © 2015 Elsevier Inc. All rights reserved.
[What kind of ethical education for pharmacists is necessary? Can "the core curriculum model for pharmacology education" provide the needed guidance?].

PubMed

Matsuda, Jun

2009-07-01

Section A of "The core curriculum model for pharmacy education" (2002)- "Learning about Humanism"- outlines the educational contents for ethics in pharmaceutical departments. People who read this section are likely to conclude that the cultivation of human sensitivity is of prime importance in ethics education in pharmacy. However, if a pharmacist found herself or himself on the horns of a moral dilemma during clinical practice, she/he may discover that human sensitivity alone may not provide the answer. When searching for ethically appropriate conduct in concrete cases, both moral insight and good judgment are necessary. The main contents of ethics education in a pharmaceutical department should be instruction in the ethics of medicine and pharmacy and practical exercises in handling moral dilemmas that pharmacists might encounter in actual situations. "Humanism" implies not only humanitarianism but also anthropocentricism. Plants, animals, and ecological systems are considered to be objects of ethical concern in some contemporary ethics, such as L. Siep's "Concrete Ethics (Konkrete Ethik, 2004)". The pharmacist's job specifications require her or him to treat laboratory animals ethically and to have environmental consciousness. Humanism-based ethics are too narrow for pharmacy ethics. Pharmacy students should learn a more comprehensive ethics that covers social ethics, bioethics, and environmental ethics. Such ethics and moral training should be given, especially, both before and after long-term practical training in hospitals and pharmacies.
Ethics education in family medicine training in the United States: a national survey.

PubMed

Manson, Helen M; Satin, David; Nelson, Valerie; Vadiveloo, Thenmalar

2014-01-01

Although professional organizations endorse ethics education in family medicine training, there is little published evidence that ethics teaching occurs. This survey collated data on the aims, content, pedagogical methods, assessment, and barriers relating to formal ethics education in family medicine residency programs in the United States. A questionnaire surveyed all 445 family medicine residency programs in the United States. Forty percent of programs responded (178/445). Of these, 95% formally teach at least one ethics topic, 68.2% teach six or more topics, and 7.1% teach all 13 core topics specified in the questionnaire. Programs show variation, providing between zero to 100 hours' ethics education over the 3 years of residency training. Of the responding programs, 3.5% specify well-defined aims for ethics teaching, 25.9% designate overall responsibility for the ethics curriculum to one individual, and 33.5% formally assess ethics competencies. The most frequent barriers to ethics education are finding time in residents' schedules (59.4%) and educator expertise (21.8%). Considerable variation in ethics education is apparent in both curricular content and delivery among family medicine residency programs in the United States. Additional findings included a lack of specification of explicit curricular aims for ethics teaching allied to ACGME or AAFP competencies, a tendency not to designate one faculty member with lead responsibility for ethics teaching in the residency program, and a lack of formal assessment of ethics competencies. This has occurred in the context of an absence of robust assessment of ethics competencies at board certification level.
A case study of teaching social responsibility to doctoral students in the climate sciences.

PubMed

Børsen, Tom; Antia, Avan N; Glessmer, Mirjam Sophia

2013-12-01

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled "Prepared for social responsibility?" attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences.
Higher Education and Ethical Value

ERIC Educational Resources Information Center

Lee, Jeong-Kyu

2017-01-01

The purpose of this study is to explore the importance of ethical value in higher education as well as the relevance between ethical value and higher education. In order to examine the study logically, three research questions are addressed: First, what is value, ethical value, and Asiatic ethical value? Second, for whom and what is higher…
Incorporating Ethics and Social Responsibility in IS Education

ERIC Educational Resources Information Center

Harris, Albert L.; Lang, Michael; Yates, Dave; Kruck, S. E.

2011-01-01

This paper discusses the importance of ethics and social responsibility in information systems (IS) education. The many public scandals of corporate misconduct have increased the need for more emphasis to be placed on ethics and ethical issues in IS education. The authors describe how the inclusion of ethics and social responsibility in the IS…
Ethical Fairy Tales: Using Fairy Tales as Illustrative Ethical Dilemmas with Counseling Students

ERIC Educational Resources Information Center

Henderson, Kathryn L.; Malone, Stefanie L.

2012-01-01

Learning to navigate ethical dilemmas is important in counseling students' training. According to the Council for the Accreditation of Counseling and Related Educational Programs (2009 standards, counseling students must receive ethics education. A common goal for counselor educators is to assist students in translating ethical theory into…
Science, human nature, and a new paradigm for ethics education.

PubMed

Lampe, Marc

2012-09-01

For centuries, religion and philosophy have been the primary basis for efforts to guide humans to be more ethical. However, training in ethics and religion and imparting positive values and morality tests such as those emanating from the categorical imperative and the Golden Rule have not been enough to protect humankind from its bad behaviors. To improve ethics education educators must better understand aspects of human nature such as those that lead to "self-deception" and "personal bias." Through rationalizations, faulty reasoning and hidden bias, individuals trick themselves into believing there is little wrong with their own unethical behavior. The application of science to human nature offers the possibility of improving ethics education through better self-knowledge. The author recommends a new paradigm for ethics education in contemporary modern society. This includes the creation of a new field called "applied evolutionary neuro-ethics" which integrates science and social sciences to improve ethics education. The paradigm can merge traditional thinking about ethics from religious and philosophical perspectives with new ideas from applied evolutionary neuro-ethics.
Is there room for ethics within bioinformatics education?

PubMed

Taneri, Bahar

2011-07-01

When bioinformatics education is considered, several issues are addressed. At the undergraduate level, the main issue revolves around conveying information from two main and different fields: biology and computer science. At the graduate level, the main issue is bridging the gap between biology students and computer science students. However, there is an educational component that is rarely addressed within the context of bioinformatics education: the ethics component. Here, a different perspective is provided on bioinformatics education, and the current status of ethics is analyzed within the existing bioinformatics programs. Analysis of the existing undergraduate and graduate programs, in both Europe and the United States, reveals the minimal attention given to ethics within bioinformatics education. Given that bioinformaticians speedily and effectively shape the biomedical sciences and hence their implications for society, here redesigning of the bioinformatics curricula is suggested in order to integrate the necessary ethics education. Unique ethical problems awaiting bioinformaticians and bioinformatics ethics as a separate field of study are discussed. In addition, a template for an "Ethics in Bioinformatics" course is provided.
Teaching ethics to engineers - a research-based perspective

NASA Astrophysics Data System (ADS)

Bowden, Peter

2010-10-01

This paper describes research underpinning a course, developed in Australia, on ethics for engineers. The methodology used, that of identifying the principal ethical issues facing the discipline and designing the course around these issues, would be applicable to other disciplines and in other countries. The course was based on the assumption that identifying the major ethical issues in the discipline, and subsequently presenting and analysing them in the classroom, would provide the future professional with knowledge of the ethical problems that they were likely to face on graduation. The student has then to be given the skills and knowledge to combat these concerns, should he/she wish to. These findings feed into several components of the course, such as the development of a code of ethics, the role of a professional society or industry association and the role of ethical theory The sources employed to identify the issues were surveys of the literature and about 30 case studies, in Australia and overseas. The issues thus identified were then put before a sample of engineering managers to assess the relevance to the profession.

Balancing Ethics and Quality in Educational Research--The Ethical Matrix Method

ERIC Educational Resources Information Center

Tangen, Reidun

2014-01-01

This paper addresses ethical issues in educational research with a focus on the interplay between research ethics and both internal and external quality of research. Research ethics is divided into three domains: (1) ethics "within" the research community; (2) ethics concerning relationships with "individuals and groups directly…
Problem-Based Learning in Engineering Ethics Courses

ERIC Educational Resources Information Center

Kirkman, Robert

2016-01-01

I describe the first stages of a process of design research in which I employ problem-based learning in a course in engineering ethics, which fulfills a requirement for students in engineering degree programs. The aim of the course is to foster development of particular cognitive skills contributing to moral imagination, a capacity to notice,…
Sustainability and Ethics as Decision-Making Paradigms in Engineering Curricula

ERIC Educational Resources Information Center

El-Zein, Abbas; Airey, David; Bowden, Peter; Clarkeburn, Henriikka

2008-01-01

Purpose: The aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision-making paradigm, and critically appraise ways of achieving related learning outcomes. Design/methodology/approach: The paper presents the experience of the School of Civil Engineering at the University of Sydney in…
Undergraduate Engineering Students' Attitudes and Perceptions towards "Professional Ethics" Course: A Case Study of India

ERIC Educational Resources Information Center

Sethy, Satya Sundar

2017-01-01

"Professional Ethics" has been offered as a compulsory course to undergraduate engineering students in a premier engineering institution of India. It was noticed that students' perceptions and attitudes were frivolous and ornamental towards this course. Course instructors and institution authorities were motivated to find out the factors…
How do bioethics teachers in Japan cope with ethical disagreement among healthcare university students in the classroom? A survey on educators in charge

PubMed Central

Itai, K; Asai, A; Tsuchiya, Y; Onishi, M; Kosugi, S

2006-01-01

Objective The purpose of this study was to demonstrate how educators involved in the teaching of bioethics to healthcare university students in Japan would cope with ethical disagreement in the classroom, and to identify factors influencing them. Methods A cross sectional survey was conducted using self administered questionnaires mailed to a sample of university faculty in charge of bioethics curriculum for university healthcare students. Results A total of 107 usable questionnaires were returned: a response rate of 61.5%. When facing ethical disagreement in the classroom, coping behaviour differed depending on the topic of discussion, was influenced by educators' individual clear ethical attitudes regarding the topic of discussion, and was independent of many respondents' individual and social backgrounds. Among educators, it was commonly recognised that the purpose of bioethics education was to raise the level of awareness of ethical problems, to provide information about and knowledge of those issues, to raise students' sensitivity to ethical problems, and to teach students methods of reasoning and logical argument. Yet, despite this, several respondents considered the purpose of bioethics education to be to influence students about normative ethical judgments. There was no clear relationship, however, between ways of coping with ethical disagreement and educators' sense of the purpose of bioethics education. Conclusions This descriptive study suggests that educators involved in bioethics education for healthcare university students in Japan coped in various ways with ethical disagreement. Further research concerning ethical disagreement in educational settings is needed to provide better bioethics education for healthcare students. PMID:16648283
Engineering Codes of Ethics and the Duty to Set a Moral Precedent.

PubMed

Schlossberger, Eugene

2016-10-01

Each of the major engineering societies has its own code of ethics. Seven "common core" clauses and several code-specific clauses can be identified. The paper articulates objections to and rationales for two clauses that raise controversy: do engineers have a duty (a) to provide pro bono services and/or speak out on major issues, and (b) to associate only with reputable individuals and organizations? This latter "association clause" can be justified by the "proclamative principle," an alternative to Kant's universalizability requirement. At the heart of engineering codes of ethics, and implicit in what it is to be a moral agent, the "proclamative principle" asserts that one's life should proclaim one's moral stances (one's values, principles, perceptions, etc.). More specifically, it directs engineers to strive to insure that their actions, thoughts, and relationships be fit to offer to their communities as part of the body of moral precedents for how to be an engineer. Understanding codes of ethics as reflections of this principle casts light both on how to apply the codes and on the distinction between private and professional morality.
On-line ethics education for occupational therapy clinician-educators: a single-group pre-/post-test study.

PubMed

VanderKaay, Sandra; Letts, Lori; Jung, Bonny; Moll, Sandra E

2018-05-20

Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators). The Knowledge-to-Action Process informed development and evaluation of the module. Clinician-educators (n = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires. Pre- and post-test data indicated improvement in self-reported ethics knowledge (t = 8.275, p < 0.01). Follow-up data indicated knowledge did not decrease over time (t = -1.483, p = 0.075). There was improvement in self-reported intent to change practice (t = 4.93, p < 0.01); however, actual practice change was not indicated (t = -1.499, p = 0.072). This study provides preliminary data regarding an on-line ethics education module for clinician-educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology. Implications for Rehabilitation The on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators. Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators' teaching practices. More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators. Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.
Ethical considerations of the short-term and long-term health impacts, costs, and educational value of sustainable development projects.

PubMed

Striebig, Bradley A; Jantzen, Tyler; Rowden, Katherine

2006-04-01

There are over 800 seventh to tenth grade students at the College d'Enseignment Generale (CEG) School in Azové, Benin. Like most children in the developing world, these students lack access to clean water and basic sanitation facilities. These students suffer from parasitic infection and health ailments which could be directly offset with short term aid to supply water and medical aid. Promoting proper sanitation and providing the technology to implement water and wastewater treatment in the community will decrease childhood and maternal disease and mortality rates in Azové. However, these measures may take several years to implement and will require a significant investment in the infrastructure of the school. Is it ethical to spend 10,000 dollars towards the long-term goals of providing water and sanitation to the students of CEG Azové, compared to spending the same amount on short-term relief efforts? This paper addresses the ethical dilemma of dealing with immediate medical needs in developing countries while trying to implement sustainable technologies. The views and frustration of students working on the project are discussed, as they realize the monetary and short-term impacts on human health when implementing sustainable technologies. The opportunity costs associated with the education principles of sustainable development were also considered. The anticipated costs and health impacts in the short-term and long-term will be evaluated for a period of 1, 2, 5 and 10 years. Sustainable development requires a new way of thinking, and a long-term approach. These problems will require the dedication of a new generation of engineers, working hand-in-hand with local communities and governments, social scientists, economists, businesses, human rights organizations, other non-government organizations, and international development organizations. Design projects encourage the professional and ethical development of engineers through hands-on involvement in national and international development projects.
Tracing "Ethical Subjectivities" in Science Education: How Biology Textbooks Can Frame Ethico-Political Choices for Students

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2015-02-01

This article describes how biology textbooks can work to discursively constitute a particular kind of "ethical subjectivity." Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of "subject" to partake in ethical exercises and questions. This study looks at how ethical questions/exercises found in four Ontario textbooks require students and teachers to think and act along specific lines. These include making ethical decisions within a legal-juridical frame; deciding what kinds of research should be publically funded; optimizing personal and population health; and regulation through policy and legislation. While engaging ethical issues in these ways is useful, educators should also question the kinds of (ethical) subjectivities that are partially constituted by discourses of science education. If science education is going to address twenty-first century problems such as climate change and social inequality, educators need to address how the possibilities for ethical engagement afforded to students work to constitute specific kinds of "ethical actors."
Can instruction in engineering ethics change students' feelings about professional responsibility?

PubMed

Hashemian, Golnaz; Loui, Michael C

2010-03-01

How can a course on engineering ethics affect an undergraduate student's feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was "not my business." It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action.
Resolving Ethical Issues when Conducting Sexuality Education

ERIC Educational Resources Information Center

Bruess, Clint E.; Greenberg, Jerrold S.

2008-01-01

Ethical issues about conducting sexuality education often arise. This paper describes one system of ethics and how the sexuality educator can use that system to determine whether an action is moral or immoral and, therefore, the appropriate action to take for that sexuality educator to be consistent with his or her values. Ethical principles are…
Levinas and an Ethics for Science Education

ERIC Educational Resources Information Center

Blades, David W.

2006-01-01

Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…
EPIC: A Framework for Using Video Games in Ethics Education

ERIC Educational Resources Information Center

Schrier, Karen

2015-01-01

Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework (Ethics Practice and Implementation Categorization [EPIC] Framework), which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development,…
A new experience: the course of ethics in engineering in the Department of Civil Engineering, University of Granada.

PubMed

Gil-Martín, Luisa María; Hernández-Montes, Enrique; Segura-Naya, Armando

2010-06-01

A course in professional ethics for civil engineers was taught for the first time in Spain during the academic year 2007/08. In this paper a survey on the satisfaction and expectation of the course is presented. Surprisingly the students sought moral and ethical principles for their own ordinary lives as well as for their profession. Students were concerned about the law, but in their actions they were more concerned with their conscience, aware that it can be separate from the law.
Australian Undergraduate Biotechnology Student Attitudes towards the Teaching of Ethics

NASA Astrophysics Data System (ADS)

Lysaght, Tamra; Rosenberger, Philip J., III; Kerridge, Ian

2006-08-01

In recent years, ethics has become part of most tertiary biotechnology curricula. There is, however, considerable variation in the extent and manner of ethics education provided to students in different institutions. In addition, the perceived need that students and employers have regarding ethics education, and the aims and expected outcomes of ethics education, are rarely made clear. This research reports the findings of a questionnaire administered to 375 undergraduate biotechnology students from 19 Australian universities to determine their attitudes towards the teaching of ethics. The results suggest that undergraduate biotechnology students generally regard ethics education to be important and that ethics should be included in undergraduate biotechnology curricula. Students tended, however, to emphasize the professional and industrial side of ethics and not to recognize the personal effects of morals and behaviour. We provide suggestions for rethinking how ethics should be taught.
The Perfect Storm—Genetic Engineering, Science, and Ethics

NASA Astrophysics Data System (ADS)

Rollin, Bernard E.

2014-02-01

Uncertainty about ethics has been a major factor in societal rejection of biotechnology. Six factors help create a societal "perfect storm" regarding ethics and biotechnology: Social demand for ethical discussion; societal scientific illiteracy; poor social understanding of ethics; a "Gresham's Law for Ethics;" Scientific Ideology; vested interests dominating ethical discussion. How this can be remedied is discussed.
Nurse educators and professional ethics--ethical principles and their implementation from nurse educators' perspectives.

PubMed

Salminen, Leena; Metsämäki, Riikka; Numminen, Olivia H; Leino-Kilpi, Helena

2013-02-01

This study describes nurse educators' knowledge of the ethical principles of professional codes of ethics and educators' assessment of the implementation of principles of fairness and human respect. Data for this study was collected from nurse educators in Finland. The data was analyzed by SPSS (15.0) for Windows. A total of 342 nurse educators participated. The response rate was 46%. Nurse educators knew well the ethical principles of professional codes governing their work. Older and more experienced educators knew the principles better than younger and less experienced. According to the educators the principle of fairness was implemented the best whereas fair treatment of nurse educators and respect for educators' opinions in the society were implemented the weakest. Educators who knew the principles well assessed themselves to act in a fairer way and to respect other persons' opinions in a better way than educators who knew these principles less well. They also felt themselves to be better treated than educators having less knowledge of the principles. These findings can be utilized to develop nurse educators' ethics education. Further research should focus on students', colleagues' and superiors' assessments of nurse educators' ethical knowledge base to gain comparative data on the phenomenon. Copyright © 2011 Elsevier Ltd. All rights reserved.
Comparing ethics education in medicine and law: combining the best of both worlds.

PubMed

Egan, Erin A; Parsi, Kayhan; Ramirez, Cynthia

2004-01-01

This article compares various models of ethics education and how these models are employed by both medical schools and law schools. The authors suggest ways in which each profession can enhance their ethical teaching and argue that ethics education in both medicine and law should combine the best elements of each education model, thereby producing graduates who are more knowledgeable and appreciative of ethical issues in practice.
Ethics Education for Professionals in Japan: A Critical Review

ERIC Educational Resources Information Center

Maruyama, Yasushi; Ueno, Tetsu

2010-01-01

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…
Ethics: A Course of Study for Educational Leaders.

ERIC Educational Resources Information Center

Kimbrough, Ralph B.

This monograph provides readings in ethical thought and professional ethics in educational administration, supplemented by case studies illustrating ethical problems administrators face. Comments on the field of ethics and the importance of administrative ethics introduce the booklet, along with background information about the booklet and…

How Should We Foster the Professional Integrity of Engineers in Japan? A Pride-Based Approach

PubMed Central

2007-01-01

I discuss the predicament that engineering-ethics education in Japan now faces and propose a solution to this. The predicament is professional motivation, i.e., the problem of how to motivate engineering students to maintain their professional integrity. The special professional responsibilities of engineers are often explained either as an implicit social contract between the profession and society (the “social-contract” view), or as requirements for membership in the profession (the “membership-requirement” view). However, there are empirical data that suggest that such views will not do in Japan, and this is the predicament that confronts us. In this country, the profession of engineering did not exist 10 years ago and is still quite underdeveloped. Engineers in this country do not have privileges, high income, or high social status. Under such conditions, neither the social-contract view nor the membership-requirement view is convincing. As an alternative approach that might work in Japan, I propose a pride-based view. The notion of pride has been analyzed in the virtue-ethics literature, but the full potential of this notion has not been explored. Unlike other kinds of pride, professional pride can directly benefit the general public by motivating engineers to do excellent work even without social rewards, since being proud of themselves is already a reward. My proposal is to foster a particular kind of professional pride associated with the importance of professional services in society, as the motivational basis for professional integrity. There is evidence to suggest that this model works. PMID:18000761
How should we foster the professional integrity of engineers in Japan? A pride-based approach.

PubMed

Iseda, Tetsuji

2008-06-01

I discuss the predicament that engineering-ethics education in Japan now faces and propose a solution to this. The predicament is professional motivation, i.e., the problem of how to motivate engineering students to maintain their professional integrity. The special professional responsibilities of engineers are often explained either as an implicit social contract between the profession and society (the "social-contract" view), or as requirements for membership in the profession (the "membership-requirement" view). However, there are empirical data that suggest that such views will not do in Japan, and this is the predicament that confronts us. In this country, the profession of engineering did not exist 10 years ago and is still quite underdeveloped. Engineers in this country do not have privileges, high income, or high social status. Under such conditions, neither the social-contract view nor the membership-requirement view is convincing. As an alternative approach that might work in Japan, I propose a pride-based view. The notion of pride has been analyzed in the virtue-ethics literature, but the full potential of this notion has not been explored. Unlike other kinds of pride, professional pride can directly benefit the general public by motivating engineers to do excellent work even without social rewards, since being proud of themselves is already a reward. My proposal is to foster a particular kind of professional pride associated with the importance of professional services in society, as the motivational basis for professional integrity. There is evidence to suggest that this model works.
Regulations and Ethical Considerations for Astronomy Education Research III: A Suggested Code of Ethics

NASA Astrophysics Data System (ADS)

Brogt, Erik; Foster, Tom; Dokter, Erin; Buxner, Sanlyn; Antonellis, Jessie

We present an argument for, and suggested implementation of, a code of ethics for the astronomy education research community. This code of ethics is based on legal and ethical considerations set forth by U.S. federal regulations and the existing code of conduct of the American Educational Research Association. We also provide a fictitious research study as an example for working through the suggested code of ethics.
Ethical aspects of tissue engineering: a review.

PubMed

de Vries, Rob B M; Oerlemans, Anke; Trommelmans, Leen; Dierickx, Kris; Gordijn, Bert

2008-12-01

Tissue engineering (TE) is a promising new field of medical technology. However, like other new technologies, it is not free of ethical challenges. Identifying these ethical questions at an early stage is not only part of science's responsibility toward society, but also in the interest of the field itself. In this review, we map which ethical issues related to TE have already been documented in the scientific literature. The issues that turn out to dominate the debate are the use of human embryonic stem cells and therapeutic cloning. Nevertheless, a variety of other ethical aspects are mentioned, which relate to different phases in the development of the field. In addition, we discuss a number of ethical issues that have not yet been raised in the literature.
Perspective: Medical education in medical ethics and humanities as the foundation for developing medical professionalism.

PubMed

Doukas, David J; McCullough, Laurence B; Wear, Stephen

2012-03-01

Medical education accreditation organizations require medical ethics and humanities education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical education in ethics and humanities. The Project to Rebalance and Integrate Medical Education (PRIME) I Workshop, convened in May 2010, undertook the first critical appraisal of the definitions, goals, and objectives of medical ethics and humanities teaching. The authors describe assembling a national expert panel of educators representing the disciplines of ethics, history, literature, and the visual arts. This panel was tasked with describing the major pedagogical goals of art, ethics, history, and literature in medical education, how these disciplines should be integrated with one another in medical education, and how they could be best integrated into undergraduate and graduate medical education. The authors present the recommendations resulting from the PRIME I discussion, centered on three main themes. The major goal of medical education in ethics and humanities is to promote humanistic skills and professional conduct in physicians. Patient-centered skills enable learners to become medical professionals, whereas critical thinking skills assist learners to critically appraise the concept and implementation of medical professionalism. Implementation of a comprehensive medical ethics and humanities curriculum in medical school and residency requires clear direction and academic support and should be based on clear goals and objectives that can be reliably assessed. The PRIME expert panel concurred that medical ethics and humanities education is essential for professional development in medicine.
The essential role of medical ethics education in achieving professionalism: the Romanell Report.

PubMed

Carrese, Joseph A; Malek, Janet; Watson, Katie; Lehmann, Lisa Soleymani; Green, Michael J; McCullough, Laurence B; Geller, Gail; Braddock, Clarence H; Doukas, David J

2015-06-01

This article-the Romanell Report-offers an analysis of the current state of medical ethics education in the United States, focusing in particular on its essential role in cultivating professionalism among medical learners. Education in ethics has become an integral part of medical education and training over the past three decades and has received particular attention in recent years because of the increasing emphasis placed on professional formation by accrediting bodies such as the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education. Yet, despite the development of standards, milestones, and competencies related to professionalism, there is no consensus about the specific goals of medical ethics education, the essential knowledge and skills expected of learners, the best pedagogical methods and processes for implementation, and optimal strategies for assessment. Moreover, the quality, extent, and focus of medical ethics instruction vary, particularly at the graduate medical education level. Although variation in methods of instruction and assessment may be appropriate, ultimately medical ethics education must address the overarching articulated expectations of the major accrediting organizations. With the aim of aiding medical ethics educators in meeting these expectations, the Romanell Report describes current practices in ethics education and offers guidance in several areas: educational goals and objectives, teaching methods, assessment strategies, and other challenges and opportunities (including course structure and faculty development). The report concludes by proposing an agenda for future research.
Toward a Consensus in Ethics Education for the Doctor of Nursing Practice.

PubMed

Laabs, Carolyn A

2015-01-01

The purpose of this study was to begin to develop a consensus as to the essential content and methods of ethics education for advanced practice nurses. An online Delphi technique was used to survey ethics experts to determine whether items were essential, desirable, or unnecessary to ethics education for students in doctor of nursing practice programs. Only the American Nurses Association Code of Ethics and ethics terminology were deemed essential foundational knowledge.
Water Safety and Lead Regulation: Physicians' Community Health Responsibilities.

PubMed

Jennings, Bruce; Duncan, Leslie Lyons

2017-10-01

This article reviews the regulation of lead in drinking water, highlighting its epidemiological, engineering, and ethical aspects with a focus on the Flint water crisis. We first discuss water quality policy and its implementation with a focus on lead contamination of water, primarily from pipe systems between a water treatment facility and a tap. We then discuss physicians' roles and ethical responsibilities regarding safe drinking water using a human rights framework. We argue that physicians can play an important role in safeguarding drinking water in their communities by being vigilant, honoring the community's trust in them, and warning, educating, and empowering patients and broader communities so as to protect tap water safety and public health. © 2017 American Medical Association. All Rights Reserved.
Ethical Leadership in Education and Its Relation to Ethical Decision-Making: The Case of Arab School Leaders in Israel

ERIC Educational Resources Information Center

Arar, Khalid; Haj, Ibrahim; Abramovitz, Ruth; Oplatka, Izhar

2016-01-01

Purpose: The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders. Design/methodology/approach: Arab educational leaders (n=150) from…
On the Educational Value of Philosophical Ethics for Teacher Education: The Practice of Ethical Inquiry as Liberal Education

ERIC Educational Resources Information Center

Martin, Christopher

2013-01-01

This article explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers' understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers' moral understanding of their practice. First, it promotes awareness of the…
Survey of Professional Ethics of Teachers in Institutions of Higher Education: Case Study of an Institution in Central China

ERIC Educational Resources Information Center

Zheng, Lou; Hui, Song

2005-01-01

The standard of professional ethics among teachers directly determines the educational standards of a school; they are an essential component of education. In order to clarify the current situation with regard to the professional ethics of teachers in institutions of higher education, this article analyzes how society evaluates those ethics and…
A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.
Special Advanced Course for Core Sciences to Bring Up Project Leaders

NASA Astrophysics Data System (ADS)

Inagaki, Kenji; Tabata, Nobuhisa; Gofuku, Akio; Harada, Isao; Takada, Jun

Special Advanced Course for Core Sciences has been introduced recently to Graduate School of Natural Science and Technology, Okayama University, to bring up a project leader. The following points are key education goals in this program : (1) knowledge of core sciences, (2) communication ability by using English, and (3) wide viewpoints for researches. In order to accomplish these goals, several lectures for core sciences, patent systems and engineering ethics as well as long term internships by the collaboration with some regional companies have been put in practice. In this paper, we describe the outline of the program, educational effects, and our experiences. Then, we discuss how effective the program is for bringing up an engineer or a scientist who can lead sciences and technologies of their domains. This paper also describes current activities of the program.
Establishment of medical education upon internalization of virtue ethics: bridging the gap between theory and practice.

PubMed

Madani, Mansoureh; Larijani, Bagher; Madani, Ensieh; Ghasemzadeh, Nazafarin

2017-01-01

During medical training, students obtain enough skills and knowledge. However, medical ethics accomplishes its goals when, together with training medical courses, it guides students behavior towards morality so that ethics-oriented medical practice is internalized. Medical ethics is a branch of applied ethics which tries to introduce ethics into physicians' practice and ethical decisions; thus, it necessitates the behavior to be ethical. Therefore, when students are being trained, they need to be supplied with those guidelines which turn ethical instructions into practice to the extent possible. The current text discusses the narrowing of the gap between ethical theory and practice, especially in the field of medical education. The current study was composed using analytical review procedures. Thus, classical ethics philosophy, psychology books, and related articles were used to select the relevant pieces of information about internalizing behavior and medical education. The aim of the present study was to propose a theory by analyzing the related articles and books. The attempt to fill the gap between medical theory and practice using external factors such as law has been faced with a great deal of limitations. Accordingly, the present article tries to investigate how and why medical training must take internalizing ethical instructions into consideration, and indicate the importance of influential internal factors. Virtue-centered education, education of moral emotions, changing and strengthening of attitudes through education, and the wise use of administrative regulations can be an effective way of teaching ethical practice in medicine.
Establishment of medical education upon internalization of virtue ethics: bridging the gap between theory and practice

PubMed Central

Madani, Mansoureh; Larijani, Bagher; Madani, Ensieh; Ghasemzadeh, Nazafarin

2017-01-01

During medical training, students obtain enough skills and knowledge. However, medical ethics accomplishes its goals when, together with training medical courses, it guides students behavior towards morality so that ethics-oriented medical practice is internalized. Medical ethics is a branch of applied ethics which tries to introduce ethics into physicians’ practice and ethical decisions; thus, it necessitates the behavior to be ethical. Therefore, when students are being trained, they need to be supplied with those guidelines which turn ethical instructions into practice to the extent possible. The current text discusses the narrowing of the gap between ethical theory and practice, especially in the field of medical education. The current study was composed using analytical review procedures. Thus, classical ethics philosophy, psychology books, and related articles were used to select the relevant pieces of information about internalizing behavior and medical education. The aim of the present study was to propose a theory by analyzing the related articles and books. The attempt to fill the gap between medical theory and practice using external factors such as law has been faced with a great deal of limitations. Accordingly, the present article tries to investigate how and why medical training must take internalizing ethical instructions into consideration, and indicate the importance of influential internal factors. Virtue-centered education, education of moral emotions, changing and strengthening of attitudes through education, and the wise use of administrative regulations can be an effective way of teaching ethical practice in medicine. PMID:29282423
Student development and ownership of ethical and professional standards.

PubMed

Hall, Kevin D

2004-04-01

Ethics and professional conduct are vital to civil engineering undergraduate curricula. Many programs struggle to ensure that students are given an adequate exposure to and appreciation of ethical and professional conduct issues. This paper describes a two-part ethics/professionalism project used in a senior-level course taught at the University of Arkansas. Initially, students scrutinize ethical canons and standards of professional conduct published by the American Society of Civil Engineers (ASCE) and the National Society of Professional Engineers (NSPE), and prepare an essay concerning the applicability of these standards. The second part of the project builds on the first: based on the opinion(s) generated in Part 1, students are asked to develop a set of canons or standards targeted specifically to the undergraduate student, and suggest processes for implementing those standards within the department. Project objectives include: (1) exposure to nationally-recognized ethical canons and standards of professional conduct; (2) personal formulation of ethical and professional standards; (3) skill enhancement for non-technical written communications. Feedback by students prior to and after the project indicates success in meeting all objectives. The feedback also indicates that for some students, definitions and applications of ethics and professionalism are being broadened to include more than academic honesty issues.
Engineering ethics: looking back, looking forward.

PubMed

Burgess, Richard A; Davis, Michael; Dyrud, Marilyn A; Herkert, Joseph R; Hollander, Rachelle D; Newton, Lisa; Pritchard, Michael S; Vesilind, P Aarne

2013-09-01

The eight pieces constituting this Meeting Report are summaries of presentations made during a panel session at the 2011 Association for Practical and Professional Ethics (APPE) annual meeting held between March 3rd and 6th in Cincinnati. Lisa Newton organized the session and served as chair. The panel of eight consisted both of pioneers in the field and more recent arrivals. It covered a range of topics from how the field has developed to where it should be going, from identification of issues needing further study to problems of training the next generation of engineers and engineering-ethics scholars.
Examining Education and Newsroom Work Experience as Predictors of Communication Students' Perceptions of Journalism Ethics

ERIC Educational Resources Information Center

Detenber, Benjamin H.; Cenite, Mark; Malik, Shelly; Neo, Rachel L.

2012-01-01

This study examines education and work experience in newsrooms as predictors of ethical perceptions among communication undergraduates at a large Singaporean university (N = 826). Results indicate that education is associated with ethical ideologies, perceived importance of journalism ethics codes, justifiability of using contentious news…
Engineering ethics, individuals, and organizations.

PubMed

Davis, Michael

2006-04-01

This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions; or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this or that. Right now we seem to lack that agreement and not to have much reason to expect it any time soon.
Corruption: Engineers are Victims, Perpetrators or Both?

PubMed

Pecujlija, M; Cosic, I; Nesic-Grubic, L; Drobnjak, S

2015-08-01

This study was conducted in Serbian companies on licensed engineers and in its first part included a total of 336 licensed engineers who voluntarily completed the questionnaires about their ethical orientation and attitudes toward corruption and in the second part 214 engineers who participated in the first survey, who voluntarily evaluated their company's business operations characteristics. This study has clearly shown that there is a direct significant influence of the engineer's ethical orientations and attitudes toward corruption on their evaluation of the characteristics of their respective companies regarding business operations. This research also clearly shows that only engineers with a strong deontological orientation, low ethical subjectivity, and strong readiness to fight corruption, low corruption acceptance and high awareness of corruption can successfully fight corruption, improve the business operations of their companies and make beneficial changes to society. Otherwise, they should be considered as corruption perpetrators, not just as its victims.

Ethics Education in Initial Teacher Education: Pre-Service Provision in England

ERIC Educational Resources Information Center

Walters, Sue; Heilbronn, Ruth; Daly, Caroline

2018-01-01

Ethics education exists in most professions internationally, yet is less prevalent in teacher education. This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England that was conducted as the second phase of an international survey study which considered the…
Approaches to Ethics in International Business Education.

ERIC Educational Resources Information Center

Iyer, Gopalkrishnan R.

1999-01-01

Identifies major issues in international business ethics (such as cultural relativism and ethical imperialism) that should be addressed when incorporating ethics in international business education. Also discusses instructional approaches, including alternative ways of thinking about morality, philosophy versus practice, the ethical agent, and…
Emerging ethical perspectives in the clustered regularly interspaced short palindromic repeats genome-editing debate

PubMed Central

Camporesi, Silvia; Cavaliere, Giulia

2016-01-01

This paper provides an overview of the ethical issues in the international clustered regularly interspaced short palindromic repeats (CRISPR) genome editing debate from March 2015 to September 2016. We present the regulatory framework for embryo research in the UK, and explain why CRISPR is not a significant break with the past. We discuss the ethical issues arising from CRISPR applications beyond human embryos, namely the use of gene drive-engineered mosquitoes to eradicate diseases, engineering nonhuman animals to harvest organs for human transplant and engineering crops. We discuss the experiments that have demonstrated the technical feasibility of cultivating embryos in vitro for up to 14 days, and possibly beyond this limit, and the ethical issues arising from the proposal to extend the limit beyond 14 days. PMID:28757883
Emerging ethical perspectives in the clustered regularly interspaced short palindromic repeats genome-editing debate.

PubMed

Camporesi, Silvia; Cavaliere, Giulia

2016-11-01

This paper provides an overview of the ethical issues in the international clustered regularly interspaced short palindromic repeats (CRISPR) genome editing debate from March 2015 to September 2016. We present the regulatory framework for embryo research in the UK, and explain why CRISPR is not a significant break with the past. We discuss the ethical issues arising from CRISPR applications beyond human embryos, namely the use of gene drive-engineered mosquitoes to eradicate diseases, engineering nonhuman animals to harvest organs for human transplant and engineering crops. We discuss the experiments that have demonstrated the technical feasibility of cultivating embryos in vitro for up to 14 days, and possibly beyond this limit, and the ethical issues arising from the proposal to extend the limit beyond 14 days.
Code of Ethics for Health Educators.

ERIC Educational Resources Information Center

Journal of Health Education, 1994

1994-01-01

The Association for the Advancement of Health Education's code of ethics for health educators provides a common set of values to guide health educators in resolving ethical dilemmas, focusing on responsibility to the public, to the profession, and to employers in delivering health education and in research and evaluation. (SM)
Research Considerations in Ethical Education.

ERIC Educational Resources Information Center

Hogan, Robert

The author purports the need to treat moral education as a serious academic subject and suggests ways educators can manage it in an intellectually defensible way. Ethical education must avoid indoctrination, yet it should not be a mere training in philosophical ethics. The domain of moral education should include four partially interdependent…
Assessment of perceived needs and preferences with regard to the education of residents in Medical Ethics in King Abdulaziz University Hospital.

PubMed

Ghamri, Ranya A; Al-Raddadi, Rajaa M

2017-01-01

Medical ethics is the branch of ethics that deals with moral issues in medical practice. Many postgraduate training programs have developed educational interventions in ethics to meet accreditation standards and prepare learners for certification examinations and clinical practice. The aim of this study was to assess the attitude of residents in King Abdulaziz University Hospital (KAUH) toward the need for ethics education and identify the most effective methods of teaching ethical issues. A cross-sectional study of residents in different specialties at KAUH was conducted using a self-administered questionnaire. The questionnaire consisted of four parts: demographic data, assessment of the educational need for ethics education, assessment of the impact of various learning methods, and assessment of the need for ethically important practices and behavior. SPSS version 16.0 was used for data entry and analysis. Descriptive analysis included frequency distribution, percentages, mean, and standard deviation (SD); Chi-square test and t -test were employed to determine statistical significance. Eighty-eight of the 102 residents invited to participate in the study returned completed questionnaires, providing a response rate of 86.3%. Their ages ranged between 24 and 38 years with a mean of 27.7 (standard deviation 2.8) years. Approximately two-thirds of the residents (65.9%) agreed that medical ethics can be taught and learned while only 19.3% of them disagreed. The most effective methods of ethical education according to the residents were discussion groups of peers led by a knowledgeable clinician (78.4%), clinical rounds (72.7%), and an incorporation of ethical issues into lectures and teaching rounds (69.3%). This study documents the importance residents placed on ethics education directed at practical, real-world dilemmas and ethically important professional developmental issues.
Current trends in medical ethics education in Japanese medical schools.

PubMed

Kurosu, Mitsuyasu

2012-09-01

The Japanese medical education program has radically improved during the last 10 years. In 1999, the Task Force Committee on Innovation of Medical Education for the 21st Century proposed a tutorial education system, a core curriculum, and a medical student evaluation system for clinical clerkship. In 2001, the Model Core Curriculum of medical education was instituted, in which medical ethics became part of the core material. Since 2005, a nationwide medical student evaluation system has been applied for entrance to clinical clerkship. Within the Japan Society for Medical Education, the Working Group of Medical Ethics proposed a medical ethics education curriculum in 2001. In line with this, the Japanese Association for Philosophical and Ethical Research in Medicine has begun to address the standardization of the curriculum of medical ethics. A medical philosophy curriculum should also be included in considering illness, health, life, death, the body, and human welfare.
Improving our application of the health education code of ethics.

PubMed

Marks, Ray; Shive, Steven E

2006-01-01

The Health Education Code of Ethics was designed to provide a framework of shared values within which health education might be practiced. However, an informal survey conducted on a limited sample in November 2004 indicated that ethics and how to apply the code are topics not readily taught formally within all health education programs. There is, however, an expressed interest among health educators in understanding the code and its application. Because of the immense import of ethics, affecting responsible professional conduct at all levels, this article is designed to introduce the topic to health education practitioners who have had little formal exposure to ethics curricula, as well as to faculty who would like to teach this subject. The authors specifically review several resources that might be especially helpful in fostering a better understanding of this essential but often underestimated aspect of health education practice and research, namely, its ethical application.
Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators.

PubMed

Hudon, Anne; Perreault, Kadija; Laliberté, Maude; Desrochers, Pascal; Williams-Jones, Bryn; Ehrmann Feldman, Debbie; Hunt, Matthew; Durocher, Evelyne; Mazer, Barbara

2016-11-01

Ethical practice is an essential competency for occupational and physical therapists. However, rehabilitation educators have few points of reference for choosing appropriate pedagogical and evaluation methods related to ethics. The objectives of this study were to: (1) identify priority content to cover in ethics teaching in occupational therapy (OT) and physical therapy (PT) programmes and (2) explore useful and innovative teaching and evaluation methods. Data for this qualitative descriptive study were collected during a 1-d knowledge exchange workshop focused on ethics teaching in rehabilitation. Twenty-three educators from 11 OT and 11 PT Canadian programmes participated in the workshop. They highlighted the importance of teaching foundational theoretical/philosophical approaches and grounding this teaching in concrete examples drawn from rehabilitation practice. A wide range of teaching methods was identified, such as videos, blogs, game-based simulations and role-play. For evaluation, participants used written assignments, exams, objective structured clinical examinations and reflective journals. The inclusion of opportunities for student self-evaluation was viewed as important. The CREW Day provided ethics educators the opportunity to share knowledge and begin creating a community of practice. This space for dialogue could be expanded to international rehabilitation ethics educators, to facilitate a broader network for sharing of tacit and experiential knowledge. Implications for Rehabilitation According to the study participants, rehabilitation ethics education should include learning about foundational knowledge related to ethical theory; be grounded in examples and cases drawn from clinical rehabilitation practice; and contribute to building professional competencies such as self-knowledge and critical thinking in students. Regardless of the methods used by occupational therapy (OT) and physical therapy (PT) educators for teaching and evaluation, the value of creating spaces that support open discussion for students (e.g. protected discussion time in class, peer-discussions with the help of a facilitator, use of a web discussion forum) was consistently identified as an important facet. Educators from OT and PT programmes should work with various professionals involved in OT and PT student training across the curricula (e.g. clinical preceptors, other educators) to extend discussions of how ethics can be better integrated into the curriculum outside of sessions specifically focused on ethics. The CREW Day workshop was the first opportunity for Canadian rehabilitation ethics educators to meet and discuss their approaches to teaching and evaluating ethics for OT and PT students. Including international rehabilitation ethics educators in this dialogue could positively expand on this initial dialogue by facilitating the sharing of tacit and experiential knowledge amongst a larger and more diverse group of ethics educators.
Ethics and professionalism in medical physics: a survey of AAPM members.

PubMed

Ozturk, Naim; Armato, Samuel G; Giger, Maryellen L; Serago, Christopher F; Ross, Lainie F

2013-04-01

To assess current education, practices, attitudes, and perceptions pertaining to ethics and professionalism in medical physics. A link to a web-based survey was distributed to the American Association of Physicists in Medicine (AAPM) e-mail membership list, with a follow-up e-mail sent two weeks later. The survey included questions about ethics/professionalism education, direct personal knowledge of ethically questionable practices in clinical care, research, education (teaching and mentoring), and professionalism, respondents' assessment of their ability to address ethical/professional dilemmas, and demographics. For analysis, reports of unethical or ethically questionable practices or behaviors by approximately 40% or more of respondents were classified as "frequent." Partial or complete responses were received from 18% (1394/7708) of AAPM members. Overall, 60% (827/1377) of the respondents stated that they had not received ethics/professionalism education during their medical physics training. Respondents currently in training were more likely to state that they received instruction in ethics/professionalism (80%, 127/159) versus respondents who were post-training (35%, 401/1159). Respondents' preferred method of instruction in ethics/professionalism was structured periodic discussions involving both faculty and students/trainees. More than 90% (1271/1384) supported continuing education in ethics/professionalism and 75% (1043/1386) stated they would attend ethics/professionalism sessions at professional/scientific meetings. In the research setting, reports about ethically questionable authorship assignment were frequent (approximately 40%) whereas incidents of ethically questionable practices about human subjects protections were quite infrequent (5%). In the clinical setting, there was frequent recollection of incidents regarding lack of training, resources and skills, and error/incident reporting. In the educational setting, incidents of unethical or ethically questionable practices were only frequently recollected with respect to mentorship/guidance. With respect to professional conduct, favoritism, hostile work/learning environment, and maltreatment of subordinates and colleagues were frequently reported. A significantly larger proportion of women reported experiences with hostile work/learning environments, favoritism, poor mentorship, unfairness in educational settings, and concerns about student privacy and confidentiality. The survey found broad interest in ethics/professionalism topics and revealed that these topics were being integrated into the curriculum at many institutions. The incorporation of ethics and professionalism instruction into both graduate education and postgraduate training of medical physicists, and into their subsequent lifelong continuing education is important given the nontrivial number of medical physicists who had direct personal knowledge of unethical or ethically questionable incidents in clinical practice, research, education, and professionalism.
Ethics and professionalism in medical physics: A survey of AAPM members

PubMed Central

Ozturk, Naim; Armato, Samuel G.; Giger, Maryellen L.; Serago, Christopher F.; Ross, Lainie F.

2013-01-01

Purpose: To assess current education, practices, attitudes, and perceptions pertaining to ethics and professionalism in medical physics. Methods: A link to a web-based survey was distributed to the American Association of Physicists in Medicine (AAPM) e-mail membership list, with a follow-up e-mail sent two weeks later. The survey included questions about ethics/professionalism education, direct personal knowledge of ethically questionable practices in clinical care, research, education (teaching and mentoring), and professionalism, respondents’ assessment of their ability to address ethical/professional dilemmas, and demographics. For analysis, reports of unethical or ethically questionable practices or behaviors by approximately 40% or more of respondents were classified as “frequent.” Results: Partial or complete responses were received from 18% (1394/7708) of AAPM members. Overall, 60% (827/1377) of the respondents stated that they had not received ethics/professionalism education during their medical physics training. Respondents currently in training were more likely to state that they received instruction in ethics/professionalism (80%, 127/159) versus respondents who were post-training (35%, 401/1159). Respondents’ preferred method of instruction in ethics/professionalism was structured periodic discussions involving both faculty and students/trainees. More than 90% (1271/1384) supported continuing education in ethics/professionalism and 75% (1043/1386) stated they would attend ethics/professionalism sessions at professional/scientific meetings. In the research setting, reports about ethically questionable authorship assignment were frequent (approximately 40%) whereas incidents of ethically questionable practices about human subjects protections were quite infrequent (5%). In the clinical setting, there was frequent recollection of incidents regarding lack of training, resources and skills, and error/incident reporting. In the educational setting, incidents of unethical or ethically questionable practices were only frequently recollected with respect to mentorship/guidance. With respect to professional conduct, favoritism, hostile work/learning environment, and maltreatment of subordinates and colleagues were frequently reported. A significantly larger proportion of women reported experiences with hostile work/learning environments, favoritism, poor mentorship, unfairness in educational settings, and concerns about student privacy and confidentiality. Conclusions: The survey found broad interest in ethics/professionalism topics and revealed that these topics were being integrated into the curriculum at many institutions. The incorporation of ethics and professionalism instruction into both graduate education and postgraduate training of medical physicists, and into their subsequent lifelong continuing education is important given the nontrivial number of medical physicists who had direct personal knowledge of unethical or ethically questionable incidents in clinical practice, research, education, and professionalism. PMID:23556930
Towards a specific approach to education in dental ethics: a proposal for organising the topics of biomedical ethics for dental education.

PubMed

Gorkey, Sefik; Guven, Tolga; Sert, Gurkan

2012-01-01

Understanding dental ethics as a field separate from its much better known counterpart, medical ethics, is a relatively new, but necessary approach in bioethics. This need is particularly felt in dental education and establishing a curriculum specifically for dental ethics is a challenging task. Although certain topics such as informed consent and patient rights can be considered to be of equal importance in both fields, a number of ethical issues in dental practice are only remotely-if at all-relevant for medical practice. Therefore, any sound approach to education in dental ethics has to recognise the unique aspects of dental practice in order to meet the needs of dental students and prepare them for the ethical challenges they may face during their professional practice. With this goal in mind, this paper examines the approach of the authors to dental ethics education and proposes a system to organise the topics of biomedical ethics for dental education. While the authors' perspective is based on their experience in Turkey, the proposed system of classification is not a rigid one; it is open to interpretation in other contexts with different social, cultural and professional expectations. Therefore, the paper also aims to inspire discussion on the development of an ideal dental ethics curriculum at an international level.
The Ethics and Citizenship Program: A Brazilian Experience in Moral Education

ERIC Educational Resources Information Center

Araujo, Ulisses; Arantes, Valeria

2009-01-01

This article describes the Ethics and Citizenship Program, a moral education project developed by the Brazilian government to promote education in ethics and citizenship in Brazilian fundamental and middle schools through four key themes: ethics, democratic coexistence, human rights and social inclusion. Some findings from a research project that…
Ethics in Today's World. Proceedings, Anniversary Conference, Illinois Teacher of Home Economics (30th, Champaign, Illinois, April 11-14, 1987).

ERIC Educational Resources Information Center

Spitze, Hazel Taylor, Ed.

Presentations and panel discussion papers are provided from a conference on ethics, specifically in regard to home economics education. Presentations include "Education for an Ethical Society: Transforming Moral Education, Insuring Domestic Tranquility" (Jane Martin); "Taking Our Ethical Responsibilities Seriously as Home Economists" (Margaret…
A Framework for Professional Ethics Courses in Teacher Education

ERIC Educational Resources Information Center

Warnick, Bryan R.; Silverman, Sarah K.

2011-01-01

Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…
Individual moral philosophies and ethical decision making of undergraduate athletic training students and educators.

PubMed

Caswell, Shane V; Gould, Trenton E

2008-01-01

Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Stratified, multistage, cluster-sample correlational study. Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training programs. Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 +/- 6.3 years) from 25 CAAHEP-accredited athletic training programs. We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) x 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Respondents reported higher idealism scores (37.57 +/- 4.91) than relativism scores (31.70 +/- 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 +/- 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, eta (2) = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, eta (2) = .013), relativism ( P < .001, eta (2) = .050), and ethical decision-making scores ( P < .001, eta (2) = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 +/- 5.70) and relativism scores (29.92 +/- 4.86) and higher ethical decision-making scores (82.98 +/- 7.62) than did students. Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth.
Biomedical engineers and participation in judicial executions: capital punishment as a technical problem.

PubMed

Doyle, John

2007-01-01

This paper discusses the topic of judicial execution from the perspective of the intersection of the technological issues and the professional ethics issues. Although physicians are generally ethically forbidden from any involvement in the judicial execution process, this does not appear to be the case for engineering professionals. This creates an interesting but controversial opportunity for the engineering community (especially biomedical engineers) to improve the humaneness and reliability of the judicial execution process.
Changing the Engineering Student Culture with Respect to Academic Integrity and Ethics.

PubMed

VanDeGrift, Tammy; Dillon, Heather; Camp, Loreal

2017-08-01

Engineers create airplanes, buildings, medical devices, and software, amongst many other things. Engineers abide by a professional code of ethics to uphold people's safety and the reputation of the profession. Likewise, students abide by a code of academic integrity while learning the knowledge and necessary skills to prepare them for the engineering and computing professions. This paper reports on studies designed to improve the engineering student culture with respect to academic integrity and ethics. To understand the existing culture at a university in the USA, a survey based on a national survey about cheating was administered to students. The incidences of self-reported cheating and incidences of not reporting others who cheat show the culture is similar to other institutions. Two interventions were designed and tested in an introduction to an engineering course: two case studies that students discussed in teams and the whole class, and a letter of recommendation assignment in which students wrote about themselves (character, strengths, examples of ethical decisions) three years into the future. Students were surveyed after the two interventions. Results show that first-year engineering students appreciate having a code of academic integrity and they want to earn their degree without cheating, yet less than half of the students would report on another cheating student. The letter of recommendation assignment had some impact on getting students to think about ethics, their character, and their actions. Future work in changing the student culture will continue in both a top-down (course interventions) and bottom-up (student-driven interventions) manner.
Evaluation of ethics education in obstetrics and gynecology residency programs.

PubMed

Byrne, John; Straub, Heather; DiGiovanni, Laura; Chor, Julie

2015-03-01

The objective of the study was to assess the current status of ethics education in obstetrics-gynecology residency programs. A cross-sectional, web-based survey was designed in conjunction with a professional survey laboratory at the University of Chicago. The survey was piloted with a convenience sample of clinical medical ethics fellows to assess question content and clarity. The survey was deployed by e-mail to all obstetrics-gynecology residency program directors. Descriptive statistics were used to analyze participant responses. The University of Chicago's Institutional Review Board deemed this study exempt from institutional review board formal review. Of 242 eligible obstetrics-gynecology residency program directors, 118 (49%) completed the survey. Most respondents were from university-based programs (n = 78, 66%) that were not religiously affiliated (n = 98, 83%) and trained 4-6 residents per postgraduate year (n = 64, 70%). Although 50% of program directors (n = 60) reported having ethics as part of their core curriculum, most programs teach ethics in an unstructured manner. Fifty-seven percent of respondents (n = 66) stated their program dedicated 5 or fewer hours per year to ethics. The majority of program directors (n = 80, 73%) responded they would like more to a lot more ethics education and believed that ethics education should be required (n = 93, 85%) for residents to complete their training. Respondents identified that crowding in the curriculum was a significant barrier to increased ethics training (n = 50, 45%) and two-thirds (n = 74, 67%) reported a lack of faculty expertise as a moderate barrier to providing ethics education in the residency curriculum. This study found that a lack of structured curricula, inadequate faculty expertise, and limited time were important barriers for ethics education in obstetrics-gynecology programs across the nation. Despite these existing challenges, program directors have a strong interest in increasing ethics education in residency training. Therefore, additional resources are needed to assist program directors in enhancing resident ethics education. Copyright © 2015 Elsevier Inc. All rights reserved.

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050
Ethics education for health professionals: a values based approach.

PubMed

Godbold, Rosemary; Lees, Amanda

2013-11-01

It is now widely accepted that ethics is an essential part of educating health professionals. Despite a clear mandate to educators, there are differing approaches, in particular, how and where ethics is positioned in training programmes, underpinning philosophies and optimal modes of assessment. This paper explores varying practices and argues for a values based approach to ethics education. It then explores the possibility of using a web-based technology, the Values Exchange, to facilitate a values based approach. It uses the findings of a small scale study to signal the potential of the Values Exchange for engaging, meaningful and applied ethics education. Copyright © 2013 Elsevier Ltd. All rights reserved.
On the Brink of Shifting Paradigms, Molecular Systems Engineering Ethics Needs to Take a Proactive Approach.

PubMed

Heidari, Raheleh; Elger, Bernice S; Stutzki, Ralf

2016-01-01

Molecular Systems Engineering (MSE) is a paradigm shift in both engineering and life sciences. While the field is still in its infancy the perspectives of MSE in revolutionising technology is promising. MSE will offer a wide range of applications in clinical, biotechnological and engineering fields while simultaneously posing serious questions on the ethical and societal aspects of such technology. The moral and societal aspects of MSE need systematic investigation from scientific and social perspectives. In a democratic setting, the societal outcomes of MSE's cutting-edge technology need to be consulted and influenced by society itself. For this purpose MSE needs inclusive public engagement strategies that bring together the public, ethicists, scientists and policy makers for optimum flow of information that maximizes the impact of public engagement. In this report we present an MSE consortium and its ethics framework for establishing a proactive approach in the study of the ethics of MSE technology.
Long-term Internship through Cooperative Education with Regional Industries

NASA Astrophysics Data System (ADS)

Takahashi, Kenzo; Hase, Hiroyuki

The long term internship is one of special educational programs for graduate students of Graduate School of Engineering in University of Fukui. This is a collaborative program between university and industries where selected post-graduate students are dispatched to companies for a long term and educated in real business environments. It is the final goal of the program to develop sophisticated specialists who would be able to catch the business strategy in industries and solve any problems by themselves. The program is managed in a semester (6 months) and contains 1.5 month prior education of preliminary special knowledge, ethics and secrecy, about 3 month dispatch with long-term internship, and 1.5 month post-education for complementary education and presentation. This paper presents the effect of this program which has been evolving since 2005.
Radiology and Ethics Education.

PubMed

Camargo, Aline; Liu, Li; Yousem, David M

2017-09-01

The purpose of this study is to assess medical ethics knowledge among trainees and practicing radiologists through an online survey that included questions about the American College of Radiology Code of Ethics and the American Medical Association Code of Medical Ethics. Most survey respondents reported that they had never read the American Medical Association Code of Medical Ethics or the American College of Radiology Code of Ethics (77.2% and 67.4% of respondents, respectively). With regard to ethics education during medical school and residency, 57.3% and 70.0% of respondents, respectively, found such education to be insufficient. Medical ethics training should be highlighted during residency, at specialty society meetings, and in journals and online resources for radiologists.
Engineering the just war: examination of an approach to teaching engineering ethics.

PubMed

Haws, David R

2006-04-01

The efficiency of engineering applied to civilian projects sometimes threatens to run away with the social agenda, but in military applications, engineering often adds a devastating sleekness to the inevitable destruction of life. The relative crudeness of terrorism (e.g., 9/11) leaves a stark after-image, which belies the comparative insignificance of random (as opposed to orchestrated) belligerence. Just as engineering dwarfs the bricolage of vernacular design 'moving us past the appreciation of brush-strokes, so to speak' the scale of engineered destruction makes it difficult to focus on the charred remains of individual lives. Engineers need to guard against the inappropriate military subsumption of their effort. Fortunately, the ethics of warfare has been an ongoing topic of discussion for millennia. This paper will examine the university core class I've developed (The Moral Dimensions of Technology) to meet accreditation requirements in engineering ethics, and the discussion with engineering and non-engineering students focused by the life of electrical engineer Vannevar Bush, with selected readings in moral philosophy from the Dao de Jing, Lao Tze, Cicero, Aurelius Augustinus, Kant, Annette Baier, Peter Singer, Elizabeth Anscombe, Philippa Foot, and Judith Thomson.
Esssential ethics--embedding ethics into an engineering curriculum.

PubMed

Fleischmann, Shirley T

2004-04-01

Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University will be described. The design of this program draws heavily from the successful approach used at the service academies--in particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced to the "Honor Concept" (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires 1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of the approach will be described.
A Joint Venture Model for Teaching Required Courses in "Ethics and Engineering" to Engineering Students

ERIC Educational Resources Information Center

Zandvoort, H.; Van Hasselt, G. J.; Bonnet, J. A. B. A. F.

2008-01-01

We present our experience, spanning more than 10 years of teaching a course on "ethics and engineering" for a group of MSc programmes in applied sciences at Delft University of Technology. The course is taught by a team of teachers from the faculty of Applied Sciences and from the department of Philosophy of the Faculty of Technology,…
Ethics Instruction for Preservice Teachers: How Are We Doing in ECE?

ERIC Educational Resources Information Center

Freeman, Nancy Krupnick; Brown, Mac H.

1996-01-01

Notes the importance of providing preservice early childhood educators with ethics guidance and instruction. Summarizes results of Survey of Instruction in Professional Ethics (SIPE) indicating that most early childhood teacher educators include professional ethics instruction. Suggests use of a Code of Ethics, SIPE, textbooks, and videotape…
Ethical Decision-Making by Educational Leaders: Its Foundations, Culture and More Recent Perspectives

ERIC Educational Resources Information Center

Robbins, Steven; Trabichet, Luc

2009-01-01

The belief that educational leaders need to be ethical decision-makers is recent. Thomas and Bainbridge suggest that an educational leader needs to develop technical competency in ethical leadership. Yet few leaders in schools have been trained in conflict resolution of an ethical nature and little importance has been given to this within existing…
34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...
Contributions of Ethics and Philosophy to Reading Instruction and Research.

ERIC Educational Resources Information Center

Berger, Allen

Ethics in education is a neglected area, yet everything that is good in education springs from ethics while everything that is bad reflects the lack of them. When confronted with ethical questions concerning their administrators, colleagues, or students, educators often adopt the stance that "it is never too wise to be too honest."…
Ethics and the Early Childhood Teacher Educator: A Proposed Addendum to the NAEYC Code of Ethical Conduct.

ERIC Educational Resources Information Center

Freeman, Nancy; Feeney, Stephanie; Moravcik, Eva

2003-01-01

Proposes an addendum to the National Association for the Education of Young Children's Code of Ethical Conduct concerning the unique ethical challenges facing teacher educators. Presents a conception of professional responsibility in six areas: children and families, adult students, programs hosting practicum students and programs' staffs and…
34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...
Ethics in Higher Education. The Third Earl V. Pullias Lecture in Higher and Postsecondary Education.

ERIC Educational Resources Information Center

Hadley, Paul E.

Issues of ethics in higher education, along with a broad overview on the field of ethics, are considered. Ethical concerns include: charges of unfair practices in the recruitment of college students, especially minority athletes; reducing admission requirements to the extent that classroom and even graduation standards may deteriorate; grade…
34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...
34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...
34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...
Ethics pocket cards: an educational tool for busy clinicians.

PubMed

Volpe, Rebecca L; Levi, Benjamin H; Blackhall, George F; Green, Michael J

2014-01-01

The adage "an ounce of prevention is worth a pound of cure" is widely used in healthcare settings and can be applied to the work of institutional clinical ethics committees. The model of clinical ethics consultation, however, is inherently reactive: a crisis or question emerges, and ethics experts are called to help. In an effort to employ a proactive component to the model of clinical ethics consultation (as well as to standardize our educational interventions), we developed ethics pocket cards. The purpose of this article is to: (1) describe the rationale for using ethics pocket cards, (2) provide examples of our cards, and (3) begin a dialogue about the potential uses of ethics pocket cards. In doing so, we hope to explore how such portable, economical devices can advance the goals of ethics consultation as well as the educational aims of ethics committees. Copyright 2014 The Journal of Clinical Ethics. All rights reserved.
Relationship between ethical ideology and moral judgment: Academic nurse educators' perception.

PubMed

Abou Hashish, Ebtsam Aly; Ali Awad, Nadia Hassan

2017-01-01

Ascertaining the relationship between ethical ideology, moral judgment, and ethical decision among academic nurse educators at work appears to be a challenge particularly in situations when they are faced with a need to solve an ethical problem and make a moral decision. This study aims to investigate the relationship between ethical ideology, moral judgment, and ethical decision as perceived by academic nurse educators. A descriptive correlational research design was conducted at Faculty of Nursing, Alexandria University. All academic nurse educators were included in the study (N = 220). Ethical Position Questionnaire and Questionnaire of Moral Judgment and Ethical Decisions were proved reliable to measure study variables. Ethical considerations: Approval was obtained from Ethics Committee at Faculty of Nursing, Alexandria University. Privacy and confidentiality of data were maintained and assured by obtaining subjects' informed consent. This study reveals a significant positive moderate correlation between idealism construct of ethical ideology and moral judgment in terms of recognition of the behavior as an ethical issue and the magnitude of emotional consequences of the ethical situation (p < 0.001; p = 0.031) respectively. Also, there is a positive significant moderate correlation between relativism construct of ethical ideology and overall moral judgment (p = 0.010). Approximately 3.5% of the explained variance of overall moral judgment is predicted by idealism together with relativism. The findings suggest that variations in ethical position and ideology are associated with moral judgment and ethical decision. Organizations of academic nursing education should provide a supportive work environment to help their academic staff to develop their self-awareness and knowledge of their ethical position and promoting their ethical ideologies and, in turn, enhance their moral judgment as well as develop ethical reasoning and decision-making capability of nursing students. More emphasis in nursing curricula is needed on ethical concepts for developing nursing competencies.

ETHICS AND JUSTICE IN ENVIRONMENTAL SCIENCE AND ENGINEERING

EPA Science Inventory

Science and engineering are built on trust. C.P. Snow's famous quote, "the only ethical principle which has made science possible is that the truth shall be told all the time" underscores the importance of honesty in science. Environmental scientists must do work that is useful...
University Students' Knowledge and Attitude about Genetic Engineering

ERIC Educational Resources Information Center

Bal, Senol; Samanci, Nilay Keskin; Bozkurt, Orçun

2007-01-01

Genetic engineering and biotechnology made possible of gene transfer without discriminating microorganism, plant, animal or human. However, although these scientific techniques have benefits, they cause arguments because of their ethical and social impacts. The arguments about ethical ad social impacts of biotechnology made clear that not only…
Responsible authorship in engineering fields: an overview of current ethical challenges.

PubMed

Borenstein, Jason

2011-06-01

The primary aim of this article is to identify ethical challenges relating to authorship in engineering fields. Professional organizations and journals do provide crucial guidance in this realm, but this cannot replace the need for frequent and diligent discussions in engineering research communities about what constitutes appropriate authorship practice. Engineering researchers should seek to identify and address issues such as who is entitled to be an author and whether publishing their research could potentially harm the public.
Educational Research Ethics: A Discussion Paper.

ERIC Educational Resources Information Center

Lafleur, Clay

Educational researchers should be aware of the general consensus of the research community as to what is proper and improper in the conduct of educational research, since there is as yet no explicit code of ethics. Accordingly, this paper examines existing ethical standards to initiate discussion of issues specific to the educational research…
Students' medical ethics rounds: a combinatorial program for medical ethics education.

PubMed

Beigy, Maani; Pishgahi, Ghasem; Moghaddas, Fateme; Maghbouli, Nastaran; Shirbache, Kamran; Asghari, Fariba; Abolfat-H Zadeh, Navid

2016-01-01

It has long been a common goal for both medical educators and ethicists to develop effective methods or programs for medical ethics education. The current lecture-based courses of medical ethics programs in medical schools are demonstrated as insufficient models for training "good doctors''. In this study, we introduce an innovative program for medical ethics education in an extra-curricular student-based design named Students' Medical Ethics Rounds (SMER). In SMER, a combination of educational methods, including theater-based case presentation, large group discussion, expert opinions, role playing and role modeling were employed. The pretest-posttest experimental design was used to assess the impact of interventions on the participants' knowledge and attitude regarding selected ethical topics. A total of 335 students participated in this study and 86.57% of them filled the pretest and posttest forms. We observed significant improvements in the knowledge (P < 0.0500) and attitude (P < 0.0001) of participants. Interestingly, 89.8% of participants declared that their confidence regarding how to deal with the ethical problems outlined in the sessions was increased. All of the applied educational methods were reported as helpful. We found that SMER might be an effective method of teaching medical ethics. We highly recommend the investigation of the advantages of SMER in larger studies and interdisciplinary settings.
Students’ medical ethics rounds: a combinatorial program for medical ethics education

PubMed Central

Beigy, Maani; Pishgahi, Ghasem; Moghaddas, Fateme; Maghbouli, Nastaran; Shirbache, Kamran; Asghari, Fariba; Abolfat-h Zadeh, Navid

2016-01-01

It has long been a common goal for both medical educators and ethicists to develop effective methods or programs for medical ethics education. The current lecture-based courses of medical ethics programs in medical schools are demonstrated as insufficient models for training “good doctors’’. In this study, we introduce an innovative program for medical ethics education in an extra-curricular student-based design named Students’ Medical Ethics Rounds (SMER). In SMER, a combination of educational methods, including theater-based case presentation, large group discussion, expert opinions, role playing and role modeling were employed. The pretest-posttest experimental design was used to assess the impact of interventions on the participants’ knowledge and attitude regarding selected ethical topics. A total of 335 students participated in this study and 86.57% of them filled the pretest and posttest forms. We observed significant improvements in the knowledge (P < 0.0500) and attitude (P < 0.0001) of participants. Interestingly, 89.8% of participants declared that their confidence regarding how to deal with the ethical problems outlined in the sessions was increased. All of the applied educational methods were reported as helpful. We found that SMER might be an effective method of teaching medical ethics. We highly recommend the investigation of the advantages of SMER in larger studies and interdisciplinary settings. PMID:27471586
Engineering good: how engineering metaphors help us to understand the moral life and change society.

PubMed

Coeckelbergh, Mark

2010-06-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society.
Biomedical engineering and society: policy and ethics.

PubMed

Flexman, J A; Lazareck, L

2007-01-01

Biomedical engineering impacts health care and contributes to fundamental knowledge in medicine and biology. Policy, such as through regulation and research funding, has the potential to dramatically affect biomedical engineering research and commercialization. New developments, in turn, may affect society in new ways. The intersection of biomedical engineering and society and related policy issues must be discussed between scientists and engineers, policy-makers and the public. As a student, there are many ways to become engaged in the issues surrounding science and technology policy. At the University of Washington in Seattle, the Forum on Science Ethics and Policy (FOSEP, www.fosep.org) was started by graduate students and post-doctoral fellows interested in improving the dialogue between scientists, policymakers and the public and has received support from upper-level administration. This is just one example of how students can start thinking about science policy and ethics early in their careers.
The Ethics of Religious Education.

ERIC Educational Resources Information Center

Elias, John L.

1993-01-01

Contends that there has been little attention given to the development of professional ethics for religious educators. Asserts that intellectual freedom, equality, and personal freedom/public responsibility need to be given special attention in a code of ethics for religious educators. (CFR)
Ethics in Educational Technology: Towards a Framework for Ethical Decision Making in and for the Discipline

ERIC Educational Resources Information Center

Spector, J. Michael

2016-01-01

This special issue of "ETR&D" is devoted to ethics in the broad domain of educational technology. Many ethical issues arise involving the study and use of educational technologies. A well-known issue involves the digital divide and the degree to which the introduction of new technologies is increasing the digital divide and…
Values, Choices, Responsibilities: Thinking beyond the Scholarly Place of Ethics for the GIScience and Technology Profession and GIScience

ERIC Educational Resources Information Center

Harvey, Francis

2014-01-01

To help ethical issues gain traction in geographic information technology education, this article proposes that the education of GIScience and technology professionals go beyond abstract scholarly ethics to applied approaches based on practical wisdom. The main point for educators made in this paper is that applied ethics' focus on values,…
Making the Right Choices: Ethical Judgments among Educational Leaders

ERIC Educational Resources Information Center

Eyal, Ori; Berkovich, Izhak; Schwartz, Talya

2011-01-01

Purpose: Scholars have adopted a multiple ethical paradigms approach in an attempt to better understand the bases upon which everyday ethical dilemmas are resolved by educational leaders. The aim of this study is to examine the ethical considerations in ethical judgments of aspiring principals. Design/methodology/approach: To examine the ethical…
Ethical Behavior in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.; Ward, Evangeline H.

This booklet contains two essays on ethics for early childhood educators. The first essay discusses the meaning of a code of ethics, the importance of a code of ethics for working with preschool children, ethical conflicts in day care and preschool work, and steps which may be taken to help early childhood workers resolve these conflicts. Ethical…
Ethics Education and Its Influences on Rehabilitation Counseling Master's Students

ERIC Educational Resources Information Center

Tsai, Yi-Hua

2013-01-01

The importance of ethics in helping professions and ethics education in counselor preparation programs have been stressed and discussed greatly. In order to foster helping professionals' ethical behaviors to ensure clients' rights and welfare, professional organizations have developed codes of ethics to serve as guidelines for helping…
Ethical Practice: A Study of Chilean School Leaders

ERIC Educational Resources Information Center

Cuellar, Carolina; Giles, David L.

2012-01-01

Purpose: This article seeks to report on a research inquiry that explored the educational praxis of ethical school leaders in Chile. Behaving ethically is an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards, but also rather involves an ethical way of…
Teamwork Seminar Practice to Foster Diversified Thinking and Leadership Among Students

NASA Astrophysics Data System (ADS)

Maruyama, Naoki; Yoshida, Kazumi; Yamao, Hidenori

A new course entitled “Mechanical Engineering Seminar” has begun in the Department of Mechanical Engineering, Mie University. This course consists of three parts, a teamwork seminar, a creative design seminar and a comprehensive achievement examination. Its aim is to foster a broad social and international outlook, ethical thinking, autonomy, partnership, leadership, presentation ability, originality, overall creativity in students, and to help them become aware of their real ability. The teaching method used in this seminar is based on problem-based learning (PBL) , and pro-active student participation is required. The purpose of this paper is to report the features, teaching method and educational effectiveness of the teamwork seminar, which seeks to educate students with a broad, diversified outlook. The results of a student questionnaire show that these new fields of study stimulate students' will to learn, and they express general satisfaction with the seminar.
Ethics for medical educators: an overview and fallacies.

PubMed

Singh, Arjun

2010-07-01

Ethics is the rule of right conduct or practice in a profession. The basic principles of ethics are beneficence, justice and autonomy or individual freedom. There is very minor demarcation between ethics and the law. The ethics is promulgated by the professional bodies. All are expected to guide the medical professional in their practice. Medical educators have dual ethical obligations: firstly, to the society at large which expects us to produce competent health professionals, and secondly, to the students under our care. The students observe and copy what their teacher does and his/her role modelling can be a gateway to a student's character building. Due to rapid increase in the number of medical colleges, privatization, and capitalism, ethical issue has become much more relevant and needs to discuss in detail. The present paper discusses the ethics for medical educators in detail with, basic principles, common breaches of ethics and fallacies due to wrong application of ethical principles, and the approach to ethics and methods by which we can prevent and avoid breach of ethics.
Teaching moral reasoning to student nurses.

PubMed

Weber, J R

1992-09-01

Teaching moral reasoning to students is a challenge for all nursing educators. The National League for Nursing and American Nurses' Association emphasize the importance of ethical content within the curriculum. Review of the literature indicates that ethics has been part of the nursing curriculum since the early 1900s. However, the focus of nursing ethics has changed to more critical reflective thinking versus duties and etiquette. Educators have used a variety of methods for teaching ethics and integrating it into the curriculum. Yet nursing graduates still lack adequate skills to be morally accountable practitioners. This creates a dilemma for the educator to find ways to integrate more ethics content into an already crowded curriculum. The code of ethics of holistic nurses may serve as a basis to guide nurse educators in resolving some of the problems encountered in promoting moral education.
Introducing Ethical, Social and Environmental Issues in ICT Engineering Degrees

ERIC Educational Resources Information Center

Miñano, Rafael; Aller, Celia Fernández; Anguera, Áurea; Portillo, Eloy

2015-01-01

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The…
(The Ethics of) Teaching Science and Ethics: A Collaborative Proposal.

PubMed

Kabasenche, William P

2014-12-01

I offer a normative argument for a collaborative approach to teaching ethical issues in the sciences. Teaching science ethics requires expertise in at least two knowledge domains-the relevant science(s) and philosophical ethics. Accomplishing the aims of ethics education, while ensuring that science ethics discussions remain grounded in the best empirical science, can generally best be done through collaboration between a scientist and an ethicist. Ethics as a discipline is in danger of being misrepresented or distorted if presented by someone who lacks appropriate disciplinary training and experience. While there are exceptions, I take philosophy to be the most appropriate disciplinary domain in which to gain training in ethics teaching. Science students, who must be prepared to engage with many science ethics issues, are poorly served if their education includes a misrepresentation of ethics or specific issues. Students are less well prepared to engage specific issues in science ethics if they lack an appreciation of the resources the discipline of ethics provides. My collaborative proposal looks at a variety of ways scientists and ethicists might collaborate in the classroom to foster good science ethics education.

Emotional engineers: toward morally responsible design.

PubMed

Roeser, Sabine

2012-03-01

Engineers are normally seen as the archetype of people who make decisions in a rational and quantitative way. However, technological design is not value neutral. The way a technology is designed determines its possibilities, which can, for better or for worse, have consequences for human wellbeing. This leads various scholars to the claim that engineers should explicitly take into account ethical considerations. They are at the cradle of new technological developments and can thereby influence the possible risks and benefits more directly than anybody else. I have argued elsewhere that emotions are an indispensable source of ethical insight into ethical aspects of risk. In this paper I will argue that this means that engineers should also include emotional reflection into their work. This requires a new understanding of the competencies of engineers: they should not be unemotional calculators; quite the opposite, they should work to cultivate their moral emotions and sensitivity, in order to be engaged in morally responsible engineering. © The Author(s) 2010. This article is published with open access at Springerlink.com
Preventive Ethics Through Expanding Education.

PubMed

Ho, Anita; MacDonald, Lisa Mei-Hwa; Unger, David

2016-03-01

Healthcare institutions have been making increasing efforts to standardize consultation methodology and to accredit both bioethics training programs and the consultants accordingly. The focus has traditionally been on the ethics consultation as the relevant unit of ethics intervention. Outcome measures are studied in relation to consultations, and the hidden assumption is that consultations are the preferred or best way to address day-to-day ethical dilemmas. Reflecting on the data from an internal quality improvement survey and the literature, we argue that having general ethics education as a key function of ethics services may be more important in meeting the contemporaneous needs of acute care settings. An expanded and varied ethics education, with attention to the time constraints of healthcare workers' schedules, was a key recommendation brought forward by survey respondents. Promoting ethical reflection and creating a culture of ethics may serve to prevent ethical dilemmas or mitigate their effects.
Individual Moral Philosophies and Ethical Decision Making of Undergraduate Athletic Training Students and Educators

PubMed Central

Caswell, Shane V; Gould, Trenton E

2008-01-01

Context: Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. Objective: To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Design: Stratified, multistage, cluster-sample correlational study. Setting: Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)–accredited athletic training programs. Patients or Other Participants: Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 ± 6.3 years) from 25 CAAHEP-accredited athletic training programs. Main Outcome Measure(s): We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) × 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Results: Respondents reported higher idealism scores (37.57 ± 4.91) than relativism scores (31.70 ± 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 ± 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, η 2 = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, η 2 = .013), relativism ( P < .001, η 2 = .050), and ethical decision-making scores ( P < .001, η 2 = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 ± 5.70) and relativism scores (29.92 ± 4.86) and higher ethical decision-making scores (82.98 ± 7.62) than did students. Conclusions: Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth. PMID:18345347
Commodifying animals: ethical issues in genetic engineering of animals.

PubMed

Almond, B

2000-03-01

The genetic modification of living beings raises special ethical concerns which go beyond general discussion of animal rights or welfare. Although the goals may be similar, biotechnology has accelerated the process of modification of types traditionally carried out by cross-breeding. These changes are discussed in relation to two areas: biomedicine, and animal husbandry. Alternative ethical approaches are reviewed, and it is argued that the teleological thesis underlying virtue ethics has special relevance here. The case for and the case against genetic engineering and patenting of life-forms are examined, and conclusions are drawn which favour regulation, caution and respect for animals and animal species.
Exploring Ethical Issues Associated with Using Online Surveys in Educational Research

ERIC Educational Resources Information Center

Roberts, Lynne D.; Allen, Peter J.

2015-01-01

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of…
Counseling Ethics Education Experience: An Interpretive Case Study of the First Year Master's Level Counseling Students

ERIC Educational Resources Information Center

Zakaria, Noor Syamilah

2013-01-01

Counseling ethics competency is an important part of counselor identity development as required by the counseling profession training standards, and counseling ethics education is one major component of knowledge acquisition in counseling profession. Counselor educators and counselor education training programs have a core responsibility to…
Towards an Ethics of Engagement in Education in Global Times

ERIC Educational Resources Information Center

Christie, Pam

2005-01-01

Starting from the observation that patterns of educational inequality are widely known but largely invisible in public debates on education, this article argues for the importance of an ethics of education which challenges simple acceptance of "things as they are". It suggests possibilities for working with discourses of ethics, rights and…
Secular Ethics Education as an Alternative to Religious Education--Finnish Teachers' Views

ERIC Educational Resources Information Center

Zilliacus, Harriet; Kallioniemi, Arto

2016-01-01

This study provides a Finnish perspective to international discussions on religious and worldviews education through the subject of secular ethics. This subject has been offered in Finland since 1985 throughout comprehensive schools and is primarily directed at students who are non-affiliated. Secular ethics education has scarcely been researched…
The Ethics of Teaching for Social Justice: A Framework for Exploring the Intellectual and Moral Virtues of Social Justice Educators

ERIC Educational Resources Information Center

Taylor, Rebecca M.

2015-01-01

Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by…
A Model Code of Ethics for the Use of Computers in Education.

ERIC Educational Resources Information Center

Shere, Daniel T.; Cannings, Terence R.

Two Delphi studies were conducted by the Ethics and Equity Committee of the International Council for Computers in Education (ICCE) to obtain the opinions of experts on areas that should be covered by ethical guides for the use of computers in education and for software development, and to develop a model code of ethics for each of these areas.…
An Investigation of Students' Perceptions of Ethical Practice: Engaging a Reflective Dialogue about Ethics Education in the Health Professions

ERIC Educational Resources Information Center

Kinsella, Elizabeth Anne; Phelan, Shanon K.; Lala, Anna Park; Mom, Vanna

2015-01-01

The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a…
Effectiveness of an Electronic Performance Support System on Computer Ethics and Ethical Decision-Making Education

ERIC Educational Resources Information Center

Kert, Serhat Bahadir; Uz, Cigdem; Gecu, Zeynep

2014-01-01

This study examined the effectiveness of an electronic performance support system (EPSS) on computer ethics education and the ethical decision-making processes. There were five different phases to this ten month study: (1) Writing computer ethics scenarios, (2) Designing a decision-making framework (3) Developing EPSS software (4) Using EPSS in a…
An Exploratory Qualitative Study of Ethical Beliefs among Early Childhood Teachers

ERIC Educational Resources Information Center

French-Lee, Stacey; Dooley, Caitlin McMunn

2015-01-01

The purpose of this study is to learn how early childhood educators make ethical decisions. The study also explores how these educators might learn to base their ethical decisions on a professionally accepted ethical code through a participatory professional development process. The professional code of ethics used in this study is the National…
The "Subject of Ethics" and Educational Research OR Ethics or Politics? Yes Please!

ERIC Educational Resources Information Center

Bazzul, Jesse

2017-01-01

This paper outlines a theoretical context for research into "the subject of ethics" in terms of how students come to see themselves as self-reflective actors. I maintain that the "subject of ethics," or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At…
The Ethical Behaviors of Educational Leaders in Ethiopian Public Universities: The Case of the Western Cluster Universities

ERIC Educational Resources Information Center

Amsale, Frew; Bekele, Mitiku; Tafesse, Mebratu

2016-01-01

The purpose of this study was to assess the extent to which educational leaders in the western cluster public universities of Ethiopia are ethical. Ethical leadership variables such as fairness, equity, multicultural competence, modeling ethical behaviors and altruism are considered in describing the ethical behaviors of the leaders. Descriptive…
Moral Education in an Age of Globalization

ERIC Educational Resources Information Center

Noddings, Nel

2010-01-01

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.
Moral Development or Moral Decline? A Discussion of Ethics Education for the Health Care Professions.

ERIC Educational Resources Information Center

Brockett, Margaret; Geddes, E. Lynne; Westmorland, Muriel; Salvatori, Penny

1997-01-01

Outlines a contemporary interpretation of ethics which reinstates morality as a core component. Describes the educational philosophy of two programs in rehabilitation science where the ethics education component is being analyzed. Contains 16 references. (DDR)
Student-driven courses on the social and ecological responsibilities of engineers : commentary on "student-inspired activities for the teaching and learning of engineering ethics".

PubMed

Baier, André

2013-12-01

A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, "building blocks". These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course themselves.
Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods.

PubMed

AlMahmoud, Tahra; Hashim, M Jawad; Elzubeir, Margaret Ann; Branicki, Frank

2017-01-01

Ethics and professionalism are an integral part of medical school curricula; however, medical students' views on these topics have not been assessed in many countries. The study aimed to examine medical students' perceptions toward ethics and professionalism teaching, and its learning and assessment methods. A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students. A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = < 0.05). Students who claimed that they had experienced some unprofessional treatment had a more limited view of the importance of ethics as a subject (P = 0.001). Medical students viewed ethics education positively and preferred clinically attuned methods for learning.
Teaching Ethics to Engineers: A Socratic Experience.

PubMed

Génova, Gonzalo; González, M Rosario

2016-04-01

In this paper we present the authors' experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course (its place within the university program, the number of students attending, its duration, etc.), and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as the methodology and teaching resources employed to have students achieve a genuine philosophical reflection on the ethical aspects of the profession, starting from their own mindset as engineers. Finally we offer some results based on opinion surveys of the students, as well as a more personal assessment by the authors, recapitulating the most significant achievements of the course and indicating its underlying Socratic structure.

Becoming a good doctor: perceived need for ethics training focused on practical and professional development topics.

PubMed

Roberts, Laura W; Warner, Teddy D; Hammond, Katherine A Green; Geppert, Cynthia M A; Heinrich, Thomas

2005-01-01

Ethics training has become a core component of medical student and resident education. Curricula have been developed without the benefit of data regarding the views of physicians-in-training on the need for ethics instruction that focuses on practical issues and professional development topics. A written survey was sent to all medical students and PGY1-3 residents at the University of New Mexico School of Medicine. The survey consisted of eight demographic questions and 124 content questions in 10 domains. Responses to a set of 24 items related to ethically important dilemmas, which may occur in the training period and subsequent professional practice, are reported. Items were each rated on a 9-point scale addressing the level of educational attention needed compared to the amount currently provided. Survey respondents included 200 medical students (65% response) and 136 residents (58% response). Trainees, regardless of level of training or clinical discipline, perceived a need for more academic attention directed at practical ethical and professional dilemmas present during training and the practice of medicine. Women expressed a desire for more education directed at both training-based and practice-based ethical dilemmas when compared to men. A simple progression of interest in ethics topics related to level of medical training was not found. Residents in diverse clinical specialties differed in perceived ethics educational needs. Psychiatry residents reported a need for enhanced education directed toward training-stage ethics problems. This study documents the importance placed on ethics education directed at practical real-world dilemmas and ethically important professional developmental issues by physicians-in-training. Academic medicine may be better able to fulfill its responsibilities in teaching ethics and professionalism and in serving its trainees by paying greater attention to these topics in undergraduate and graduate medical curricula.
Introducing the Medical Ethics Bowl.

PubMed

Merrick, Allison; Green, Rochelle; Cunningham, Thomas V; Eisenberg, Leah R; Hester, D Micah

2016-01-01

Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students' ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.
Environmental education: A blueprint for achievement?

DOE Office of Scientific and Technical Information (OSTI.GOV)

McErlean, A.J.; Williams, E.; Wittwer, F.

1995-09-01

The present national effort devoted to environmental education (EE), particularly as it relates to K-12 education, is examined and indexed to other current events and their support levels. For the most part, EE efforts are embedded in science, mathematics, and engineering programs (SME), and the relationships to these other areas are discussed. In the present context, many aspects such as social, ethical, and religious consideration of EE are not addressed. The relationships between EE and the expectation for scientific literacy (SL) and improved environmental decision-making in both short- and long-term contexts are also examined. Under existing programs, the prognosis formore » serious, effective accomplishment, or credible impact on universal EE literacy or enhanced decision-making, is doubtful.« less
A life scientist, an engineer and a social scientist walk into a lab: challenges of dual-use engagement and education in synthetic biology.

PubMed

Edwards, Brett; Kelle, Alexander

2012-01-01

The discussion of dual-use education is often predicated on a discrete population of practicing life scientists exhibiting certain deficiencies in awareness or expertise. This has lead to the claim that there is a greater requirement for awareness raising and education amongst this population. However, there is yet to be an inquiry into the impact of the 'convergent' nature of emerging techno-sciences upon the prospects of dual-use education. The field of synthetic biology, although often portrayed as homogeneous, is in fact composed of various sub-fields and communities. Its practitioners have diverse academic backgrounds. The research institutions that have fostered its development in the UK often have their own sets of norms and practices in engagement with ethical, legal and social issues associated with scientific knowledge and technologies. The area is also complicated by the emergence of synthetic biologists outside traditional research environments, the so called 'do-it-yourself' or 'garage biologists'. This paper untangles some of the complexities in the current state of synthetic biology and addresses the prospects for dual-use education for practitioners. It provides a short overview of the field and discusses identified dual-use issues. There follows a discussion of UK networks in synthetic biology, including their engagement with ethical, legal, social and dual-use issues and limited educational efforts in relation to these. It concludes by outlining options for developing a more systematic dual-use education strategy for synthetic biology.
Ethics in International Business Education: Perspectives from Five Business Disciplines.

ERIC Educational Resources Information Center

LeClair, Debbie Thorne; Clark, Robert; Ferrell, Linda; Joseph, Gilbert; Leclair, Daniel

1999-01-01

Examines international ethics issues and perspectives from the vantage points of five disciplines in business education: economics, management, finance, accounting, and marketing. Finds an underlying theme of management awareness, accountability, and control of ethical decision-making. Suggests some ethics-related curriculum projects. (DB)
Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content.

PubMed

Torrence, Brett S; Watts, Logan L; Mulhearn, Tyler J; Turner, Megan R; Todd, E Michelle; Mumford, Michael D; Connelly, Shane

2017-01-01

Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.
Ethics and professionalism education during neonatal-perinatal fellowship training in the United States.

PubMed

Cummings, C L; Geis, G M; Kesselheim, J C; Sayeed, S

2015-10-01

The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal-perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Neonatal-Perinatal Fellowship Directors, fellows and recent graduates were surveyed regarding the quality and type of such education during training, and perceived confidence of fellows/graduates in confronting ethical dilemmas. Forty-six of 97 Directors (47%) and 82 of 444 fellows/graduates (18%) completed the surveys. Over 97% of respondents agreed that ethics training is 'important/very important'. Only 63% of Directors and 37% of fellows/graduates rated ethics education as 'excellent/very good' (P=0.004). While 96% of Directors reported teaching of ethics, only 70% of fellows/graduates reported such teaching (P<0.001). Teaching methods and their perceived effectiveness varied widely. Training in ethics and professionalism for fellows is important, yet currently insufficient; a more standardized curriculum may be beneficial to ensure that trainees achieve competency.
Ethics for Earthquakes And Other Emergencies

ERIC Educational Resources Information Center

McKenna, David L.

1976-01-01

As the demand for educational resources outruns the supply, higher education will enter a new ethical era. Anticipating the future, admissions counselors should review the ethics of their profession. Standards should be based on the new reality that higher education is now an interdependent system. (Author)
Ethical Issues in Continuing Professional Education.

ERIC Educational Resources Information Center

Lawler, Patricia Ann

2000-01-01

Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…
The Ethical Commitments of Academic Faculty in Psychiatric Education

ERIC Educational Resources Information Center

Green, Stephen A.

2006-01-01

Objective: This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek…
Ethics education: a priority for general practitioners in occupational medicine.

PubMed

Alavi, S Shohreh; Makarem, Jalil; Mehrdad, Ramin

2015-01-01

General practitioners (GPs) who work in occupational medicine (OM) should be trained continuously. However, it seems that ethical issues have been neglected. This cross-sectional study aimed to determine educational priorities for GPs working in OM. A total of 410 GPs who participated in OM seminars were asked to answer a number of questions related to items that they usually come across in their work. The respondents were given scores on 15 items, which pertained to their frequency of experience in OM, their felt needs regarding education in the field, and their knowledge and skills. Ethical issues were the most frequently utilised item and the area in which the felt need for education was the greatest. The knowledge of and skills in ethical issues and matters were the poorest. Ethical principles and confidentiality had the highest calculated educational priority scores. It is necessary to consider ethical issues as an educational priority for GPs working in the field of OM.
Ethical Perspectives in Open and Distance Education System

ERIC Educational Resources Information Center

Anitha, C.; Harsha, T. S.

2013-01-01

Today, e-learning and various online education applications are used in many countries and educational institutions than ever before. Ethics deals with the principle governing ideal or good behavior, it focuses on what is right or what is wrong. Although in education, the ethical issues that they may be facing are not about of life and death…
Clarifying the Ethical Tendency in Education for Sustainable Development Practice: A Wittgenstein-Inspired Approach

ERIC Educational Resources Information Center

Ohman, Johan; Ostman, Leif

2008-01-01

This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development…
Defining Moral Leadership in Graduate Schools of Education

ERIC Educational Resources Information Center

Pijanowski, John

2007-01-01

This article explores how ethics education has evolved over the last 15 years in graduate schools of educational leadership. A review of previous studies showing an increased attention to ethics education is analyzed in the context of external pressures such as new NCATE standards, and the emerging role of moral psychology to inform how ethics is…
Ethics and Education Forty Years Later

ERIC Educational Resources Information Center

Warnick, Bryan R.

2007-01-01

R.S. Peters's 1966 book "Ethics and Education" is one of the most significant works in twentieth-century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of "Ethics and Education," examining some major criticisms of the book in light of…
Ethically Important Moments in the Higher Education Space of Appearance: Renewing Educative Praxis with Arendt

ERIC Educational Resources Information Center

Taylor, Carol A.

2017-01-01

This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt's concept of the space of appearance into relation with Guillemin and Gillam's notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a…
Engineering Good: How Engineering Metaphors Help us to Understand the Moral Life and Change Society

PubMed Central

2009-01-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society. PMID:19722107
Software engineering ethics

NASA Technical Reports Server (NTRS)

Bown, Rodney L.

1991-01-01

Software engineering ethics is reviewed. The following subject areas are covered: lack of a system viewpoint; arrogance of PC DOS software vendors; violation od upward compatibility; internet worm; internet worm revisited; student cheating and company hiring interviews; computing practitioners and the commodity market; new projects and old programming languages; schedule and budget; and recent public domain comments.
Ethics and maternity care: from principles to practice.

PubMed

Lothian, Judith A

2009-01-01

In this column, the associate editor of The Journal of Perinatal Education (JPE) discusses the decision to devote an issue of JPE to the ethics of childbirth and maternity care. The current crisis in maternity care mandates a careful look at the ethical principles that provide the foundation for practice. The contents of this special issue include: a broad overview of ethics of childbearing, historical perspectives and contemporary understanding of informed decision making, the ethical issues faced by childbirth educators, and the challenges and moral distress experienced by childbirth educators and other maternity care providers when their values, beliefs, and ethical standards are in conflict with standard maternity care practices.
Towards a richer debate on tissue engineering: a consideration on the basis of NEST-ethics.

PubMed

Oerlemans, A J M; van Hoek, M E C; van Leeuwen, E; van der Burg, S; Dekkers, W J M

2013-09-01

In their 2007 paper, Swierstra and Rip identify characteristic tropes and patterns of moral argumentation in the debate about the ethics of new and emerging science and technologies (or "NEST-ethics"). Taking their NEST-ethics structure as a starting point, we considered the debate about tissue engineering (TE), and argue what aspects we think ought to be a part of a rich and high-quality debate of TE. The debate surrounding TE seems to be predominantly a debate among experts. When considering the NEST-ethics arguments that deal directly with technology, we can generally conclude that consequentialist arguments are by far the most prominently featured in discussions of TE. In addition, many papers discuss principles, rights and duties relevant to aspects of TE, both in a positive and in a critical sense. Justice arguments are only sporadically made, some "good life" arguments are used, others less so (such as the explicit articulation of perceived limits, or the technology as a technological fix for a social problem). Missing topics in the discussion, at least from the perspective of NEST-ethics, are second "level" arguments-those referring to techno-moral change connected to tissue engineering. Currently, the discussion about tissue engineering mostly focuses on its so-called "hard impacts"-quantifiable risks and benefits of the technology. Its "soft impacts"-effects that cannot easily be quantified, such as changes to experience, habits and perceptions, should receive more attention.

The Medical Ethics Curriculum in Medical Schools: Present and Future.

PubMed

Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

2016-01-01

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.
An investigation of students' perceptions of ethical practice: engaging a reflective dialogue about ethics education in the health professions.

PubMed

Kinsella, Elizabeth Anne; Phelan, Shanon K; Park Lala, Anna; Mom, Vanna

2015-08-01

The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a means of engaging in a dialogue about the aims of ethics education in contemporary health science contexts. A phenomenological methodological approach was adopted for the study. Interviews were conducted over 2 years with 25 student participants. The data were analyzed using phenomenological methods of analysis. Seven themes depict students' views about the meaning of ethical practice and include: being faithful to the tenets of your practice, being communicative, being in tune with your values, understanding the client's needs, weighing the pros and cons, negotiating the grey zones, and taking time to reflect. The findings contribute to understanding students' conceptions of the meaning of ethical practice that include and move beyond traditional codes, principles, and professional standards to encompass a range of dimensions of ethical practice. These additional dimensions raise insights of relevance to those who design and facilitate ethics education with health professionals.
"I Left the Museum Somewhat Changed": Visual Arts and Health Ethics Education.

PubMed

Delany, Clare; Gaunt, Heather

2018-07-01

A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students' moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task, which involved the use of visual arts to stimulate the exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) were analyzed using both thematic and content analysis. Two key themes centered on emotional responses and lateral thinking. The use of artwork appeared to facilitate imaginative, emotional, and conceptual thinking about ethics and clinical experience (both past and future). This study provides some evidence to support the effectiveness of the use of the visual arts in promoting students' recognition of ethical dimensions within their clinical experience and reflection on their emerging professional identity. As one student noted, she left the museum "somewhat changed."
Ethics for Medical Educators: An Overview and Fallacies

PubMed Central

Singh, Arjun

2010-01-01

Ethics is the rule of right conduct or practice in a profession. The basic principles of ethics are beneficence, justice and autonomy or individual freedom. There is very minor demarcation between ethics and the law. The ethics is promulgated by the professional bodies. All are expected to guide the medical professional in their practice. Medical educators have dual ethical obligations: firstly, to the society at large which expects us to produce competent health professionals, and secondly, to the students under our care. The students observe and copy what their teacher does and his/her role modelling can be a gateway to a student's character building. Due to rapid increase in the number of medical colleges, privatization, and capitalism, ethical issue has become much more relevant and needs to discuss in detail. The present paper discusses the ethics for medical educators in detail with, basic principles, common breaches of ethics and fallacies due to wrong application of ethical principles, and the approach to ethics and methods by which we can prevent and avoid breach of ethics. PMID:21716861
SkinEthic Laboratories, a company devoted to develop and produce in vitro alternative methods to animal use.

PubMed

de Brugerolle, Anne

2007-01-01

SkinEthic Laboratories is a France-based biotechnology company recognised as the world leader in tissue engineering. SkinEthic is devoted to develop and produce reliable and robust in vitro alternative methods to animal use in cosmetic, chemical and pharmaceutical industries. SkinEthic models provide relevant tools for efficacy and safety screening tests in order to support an integrated decision-making during research and development phases. Some screening tests are referenced and validated as alternatives to animal use (Episkin), others are in the process of validation under ECVAM and OECD guidelines. SkinEthic laboratories provide a unique and joined experience of more than 20 years from Episkin SNC and SkinEthic SA. Their unique cell culture process allows in vitro reconstructed human tissues with well characterized histology, functionality and ultrastructure features to be mass produced. Our product line includes skin models: a reconstructed human epidermis with a collagen layer, Episkin, reconstructed human epidermis without or with melanocytes (with a tanning degree from phototype II to VI) and a reconstructed human epithelium, i.e. cornea, and other mucosa, i.e. oral, gingival, oesophageal and vaginal. Our philosophy is based on 3 main commitments: to support our customers by providing robust and reliable models, to ensure training and education in using validated protocols, allowing a large array of raw materials, active ingredients and finished products in solid, liquid, powder, cream or gel form to be screened, and, to provide a dedicated service to our partners.
Proximity morality in medical school – medical students forming physician morality "on the job": Grounded theory analysis of a student survey

PubMed Central

Thulesius, Hans O; Sallin, Karl; Lynoe, Niels; Löfmark, Rurik

2007-01-01

Background The value of ethics education have been questioned. Therefore we did a student survey on attitudes about the teaching of ethics in Swedish medical schools. Methods Questionnaire survey on attitudes to ethics education with 409 Swedish medical students participating. We analyzed > 8000 words of open-ended responses and multiple-choice questions using classic grounded theory procedures. Results In this paper we suggest that medical students take a proximity morality stance towards their ethics education meaning that they want to form physician morality "on the job". This involves comprehensive ethics courses in which quality lectures provide "ethics grammar" and together with attitude exercises and vignette reflections nurture tutored group discussions. Goals of forming physician morality are to develop a professional identity, handling diversity of religious and existential worldviews, training students described as ethically naive, processing difficult clinical experiences, and desisting negative role modeling from physicians in clinical or teaching situations, some engaging in "ethics suppression" by controlling sensitive topic discussions and serving students politically correct attitudes. Conclusion We found that medical students have a proximity morality attitude towards ethics education. Rather than being taught ethics they want to form their own physician morality through tutored group discussions in comprehensive ethics courses. PMID:17683618
The challenge of promoting professionalism through medical ethics and humanities education.

PubMed

Doukas, David J; McCullough, Laurence B; Wear, Stephen; Lehmann, Lisa S; Nixon, Lois LaCivita; Carrese, Joseph A; Shapiro, Johanna F; Green, Michael J; Kirch, Darrell G

2013-11-01

Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose.The first theme highlights that education toward professionalism requires transformational change, whereby medical ethics and humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical education. The third theme focuses on how ethics and humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and humanities teaching.The authors argue that improvement of the ethics and humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to educational processes aimed at producing this outcome.
Medical ethics, bioethics and research ethics education perspectives in South East Europe in graduate medical education.

PubMed

Mijaljica, Goran

2014-03-01

Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.
Ethics in Counsellor Education: A Sample Orientation Manual

ERIC Educational Resources Information Center

Braun, Ruth Bergen

2009-01-01

This project draws attention to ethics in counsellor education, showing that ethics is critical to the formation of new counsellors, not simply an add-on component in counsellor training. This project demonstrates that beginning counsellors, before they commence employment, must have a strong ethical foundation. It examines both formal counsellor…
Ethical Issues in School Health: A Survey.

ERIC Educational Resources Information Center

Richardson, Glenn E.; Jose, Nancy

1983-01-01

The need for a code of ethics for health educators is discussed, and results of a survey of school health educators' opinions on curriculum-related ethical issses are reported. Ethical issues of concern include use of scare tactics, efforts to change behavior and attitudes, and appropriate subject matter. (PP)
Teachers' Ethical Dilemmas: What Would You Do?

ERIC Educational Resources Information Center

Bucholz, Jessica L.; Keller, Cassandra L.; Brady, Michael P.

2007-01-01

Educators will face a variety of ethical and moral dilemmas throughout their teaching careers; however, they do not have a common board that governs its members' ethical behavior. Instead, there are numerous educational organizations that have written their own specific codes for ethical behavior. The Council for Exceptional Children (CEC) has…
Ethics for Professionals in Education: Perspectives for Preparation and Practice.

ERIC Educational Resources Information Center

Strike, Kenneth A., Ed.; Ternasky, P. Lance, Ed.

This book examines ethical principles governing the conduct of teachers, administrators, and other education professionals. The collection of articles, some with conflicting views, provides an overview of the many issues that define the place of ethics in professional preparation and practice. Following the introduction, "Ethics in Educational…
A Colloquium on Environment, Ethics, and Education (Whitehorse, Yukon, Canada, July 14-16, 1995).

ERIC Educational Resources Information Center

Jickling, Bob, Ed.

The papers in this proceedings explore two themes: "what environmental ethics can do for teachers," and "what teachers can do for environmental ethics." The papers are: "A Colloquium on Environment, Ethics, and Education: Considering the Context" (Bob Jickling); "Planning for the Future: Workshop Observations and…
A Contingency Model for Ethical Decision-Making by Educational Leaders

ERIC Educational Resources Information Center

Green, James; Walker, Keith

2009-01-01

While numerous philosophical essays offer speculative explanations of how persons should make ethical decisions, empirical investigations of the phenomenon of ethical decision-making are limited to just a few studies in the discipline of business management. This investigation focused on the ethical dilemmas confronted by educators, with emphasis…
Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

ERIC Educational Resources Information Center

Kidwell, Linda A.; Fisher, Dann G.; Braun, Robert L.; Swanson, Diane L.

2013-01-01

The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and…
Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

PubMed Central

AlMahmoud, Tahra; Hashim, M. Jawad; Elzubeir, Margaret Ann; Branicki, Frank

2017-01-01

ABSTRACT Background: Ethics and professionalism are an integral part of medical school curricula; however, medical students’ views on these topics have not been assessed in many countries. Objective: The study aimed to examine medical students’ perceptions toward ethics and professionalism teaching, and its learning and assessment methods. Design: A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students. Results: A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = < 0.05). Students who claimed that they had experienced some unprofessional treatment had a more limited view of the importance of ethics as a subject (P = 0.001). Conclusion: Medical students viewed ethics education positively and preferred clinically attuned methods for learning. PMID:28562234
Ethics and Higher Education. American Council on Education/Macmillan Series on Higher Education.

ERIC Educational Resources Information Center

May, William W., Ed.

The purpose of this book is to provide a basic resource that defines the ethical issues in higher education and to offer a starting point for means of resolution or policy development in regard to them. Part 1 establishes an interpretive framework for the book in the following papers: "Institutional Culture and Ethics" (David Smith and…
Constructive Readings of Interactive Episodes: Examining Ethics in Physical Education from a Social Constructionist Perspective

ERIC Educational Resources Information Center

Barker, Dean M.; Barker-Ruchti, Natalie; Puhse, Uwe

2013-01-01

In this paper we illustrate how ways of thinking about ethics are tied up with sport and physical education practice and introduce an alternative approach that can help to develop ethical pedagogies. We begin by locating socio-moral education in physical education within historical and contemporary pedagogical scholarship. Our argument is that the…
Uncommon Commonalities: Cosmopolitan Ethics as a Framework for Music Education Policy Analysis

ERIC Educational Resources Information Center

Richerme, Lauren Kapalka

2016-01-01

Contemporary American education policy rhetoric is problematic because its authors' assertions, particularly those about the goals of education, frequently conflict with their implied moral and/or ethical commitments. This philosophical policy analysis uses Appiah's cosmopolitan principles to examine the ethical implications of current education…
Raising the Bar: Ethics Education for Quality Teachers

ERIC Educational Resources Information Center

Boon, Helen

2011-01-01

Since the 1970s an "ethics boom" has occurred to counter the disappearance of ethics education from tertiary institutions. This "boom" appears to be absent from teacher education programs in Australia and the United States. Given persistent calls to enhance teacher quality this is problematic because quality teaching is…

Code of Ethical Conduct for Computer-Using Educators: An ICCE Policy Statement.

ERIC Educational Resources Information Center

Computing Teacher, 1987

1987-01-01

Prepared by the International Council for Computers in Education's Ethics and Equity Committee, this code of ethics for educators using computers covers nine main areas: curriculum issues, issues relating to computer access, privacy/confidentiality issues, teacher-related issues, student issues, the community, school organizational issues,…
Ethics in an Online Environment

ERIC Educational Resources Information Center

Mitchell, Regina L. Garza

2009-01-01

The blending of technology and education introduces ethical issues for colleges. In particular, those involved with online education may encounter unique dilemmas that have collegewide implications. In order for ethical decisions to be made in regard to online education, colleges must cultivate a culture of trust, define clearly the correct and…
Ethics of Teaching: Beliefs and Behaviors of Psychologists as Educators.

ERIC Educational Resources Information Center

Tabachnick, Barbara G.; And Others

1991-01-01

To study the behaviors and ethical beliefs of psychologists functioning as educators, survey data were collected from 482 American Psychological Association members working primarily in higher education. Participants rated each of 63 behaviors as to how often they practiced them and how ethical they considered them to be. (CJS)
Medical ethics education in China: Lessons from three schools.

PubMed

Sherer, Renslow; Dong, Hongmei; Cong, Yali; Wan, Jing; Chen, Hua; Wang, Yanxia; Ma, Zhiying; Cooper, Brian; Jiang, Ivy; Roth, Hannah; Siegler, Mark

2017-01-01

Ethics teaching is a relatively new area of medical education in China, with ethics curricula at different levels of development. This study examined ethics education at three medical schools in China to understand their curricular content, teaching and learning methods, forms of assessments, changes over time, and what changes are needed for further improvement. We used student and faculty surveys to obtain information about the ethics courses' content, teaching methods, and revisions over time. The surveys also included five realistic cases and asked participants whether each would be appropriate to use for discussion in ethics courses. Students rated the cases on a scale and gave written comments. Finally, participants were asked to indicate how much they would agree with the statement that medical professionalism is about putting the interests of patients and society above one's own. There were both similarities and differences among these schools with regard to course topics, teaching and assessment methods, and course faculty compositions, suggesting their courses are at different levels of development. Areas of improvement for the schools' courses were identified based on this study's findings and available literature. A model of the evolution of medical ethics education in China was proposed to guide reform in medical ethics instruction in China. Analysis identified characteristics of appropriate cases and participants' attitudes toward the ideal of professionalism. We conclude that the development of medical ethics education in China is promising while much improvement is needed. In addition, ethics education is not confined to the walls of medical schools; the society at large can have significant influence on the formation of students' professional values.
Emotions, narratives, and ethical mindfulness.

PubMed

Guillemin, Marilys; Gillam, Lynn

2015-06-01

Clinical care is laden with emotions, from the perspectives of both clinicians and patients. It is important that emotions are addressed in health professions curricula to ensure that clinicians are humane healers as well as technical experts. Emotions have a valuable and generative role in health professional ethics education.The authors have previously described a narrative ethics pedagogy, the aim of which is to develop ethical mindfulness. Ethical mindfulness is a state of being that acknowledges everyday ethics and ethically important moments as significant in clinical care, with the aim of enabling ethical clinical practice. Using a sample narrative, the authors extend this concept to examine five features of ethical mindfulness as they relate to emotions: (1) being sensitized to emotions in everyday practice, (2) acknowledging and understanding the ways in which emotions are significant in practice, (3) being able to articulate the emotions at play during ethically important moments, (4) being reflexive and acknowledging both the generative aspects and the limitations of emotions, and (5) being courageous.The process of writing and engaging with narratives can lead to ethical mindfulness, including the capacity to understand and work with emotions. Strategies for productively incorporating emotions in narrative ethics teaching are described. This can be a challenging domain within medical education for both educators and health care students and thus needs to be addressed sensitively and responsibly. The potential benefit of educating health professionals in a way which addresses emotionality in an ethical framework makes the challenges worthwhile.
Does the U.S. Supreme Court's Recent Activism in Reviewing Educational Disputes Make the Attempt To Implement a Code of Professional Ethics for Educators a Vain Effort?

ERIC Educational Resources Information Center

Petronicolos, Loucas

This paper explores whether or not the recent increase of interest by the U.S. Supreme Court in educational disputes results in a gradual reduction in the role that professional ethics plays in educators' everyday decisions. It is argued that there are links between an educator's professional ethics and constitutional justice. The increase in…
Subject, function, and trend in medical ethics research: a comparative study of Chinese and non-Chinese literature using bibliometrics.

PubMed

Jiang, Lanhui; Shen, Jiantong; Li, Youping; Deng, Shaolin; Wu, Taixiang; Chen, Baoqing; Xie, Zhiyi; Qin, Chaoyi; Yu, Zhiyuan; Qin, Chuan; Huang, Jin; Liu, Xuemei; Li, Yan; Jiang, Jie

2012-05-01

To perform a comparative quantitative and qualitative analysis of Chinese and non-Chinese medical ethics literature using systematic research and literature analysis in order to discern research trends in the area and provide baseline data as a reference for relevant decision making and further study. We retrieved articles using MeSH terms and keywords related to medical ethics in PubMed and CNKI, and then constructed a set of charts by applying word co-occurrence, The Pathfinder Networks algorithms, an included subject chart, a research field relationship chart, and strategy coordination charts. The total of number of papers retrieved from PubMed was six times that retrieved from CNKI. Outside China, medical ethics has been studied in eight fully shaped subject fields, including morals, ethical review, physician-patient relationships, clinical trials, euthanasia, ethics education, clinical ethics, and health policy. In contrast, medical ethics research in China is still confined to five subject fields: morals, physician-patient relations, medical ethics education, ethical review, and medical research. Medical ethics research outside China emphasizes the application of medical ethics to solve emerging problems in clinical and medical research. It is mainly centered on morals, ethical review, and physician-patient relations. By comparison, medical ethics research in China places greater emphasis on morals and medical education. In order to narrow this gap between China and other countries, we should broaden the research scope of medical ethics and add more applied research, such as ethical review and medical education. © 2012 Blackwell Publishing Asia Pty Ltd and Chinese Cochrane Center, West China Hospital of Sichuan University.
Teaching Business Ethics: A Quandary for Accounting Educators

ERIC Educational Resources Information Center

Frank, Gary; Ofobike, Emeka; Gradisher, Suzanne

2010-01-01

The authors discuss the pressures that accounting educators face in meeting expectations to include ethics in the accounting curriculum. Most schools still do not require discrete ethics courses for accounting students; ethics coverage is on a course-by-course basis. However, not all professors are equally comfortable or knowledgeable of models of…
Happiness and Ethical Values in Higher Education

ERIC Educational Resources Information Center

Lee, Jeong-Kyu

2017-01-01

The purpose of this paper is to discuss relations between happiness and ethical values in higher education, focusing on the need for the university to pursue happiness and ethical values. To examine the paper logically, four research questions are addressed. First, what are general concepts of happiness and ethical values? Second, why higher…
The Overlapping Spheres of Medical Professionalism and Medical Ethics: A Conceptual Inquiry

ERIC Educational Resources Information Center

Ruitenberg, Claudia W.

2016-01-01

This essay examines the concepts of "professionalism" and "ethics" as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of "professional ethics," it would be helpful to conceive of professionalism and ethics as overlapping but…
Important Factors Underlying Ethical Intentions of Students: Implications for Marketing Education

ERIC Educational Resources Information Center

Singhapakdi, Anusorn

2004-01-01

This study analyzes the relative influences of perceived ethical problems, perceived importance of ethics, idealism, relativism, and gender on ethical intention of students. The potential impacts of grade point average and education level of students were also investigated. The results from a survey of students in marketing classes from two major…
A Feminine and Poststructural Extension of Cosmopolitan Ethics in Music Education

ERIC Educational Resources Information Center

Richerme, Lauren Kapalka

2017-01-01

The interconnected nature of 21st-century life demands that music educators and students consider those beyond their immediate communities in their ethical deliberations. While Appiah's cosmopolitan ethical principles of universal concern and respect for legitimate difference may serve as a starting point for global ethical considerations in music…
Ethical Issues Associated with the Use of Interactive Technology in Learning Environments.

ERIC Educational Resources Information Center

Bork, Alfred

1988-01-01

Discusses general social, moral, and ethical issues connected with computers in education; considers ethical issues related to the development of computer-based learning materials; and examines the use of the computer as a medium for ethical and moral education. Highlights include equity of access, games and learning, and cultural bias. (seven…
The "MelArete" Project: Educating Children to the Ethics of Virtue and of Care

ERIC Educational Resources Information Center

Mortari, Luigina; Ubbiali, Marco

2017-01-01

The educative project MelArete proposes an interpretation of ethical education: a form of Education to Virtue Ethics in the light of the philosophy of care. Starting from the ontological assumption that care is prime in life and without it the human being cannot flourish in his/her humanity, the project is based on an interpretation of the…
Does medical education erode medical trainees' ethical attitude and behavior?

PubMed Central

Yavari, Neda

2016-01-01

In the last few years, medical education policy makers have expressed concern about changes in the ethical attitude and behavior of medical trainees during the course of their education. They claim that newly graduated physicians (MDs) are entering residency years with inappropriate habits and attitudes earned during their education. This allegation has been supported by numerous research on the changes in the attitude and morality of medical trainees. The aim of this paper was to investigate ethical erosion among medical trainees as a serious universal problem, and to urge the authorities to take urgent preventive and corrective action. A comparison with the course of moral development in ordinary people from Kohlberg’s and Gilligan's points of view reveals that the growth of ethical attitudes and behaviors in medical students is stunted or even degraded in many medical schools. In the end, the article examines the feasibility of teaching ethics in medical schools and the best approach for this purpose. It concludes that there is considerable controversy among ethicists on whether teaching ethical virtues is plausible at all. Virtue-based ethics, principle-based ethics and ethics of care are approaches that have been considered as most applicable in this regard. PMID:28050246
Effects of ethics education on moral sensitivity of nursing students.

PubMed

Yeom, Hye-A; Ahn, Sung-Hee; Kim, Su-Jeong

2017-09-01

While nursing ethics education is commonly provided for undergraduate nursing students in most nursing colleges, consensus on the content and teaching modules for these ethics courses have still not been established. This study aimed to examine the effects of nursing ethics education on the moral sensitivity and critical thinking disposition of nursing students in Korea. A one-group pre- and post-test design was used. Moral sensitivity was measured using the Korean version of the Moral Sensitivity Questionnaire. Critical thinking disposition was measured using the Critical Thinking Disposition Questionnaire. Participants and research context: Participants were 70 undergraduate nursing students who were attending a university located in Seoul, Korea. The nursing ethics education was provided 7 times, from September to December 2010, and comprised 90-min sessions each week. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines. After the education, the levels for the patient-oriented care, a sub-domain of moral sensitivity, and inquisitiveness, a sub-domain of critical thinking disposition, significantly improved. There were no changes in overall scores for moral sensitivity and critical thinking disposition. There were significant positive correlations between moral sensitivity and critical thinking disposition both pre- and post-intervention. These results reflect the need for ongoing efforts to develop innovative content, structure, and instructional methods for undergraduate nursing ethics education programs.
Surveying Adult Education Practitioners about Ethical Issues.

ERIC Educational Resources Information Center

McDonald, Kimberly S.; Wood, George S., Jr.

1993-01-01

An Indiana survey of 113 of 248 adult basic educators, 113 of 117 trainers, and 23 of 29 continuing educators identified ethical dilemmas they face. Fifty-two percent believed a code of ethics should be created and enforced by professional associations, covering broad issues. Those who had experience with codes were positive about them. (SK)
A Code of Ethics for All Adult Educators?

ERIC Educational Resources Information Center

Wood, George S., Jr.

1996-01-01

Offers a code of ethics for adult educators, outlining ethical responsibilities to society, to learners, to the sponsoring organization and other stakeholders, and to the profession. Stresses that this is more of a framework than a code, and adult educators can use it to reflect systematically upon the specifics of practice. (SK)
The Role of Feelings in Kant's Account of Moral Education

ERIC Educational Resources Information Center

Cohen, Alix

2016-01-01

In line with familiar portrayals of Kant's ethics, interpreters of his philosophy of education focus essentially on its intellectual dimension: the notions of moral catechism, ethical gymnastics and ethical ascetics, to name but a few. By doing so, they usually emphasise Kant's negative stance towards the role of feelings in moral education. Yet…
A Five-Country Survey on Ethics Education in Preservice Teaching Programs

ERIC Educational Resources Information Center

Maxwell, Bruce; Tremblay-Laprise, Audrée-Anne; Filion, Marianne; Boon, Helen; Daly, Caroline; van den Hoven, Mariette; Heilbronn, Ruth; Lenselink, Myrthe; Walters, Sue

2016-01-01

Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an…

Educational Context: Preparing Accounting Students to Identify Ethical Dilemmas

ERIC Educational Resources Information Center

Billiot, Mary Jo; Daniel, David; Glandon, Sid; Glandon, TerryAnn

2012-01-01

We examine the effect of different contexts in an educational process on measures of ethical sensitivity and levels of moral reasoning of accounting majors in the first Intermediate Accounting course. The educational process compared a context that centers on ethical issues with one that focuses on technical accounting issues. At the end of the…
A Framework for the Ethics of Open Education

ERIC Educational Resources Information Center

Farrow, Robert

2016-01-01

What difference does openness make to the ethics of teaching and research? This paper approaches this question both from the perspective of research into the use of open educational resources (OER) in teaching and learning. An outline of the nature and importance of ethics in education research is provided before the basic principles of research…
Addressing Religious Plurality--A Teacher Perspective on Minority Religion and Secular Ethics Education

ERIC Educational Resources Information Center

Zilliacus, Harriet

2013-01-01

The Finnish education system recognizes religious plurality by offering education in pupils' own religion or in secular ethics. However, little research has been undertaken on how plurality is addressed in classroom practice. This study investigates how 31 minority religion and secular ethics teachers view the task of supporting and including…
An Ethical (Descriptive) Framework for Judgment of Actions and Decisions in the Construction Industry and Engineering-Part I.

PubMed

Alkhatib, Omar J; Abdou, Alaa

2018-04-01

The construction industry is usually characterized as a fragmented system of multiple-organizational entities in which members from different technical backgrounds and moral values join together to develop a particular business or project. The greatest challenge in the construction process for the achievement of a successful practice is the development of an outstanding reputation, which is built on identifying and applying an ethical framework. This framework should reflect a common ethical ground for myriad people involved in this process to survive and compete ethically in today's turbulent construction market. This study establishes a framework for ethical judgment of behavior and actions conducted in the construction process. The framework was primarily developed based on the essential attributes of business management identified in the literature review and subsequently incorporates additional attributes identified to prevent breaches in the construction industry and common ethical values related to professional engineering. The proposed judgment framework is based primarily on the ethical dimension of professional responsibility. The Ethical Judgment Framework consists of descriptive approaches involving technical, professional, administrative, and miscellaneous terms. The framework provides the basis for judging actions as either ethical or unethical. Furthermore, the framework can be implemented as a form of preventive ethics, which would help avoid ethical dilemmas and moral allegations. The framework can be considered a decision-making model to guide actions and improve the ethical reasoning process that would help individuals think through possible implications and consequences of ethical dilemmas in the construction industry.
Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia.

PubMed

Malički, Mario; Katavić, Vedran; Marković, Domagoj; Marušić, Matko; Marušić, Ana

2017-10-25

We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff (teachers and administration) at the three schools, and used the research integrity and organizational climate (RIOC) survey for early-stage researchers at the three schools. The dominant ethical climate type perceived collectively at the three university schools (response rate 49%, n = 294) was Laws and professional codes, which is associated with the cosmopolitan level of analysis and the ethical construct of principle. Individually, the same climate predominated at the schools for engineering and humanities, but the School of Medicine had the Self-interest ethical climate, which is associated with the individual level of analysis and the egoism ethical construct. In the RIOC survey (response rate 85%; n = 70), early-stage researchers from the three university schools did not differ in their perceptions of the organizational research integrity climate, or in their perceived individual, group or organizational pressures. Our study is the first, to the best of our knowledge, to show differences in perceived ethical climate at a medical school compared to other schools at a university. Further studies are needed to explore the reasons for these differences and how they translate to organizational outcomes, such as job satisfaction, commitment to the institution and dysfunctional behaviour, including research misconduct.
Relevance of the rationalist-intuitionist debate for ethics and professionalism in medical education.

PubMed

Leffel, G Michael; Oakes Mueller, Ross A; Curlin, Farr A; Yoon, John D

2015-12-01

Despite widespread pedagogical efforts to modify discrete behaviors in developing physicians, the professionalism movement has generally shied away from essential questions such as what virtues characterize the good physician, and how are those virtues formed? Although there is widespread adoption of medical ethics curricula, there is still no consensus about the primary goals of ethics education. Two prevailing perspectives dominate the literature, constituting what is sometimes referred to as the "virtue/skill dichotomy". The first perspective argues that teaching ethics is a means of providing physicians with a skill set for analyzing and resolving ethical dilemmas. The second perspective suggests that teaching ethics is a means of creating virtuous physicians. The authors argue that this debate about medical ethics education mirrors the Rationalist-Intuitionist debate in contemporary moral psychology. In the following essay, the authors sketch the relevance of the Rationalist-Intuitionist debate to medical ethics and professionalism. They then outline a moral intuitionist model of virtuous caring that derives from but also extends the "social intuitionist model" of moral action and virtue. This moral intuitionist model suggests several practical implications specifically for medical character education but also for health science education in general. This approach proposes that character development is best accomplished by tuning-up (activating) moral intuitions, amplifying (intensifying) moral emotions related to intuitions, and strengthening (expanding) intuition-expressive, emotion-related moral virtues, more than by "learning" explicit ethical rules or principles.
Battlefield ethics training: integrating ethical scenarios in high-intensity military field exercises.

PubMed

Thompson, Megan M; Jetly, Rakesh

2014-01-01

There is growing evidence that modern missions have added stresses and ethical complexities not seen in previous military operations and that there are links between battlefield stressors and ethical lapses. Military ethicists have concluded that the ethical challenges of modern missions are not well addressed by current military ethics educational programs. Integrating the extant research in the area, we propose that scenario-based operational ethics training in high-intensity military field training settings may be an important adjunct to traditional military ethics education and training. We make the case as to why this approach will enhance ethical operational preparation for soldiers, supporting their psychological well-being as well as mission effectiveness.
Battlefield ethics training: integrating ethical scenarios in high-intensity military field exercises

PubMed Central

Thompson, Megan M.; Jetly, Rakesh

2014-01-01

There is growing evidence that modern missions have added stresses and ethical complexities not seen in previous military operations and that there are links between battlefield stressors and ethical lapses. Military ethicists have concluded that the ethical challenges of modern missions are not well addressed by current military ethics educational programs. Integrating the extant research in the area, we propose that scenario-based operational ethics training in high-intensity military field training settings may be an important adjunct to traditional military ethics education and training. We make the case as to why this approach will enhance ethical operational preparation for soldiers, supporting their psychological well-being as well as mission effectiveness. PMID:25206947
The Canadian Medical Association Code of Ethics 1868 to 1996: a primer for medical educators.

PubMed

Brownell, A Keith W; Brownell, Elizabeth

2002-06-01

The Canadian Medical Association's (CMA) Code of Ethics applies to all physicians, residents, and medical students in Canada. Learning about the code must be a part of every physician's education, and keeping current with it must be a part of every physician's continuing medical education. This article, based on a review of the 19 CMA codes of ethics issued from 1868 to 1996, shows how deeply the Code of Ethics is tied to the past, highlights those topics that have been part of every version, and demonstrates how the code changed over time. This article should assist medical educators as they develop teaching material on codes of medical ethics, and would be of interest to practising physicians.
Ethics support for GPs: what should it look like?

PubMed

Clark-Grill, Monika

2016-03-01

INTRODUCTION Ethics support services for hospital clinicians have become increasingly common globally but not as yet in New Zealand. However, an initiative to change this is gathering momentum. Its slogan 'Clinical ethics is everyone's business' indicates that the aim is to encompass all of health care, not just the hospital sector. General Practitioners (GPs) deal with ethical issues on a daily basis. These issues are often quite different from ethical issues in hospitals. To make future ethics support relevant for primary care, local GPs were interviewed to find out how they might envisage ethics support services that could be useful to them. METHODS A focus group interview with six GPs and semi-structured individual interviews with three GPs were conducted. Questions included how they made decisions on ethical issues at present, what they perceived as obstacles to ethical reflection and decision-making, and what support might be helpful. FINDINGS Three areas of ethics support were considered potentially useful: Formal ethics education during GP training, access to an ethicist for assistance with analysing an ethical issue, and professional guidance with structured ethics conversations in peer groups. CONCLUSION The complex nature of general practice requires GPs to be well educated and supported for handling ethical issues. The findings from this study could serve as input to the development of ethics support services. KEYWORDS General practice; primary care; ethics; support; education.
Ethics education in chiropractic colleges: a North American survey.

PubMed

Kinsinger, Stuart; Soave, David

2012-07-01

The purposes of this study were to survey Council on Chiropractic Education-accredited chiropractic colleges in North America and to describe curricular details on the teaching of bioethics. A custom-designed survey was sent to chiropractic colleges. Total number of contact hours, whether the ethics was a stand-alone course or integrated elsewhere, type of instructor, and if there was a required or recommended course text were queried. Of 19 surveys sent by mail, 15 surveys were returned. The average time in ethics instruction was 18.7 hours including lecture format, small group tutorial, and self-study. Chiropractic ethics education includes 8 areas of content (boundaries, law and jurisprudence, professionalism, basic ethic tenets/principles, ethical codes of conduct, prevention of financial and of sexual abuse, and resolving an ethical dilemma). Some colleges include content taught to students under the domain of law and jurisprudence. The results of this survey indicate that there are opportunities to further develop the educational ethics program at Council on Chiropractic Education-accredited colleges. All colleges currently offer bioethics teaching. An expanded role for this content is recommended so as to offer optimal benefit for students and practitioners. Copyright © 2012 National University of Health Sciences. Published by Mosby, Inc. All rights reserved.
Accessible Genetics Research Ethics Education (AGREE): A Web-Based Program for IRBs and Investigators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sugarman, Jeremy; Lee, Linda

The primary objective of this project was to design and evaluate a series of web-based educational modules on genetics research ethics for members of Institutional Review Boards and investigators to facilitate the development and oversight of important research that is sensitive to the relevant ethical, legal and social issues. After a needs assessment was completed in March of 2003, five online educational modules on the ethics of research in genetics were developed, tested, and made available through a host website for AGREE: http://agree.mc.duke.edu/index.html. The 5 modules are: (1) Ethics and Genetics Research in Populations; (2) Ethics in Behavioral Genetics Research;more » (3) Ethical Issues in Research on Gene-Environment Interactions; (4) Ethical Issues in Reproductive Genetics Research; and (5) Ethical Issues in Diagnostic and Therapeutic Research. The development process adopted a tested approach used at Duke University School of Medicine in providing education for researchers and IRB members, supplementing it with expert input and a rigorous evaluation. The host website also included a description of the AGREE; short bios on the AGREE Investigators and Expert Advisory Panel; streaming media of selected presentations from a conference, Working at the Frontiers of Law and Science: Applications of the Human Genome held October 2-3, 2003, at the University of North Carolina at Chapel Hill; and links to online resources in genomics, research ethics, ethics in genomics research, and related organizations. The web site was active beginning with the posting of the first module and was maintained throughout the project period. We have also secured agreement to keep the site active an additional year beyond the project period. AGREE met its primary objective of creating web-based educational modules related to the ethical issues in genetics research. The modules have been disseminated widely. While it is clearly easier to judge the quality of the educational experience than to evaluate the impact of an educational program on research, the AGREE modules have been met with very positive feedback on the part of users.« less
Evolution of Students' Varied Conceptualizations About Socially Responsible Engineering: A Four Year Longitudinal Study.

PubMed

Rulifson, Greg; Bielefeldt, Angela R

2018-03-20

Engineers should learn how to act on their responsibility to society during their education. At present, however, it is unknown what students think about the meaning of socially responsible engineering. This paper synthesizes 4 years of longitudinal interviews with engineering students as they progressed through college. The interviews revolved broadly around how students saw the connections between engineering and social responsibility, and what influenced these ideas. Using the Weidman Input-Environment-Output model as a framework, this research found that influences included required classes such as engineering ethics, capstone design, and some technical courses, pre-college volunteering and familial values, co-curricular groups such as Engineers Without Borders and the Society of Women Engineers, as well as professional experiences through internships. Further, some experiences such as technical courses and engineering internships contributed to confine students' understanding of an engineer's social responsibility. Overall, students who stayed in engineering tended to converge on basic responsibilities such as safety and bettering society as a whole, but tended to become less concerned with improving the lives of the marginalized and disadvantaged. Company loyalty also became important for some students. These results have valuable, transferable contributions, providing guidance to foster students' ideas on socially responsible engineering.
Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result.

PubMed

Miñano, Rafael; Uruburu, Ángel; Moreno-Romero, Ana; Pérez-López, Diego

2017-02-01

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context.
A student's perspective on medical ethics education.

PubMed

Terndrup, Christopher

2013-12-01

Despite many efforts to increase ethics education in US medical schools, barriers continue to arise that impede the production of morally driven physicians who practice medicine with ideal empathy. Research has shown that, particularly during the clinical years, medical students lose the ability both to recognize ethical dilemmas and to approach such situations with compassionate reasoning. This article summarizes the current status of ethics education in US medical schools, described through the eyes of and alongside the story of a graduating medical student.
the Army Ethic-Educating and Equipping the Army Mid-Level Leaders in the CGSOC

DTIC Science & Technology

2016-06-10

fundamental motive for teaching ethics in the military is neither to clean up the act of military operations under the gaze of media , nor to make...THE ARMY ETHIC –EDUCATING AND EQUIPPING THE ARMY MID-LEVEL LEADERS IN THE CGSOC A thesis presented to the Faculty of the U.S...10-06-2016 2. REPORT TYPE Master’s Thesis 3. DATES COVERED (From - To) AUG 2015 – JUN 2016 4. TITLE AND SUBTITLE The Army Ethic –Educating and
The Dawning of the Ethics of Environmental Robots.

PubMed

van Wynsberghe, Aimee; Donhauser, Justin

2017-10-23

Environmental scientists and engineers have been exploring research and monitoring applications of robotics, as well as exploring ways of integrating robotics into ecosystems to aid in responses to accelerating environmental, climatic, and biodiversity changes. These emerging applications of robots and other autonomous technologies present novel ethical and practical challenges. Yet, the critical applications of robots for environmental research, engineering, protection and remediation have received next to no attention in the ethics of robotics literature to date. This paper seeks to fill that void, and promote the study of environmental robotics. It provides key resources for further critical examination of the issues environmental robots present by explaining and differentiating the sorts of environmental robotics that exist to date and identifying unique conceptual, ethical, and practical issues they present.
Ethical issues in engineering models: an operations researcher's reflections.

PubMed

Kleijnen, J

2011-09-01

This article starts with an overview of the author's personal involvement--as an Operations Research consultant--in several engineering case-studies that may raise ethical questions; e.g., case-studies on nuclear waste, water management, sustainable ecology, military tactics, and animal welfare. All these case studies employ computer simulation models. In general, models are meant to solve practical problems, which may have ethical implications for the various stakeholders; namely, the modelers, the clients, and the public at large. The article further presents an overview of codes of ethics in a variety of disciples. It discusses the role of mathematical models, focusing on the validation of these models' assumptions. Documentation of these model assumptions needs special attention. Some ethical norms and values may be quantified through the model's multiple performance measures, which might be optimized. The uncertainty about the validity of the model leads to risk or uncertainty analysis and to a search for robust models. Ethical questions may be pressing in military models, including war games. However, computer games and the related experimental economics may also provide a special tool to study ethical issues. Finally, the article briefly discusses whistleblowing. Its many references to publications and websites enable further study of ethical issues in modeling.
Introduction : The Fogarty International Research Ethics Education and Curriculum Development Program in Historical Context

PubMed Central

Millum, Joseph; Grady, Christine; Keusch, Gerald; Sina, Barbara

2016-01-01

In response to the increasing need for research ethics expertise in low- and middle-income countries (LMICs), the NIH’s Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection. PMID:24384512
Introduction: the Fogarty International Research Ethics Education and Curriculum Development Program in historical context.

PubMed

Millum, Joseph; Grady, Christine; Keusch, Gerald; Sina, Barbara

2013-12-01

In response to the increasing need for research ethics expertise in low and middle income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection.

Ethical difficulties in nursing, educational needs and attitudes about using ethics resources.

PubMed

Leuter, Cinzia; Petrucci, Cristina; Mattei, Antonella; Tabassi, Gianpietro; Lancia, Loreto

2013-05-01

Ethical difficulties arise in healthcare practices. However, despite extensive research findings that demonstrate that most nurses are involved in recurrent ethical problems, institutions are not always able to effectively support nursing care professionals. The limited availability of ethics consultation services and traditional nursing training fails to meet the frequent and strong requests by health workers to support their ethical dilemmas. A questionnaire was administered to 374 nurses attending a specialist training and a lifetime learning programme in Italy. The respondents reported a high frequency of ethically sensitive situations, and they described the poor development of ethics support and a scarcity of ethics training programmes. The results suggest the importance of promoting ethics services that include consultation and ethics training. A need for systematic ethics educational activities was identified for improving the capacity of nurses to manage ethical issues in patient care.
Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence

ERIC Educational Resources Information Center

Bosco, Susan M.; Melchar, David E.; Beauvais, Laura L.; Desplaces, David E.

2010-01-01

This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common…
Ethical Aspects of Professional Dilemmas in the First Year of Teaching

ERIC Educational Resources Information Center

Ulvik, Marit; Smith, Kari; Helleve, Ingrid

2017-01-01

Education is described as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. Research on ethical situations that novice teachers experience, however, seems to be limited, and we know little about how teacher education can prepare student-teachers for dealing with ethical issues. In this article a…
Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States.

ERIC Educational Resources Information Center

Gordon, Wanda; Sork, Thomas J.

2001-01-01

Replicating an Indiana study, 261 responses from British Columbia adult educators revealed a high degree of support for codes of ethics and identified ethical dilemmas in practice. Half currently operated under a code. Responses to whether codes should have a regulatory function were mixed. (Contains 44 references.) (SK)
One Chairperson's Experience of Ethical Review: Balancing Principle, Convention, Relationship and Risk in Educational Research

ERIC Educational Resources Information Center

O'Neill, John

2010-01-01

The author's experience of ethical review over six years as an academic member and chairperson of a university human ethics committee has been largely positive and educative. The account brings together archival records and personal experience to create a "transactive" account of the practical experience of doing ethical review in one…
A Constructivist Approach to Business Ethics: Developing a Student Code of Professional Conduct

ERIC Educational Resources Information Center

Willey, Lorrie; Burke, Debra D.

2011-01-01

Business ethics may be defined as "the principles, values and standards that guide behavior in the world of business." The importance of ethical awareness in business transactions and education is widely recognized, and evidence shows that ethics education can influence decision making in the workplace. As a result, colleges of business often…
Ethics and Social Justice within the New DEEL: Addressing the Paradox of Control/Democracy

ERIC Educational Resources Information Center

Shapiro, Joan Poliner

2006-01-01

This paper addresses the ethical and social justice implications of an educational movement called, The New DEEL (Democratic Ethical Educational Leadership). In particular, this paper emphasizes the ethical underpinnings of this movement by focusing on the paradox in the form of the dyad of control/democracy. This important paradox is developed…
Ethics Education in Accounting Curricula: Does It Influence Recruiters' Hiring Decisions of Entry-Level Accountants?

ERIC Educational Resources Information Center

Breaux, Kevin; Chiasson, Michael; Mauldin, Shawn; Whitney, Teresa

2010-01-01

Recently, the National Association of State Boards of Accountancy (NASBA) has focused its attention on mandating specific ethics coursework within the 150-hr requirement for eligibility to sit for the uniform CPA examination. This push for ethics education heightened attention toward ethics in the accounting curriculum and is the basis for the…
An Ethic of Care in High School Instrumental Music

ERIC Educational Resources Information Center

Edgar, Scott N.

2014-01-01

The purpose of this paper is to apply Noddings' ethic of care to a qualitative inquiry of select instrumental music educators. In the first section I describe and define an ethic of care, considering specifically who is involved in a caring relationship, how an ethic of care can be taught, and strategies for educational implementation and…
Ethics in Higher Education: Using Collective Experiences to Enhance New Professional Training

ERIC Educational Resources Information Center

Holzweiss, Peggy; Walker, Daniel

2016-01-01

While ethical standards exist in higher education, they are often vague and do not identify the dilemmas new professionals are likely to encounter on the job. This article highlights results of a qualitative study identifying ethical dilemmas experienced by administrators in the field and compares results to the ethical framework developed by…
Toward a Democratic Ethic of Curricular Decision-Making: A Guide for Educational Practitioners

ERIC Educational Resources Information Center

Simpson, Douglas J.; Jackson, Michael J. B.; Bunuan, Rommel L.; Chan, Yoke-Meng; Collins, B. Renee; King, Erica L.; Mosley, Linder K.

2004-01-01

In this article, the authors present a philosophical exploration of the import of a democratic ethic in making decisions concerning curricula. Specifically, the authors offer a guide for ethical decision making that is concerned with promoting fairness and acting on social justice principles. The ethical responsibilities of educators are explored,…
Only Fools? Reconsidering the Relationship between Commitment to the Work Ethic and Educational Attainment

ERIC Educational Resources Information Center

Dunn, Andrew

2013-01-01

This article argues that work ethic research has suffered from a tendency to conflate preference and morality, and that this has been particularly detrimental to our understanding of the relationship between commitment to the work ethic and educational attainment. The work ethic is almost always measured quantitatively, yet in-depth research…
The ethical commitments of academic faculty in psychiatric education.

PubMed

Green, Stephen A

2006-01-01

This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek ethics training as part of their instruction. The author suggests that academic faculty could respond to the profession's inadequate treatment of ethics training by helping trainees develop moral agency--the ability to recognize, assess, and respond to ethical dilemmas; decide what constitutes right or wrong care; and act accordingly. The author also describes how this objective could be met by promoting professionalism and offering didactic instruction that address substantive and process issues regarding psychiatric care. Specific recommendations are provided.
Transforming educational accountability in medical ethics and humanities education toward professionalism.

PubMed

Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

2015-06-01

Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.
4th annual primary care ethics conference: ethics education and lifelong learning

PubMed Central

Spicer, John; McKenzie-Edwards, Emma; Misselbrook, David

2014-01-01

Primary care ethics is a field of study that has recently found new life, with calls to establish the relevance of ethical discussion in general practice, to gather a body of literature and to carve out an intellectual space for primary care on the academic landscape of bioethics. In this report, we reflect on the key strands of the 4th primary care ethics conference held at the Royal Society of Medicine, on a theme of ethics education and lifelong learning: first, to produce insights that have relevance for policy and practice; and second, to illustrate the idea that not only is ethics relevant in primary care, but primary care is relevant in medical ethics. Core themes included the advantages and disadvantages of prescriptive ways of doing ethics in education, ethical reflection and potential risk to professional status, the need to deal with societal change and to take on board the insights gained from empirical work, whether this is about different kinds of fatherhood, or work on the causes of moral distress in healthcare workers. PMID:25949739
Teaching engineering ethics using BLOCKS game.

PubMed

Lau, Shiew Wei; Tan, Terence Peng Lian; Goh, Suk Meng

2013-09-01

The aim of this study was to investigate the use of a newly developed design game called BLOCKS to stimulate awareness of ethical responsibilities amongst engineering students. The design game was played by seventeen teams of chemical engineering students, with each team having to arrange pieces of colored paper to produce two letters each. Before the end of the game, additional constraints were introduced to the teams such that they faced similar ambiguity in the technical facts that the engineers involved in the Challenger disaster had faced prior to the space shuttle launch. At this stage, the teams had to decide whether to continue with their original design or to develop alternative solutions. After the teams had made their decisions, a video of the Challenger explosion was shown followed by a post-game discussion. The students' opinion on five Statements on ethics was tracked via a Five-Item Likert survey which was administered three times, before and after the ethical scenario was introduced, and after the video and post-game discussion. The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students' opinions of the Statements.
Ethics and Retail Management Professionals: An Examination of Age, Education, and Experience Variables

ERIC Educational Resources Information Center

Mujtaba, Bahaudin G.; Cavico, Frank J.; McCartney, Timothy O.; DiPaolo, Peter T.

2009-01-01

Ethical maturity and behavior are of great concern to all educators, firms, and investors, and even more so in a recession. This research surveyed managers and employees in the retail environment to measure their Personal Business Ethics Scores (PBES) to see if age, education, and management experience makes a difference in making more ethical…
Restructuring University Degree Programmes: A New Opportunity for Ethics Education?

ERIC Educational Resources Information Center

Escamez, Juan; Lopez, Rafaela Garcia; Jover, Gonzalo

2008-01-01

This article explores the possibilities of reinforcing ethics education at the university level within the context of new internationalisation processes. The situation in Spain is used as a case study. The article begins with a review of the rationale behind this issue and goes on to analyse the place of the ethical dimension in education in the…
Relation between Teachers' Demographic and Professional Profile and Their Attitude towards Ethical Obligations of Teaching Profession

ERIC Educational Resources Information Center

Goswami, I; Ranjith, L.

2010-01-01

Teachers in higher education are not contrastingly different from the primary and secondary school teachers in terms of their ethical obligations to their stakeholders. However in higher education teachers' professionalism and their attitude towards ethical obligations are believed to be more important for ensuring quality education services. The…
An Education Grounded in Biology: Interdisciplinary and Ethical Considerations

ERIC Educational Resources Information Center

Gardner, Howard

2009-01-01

Work in the new area of Mind, Brain, and Education (MBE) raises epistemological and ethical issues. With respect to epistemology, the norms of the component disciplines must be honored and the resulting amalgam must be more than a mere sum of the parts. With respect to ethics, the roles of scientist, educator, and practitioner each raise ethical…

Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings

ERIC Educational Resources Information Center

Maxwell, Bruce; Schwimmer, Marina

2016-01-01

This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the…
Development of a Diagnostic System for Information Ethics Education

ERIC Educational Resources Information Center

Shiota, Shingo; Sakai, Kyohei; Kobayashi, Keita

2016-01-01

This paper presents a new diagnostic system for information ethics education. In order to educate children about information ethics, it is necessary to know the stage at which they currently are in terms of their knowledge of the same. Some actual condition surveys have been conducted by the Cabinet Office and the National Police Agency to gauge…
True or False, Process or Procedure: Parrhesia and a Consideration of Humanism, Subjectivity, and Ethics within Educational Research

ERIC Educational Resources Information Center

Roof, David; Polush, Elena

2016-01-01

This paper seeks to examine ethics, humanism, and the concept of "parrhesia" ("pa???s?a") in the context of educational research. More specifically, it surveys Foucault's lectures on ethics to explore a framework for educational research that disrupts subjectivity and traditional forms of humanism while retaining a relational…
Influence of Ethics Education on Moral Reasoning among Pre-Service Teacher Preparation and Social Work Students

ERIC Educational Resources Information Center

Salopek, Michelle M.

2013-01-01

This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates the ethical values of students enrolled in a teacher preparation and social work education program by their fourth year of study; the degree of ethical…
Funneling toward Authenticity: A Response to "Intimacy and Ethical Behavior in Adult Education"

ERIC Educational Resources Information Center

Callahan, Jamie L.

2009-01-01

In his article, "Intimacy and Ethical Action in Adult Education," Donovan Plumb (2009) suggests a pathway for adult educators to achieve the type of world that Gunter (1996) envisions. Plumb argues that the personal qualities that enable people to have fulfilling (sexually) intimate relationships are also those that enable ethical action on the…
Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives.

PubMed

Magalhães-Sant'Ana, Manuel; Lassen, Jesper; Millar, Kate M; Sandøe, Peter; Olsson, I Anna S

2014-01-01

Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010-2011). The content of the interview transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing values and ethical viewpoints, identifying norms and regulations, developing skills of communication and decision making, and contributing to a professional identity. Whereas many of the objectives complement each other, there is tension between the view that ethics teaching should promote knowledge of professional rules and the view that ethics teaching should emphasize critical reasoning skills. The wide range of objectives and the possible tensions between them highlight the challenges faced by educators as they attempt to prioritize among these goals of ethics teaching within a crowded veterinary curriculum.
Teaching Ethics to Pediatric Residents: A Literature Analysis and Synthesis.

PubMed

Martakis, K; Czabanowska, K; Schröder-Bäck, P

2016-09-01

Ethics education rarely exists in pediatric resident curricula, although ethical conflicts are common in the clinical practice. Ethics education can prepare residents to successfully handle these conflicts. We searched for methods in teaching ethics to clinical and especially pediatric residents, and identified recurring barriers to ethics teaching and solutions to overcome them. Literature from 4 electronic databases with peer-reviewed articles was screened in 3 phases and analyzed. The literature included papers referring to applied methods or recommendations to teaching ethics to clinical residents, and on a second level focusing especially on pediatrics. An analysis and critical appraisal was conducted. 3 231 articles were identified. 96 papers were included. The applied learning theory, the reported teaching approaches, the barriers to teaching ethics and the provided solutions were studied and analyzed. We recommend case-based ethics education, including lectures, discussion, individual study; regular teaching sessions in groups, under supervision; affiliation to an ethics department, institutional and departmental support; ethics rounds and consultations not as core teaching activity; recurring problems to teaching ethics, primarily deriving from the complexity of residential duties to be addressed in advance; teaching ethics preferably in the first years of residency. We may be cautious generalizing the implementation of results on populations with different cultural backgrounds. © Georg Thieme Verlag KG Stuttgart · New York.
Ethical aspects of the mitigation obstruction argument against climate engineering research.

PubMed

Morrow, David R

2014-12-28

Many commentators fear that climate engineering research might lead policy-makers to reduce mitigation efforts. Most of the literature on this so-called 'moral hazard' problem focuses on the prediction that climate engineering research would reduce mitigation efforts. This paper focuses on a related ethical question: Why would it be a bad thing if climate engineering research obstructed mitigation? If climate engineering promises to be effective enough, it might justify some reduction in mitigation. Climate policy portfolios involving sufficiently large or poorly planned reductions in mitigation, however, could lead to an outcome that would be worse than the portfolio that would be chosen in the absence of further climate engineering research. This paper applies three ethical perspectives to describe the kinds of portfolios that would be worse than that 'baseline portfolio'. The literature on climate engineering identifies various mechanisms that might cause policy-makers to choose these inferior portfolios, but it is difficult to know in advance whether the existence of these mechanisms means that climate engineering research really would lead to a worse outcome. In the light of that uncertainty, a precautionary approach suggests that researchers should take measures to reduce the risk of mitigation obstruction. Several such measures are suggested. © 2014 The Author(s) Published by the Royal Society. All rights reserved.
Personalized genetic testing as a tool for integrating ethics instruction into biology courses.

PubMed

Zhang, Tenny R; Anderson, Misti Ault

2014-12-01

Personalized genetic testing (PGT) has been used by some educational institutions as a pedagogical tool for teaching human genetics. While work has been done that examines the potential for PGT to improve students' interest and understanding of the science involved in genetic testing, there has been less dialogue about how this method might be useful for integrating ethical and societal issues surrounding genetic testing into classroom discussions. Citing the importance of integrating ethics into the biology classroom, we argue that PGT can be an effective educational tool for integrating ethics and science education, and discuss relevant ethical considerations for instructors using this approach.
Strengthening moral reasoning through dedicated ethics training in dietetic preparatory programs.

PubMed

Hewko, Sarah J; Cooper, Sarah L; Cummings, Greta G

2015-01-01

Moral reasoning skills, associated with the ability to make ethical decisions effectively, must be purposively fostered. Among health professionals, enhanced moral reasoning is linked to superior clinical performance. Research demonstrates that moral reasoning is enhanced through dedicated, discussion-based ethics education offered over a period of 3-12 weeks. Current dietetic students and practicing dietitians seeking to strengthen their moral reasoning skills can undertake elective ethics education. Further research within dietetic preparatory programs is warranted to better inform the development and implementation of ethics courses. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Ethics in nursing education: learning to reflect on care practices.

PubMed

Vanlaere, Linus; Gastmans, Chris

2007-11-01

Providing good care requires nurses to reflect critically on their nursing practices. Ethics education must provide nurses with tools to accomplish such critical reflection. It must also create a pedagogical context in which a caring attitude can be taught and cultivated. To achieve this twofold goal, we argue that the principles of a right-action approach, within which nurses conform to a number of minimum principles, must be integrated into a virtue ethics approach that cultivates a caring attitude. Ethics education that incorporates both the ;critical companionship' method and the use of codes of ethics contributes positively to cultivating critical reflection by nurses.
Personalized Genetic Testing as a Tool for Integrating Ethics Instruction into Biology Courses

PubMed Central

Zhang, Tenny R.; Anderson, Misti Ault

2014-01-01

Personalized genetic testing (PGT) has been used by some educational institutions as a pedagogical tool for teaching human genetics. While work has been done that examines the potential for PGT to improve students’ interest and understanding of the science involved in genetic testing, there has been less dialogue about how this method might be useful for integrating ethical and societal issues surrounding genetic testing into classroom discussions. Citing the importance of integrating ethics into the biology classroom, we argue that PGT can be an effective educational tool for integrating ethics and science education, and discuss relevant ethical considerations for instructors using this approach. PMID:25574278
Examination of ethical practice in nursing continuing education using the Husted model.

PubMed

Steckler, J

1998-01-01

Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.
An ecological compass for planetary engineering.

PubMed

Haqq-Misra, Jacob

2012-10-01

Proposals to address present-day global warming through the large-scale application of technology to the climate system, known as geoengineering, raise questions of environmental ethics relevant to the broader issue of planetary engineering. These questions have also arisen in the scientific literature as discussions of how to terraform a planet such as Mars or Venus in order to make it more Earth-like and habitable. Here we draw on insights from terraforming and environmental ethics to develop a two-axis comparative tool for ethical frameworks that considers the intrinsic or instrumental value placed upon organisms, environments, planetary systems, or space. We apply this analysis to the realm of planetary engineering, such as terraforming on Mars or geoengineering on present-day Earth, as well as to questions of planetary protection and space exploration.
Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories.

PubMed

Monteverde, Settimio

2014-06-01

This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor's program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. The survey was voluntary and anonymous. Students were free to write their name and additional comments. Students consider ethical theories-as taught within the proposed framework-as practically applicable, useful, and transferable into practice. Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to "frame" and "name" the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. © The Author(s) 2013.
The status of ethics teaching and learning in U.S. dental schools.

PubMed

Lantz, Marilyn S; Bebeau, Muriel J; Zarkowski, Pamela

2011-10-01

The purpose of this study was to gather and analyze information about the status of ethics teaching and learning in U.S. dental schools and to recommend a curriculum development and research agenda for professional ethics in dental education. A survey to collect this information was developed by the authors and administered by the American Society for Dental Ethics. The results suggest that dental schools have adopted many of the recommendations for curricular content and learning strategies proposed in the 1989 American Association of Dental Schools (now American Dental Education Association) Curriculum Guidelines on Ethics and Professionalism in Dentistry. The survey was sent to the individual who directs the ethics curriculum at the fifty-six U.S. dental schools that had a full complement of enrolled predoctoral classes as of January 2008. All fifty-six schools responded to the survey. The data suggest that, in general, little time is devoted to ethics instruction in the formal curriculum. The mean number of contact hours of ethics instruction is 26.5 hours, which represents about 0.5 percent of the mean clock hours of instruction for dental education programs reported in the most recent American Dental Association survey of dental education. While the amount of time devoted to ethics instruction appears not to have changed much over the past thirty years, what has changed are what qualifies as ethics instruction, the pedagogies used, and the development and availability of norm-referenced learning outcomes assessments, which are currently used by a number of schools. We found that dental schools address a substantial list of topics in their ethics instruction and that there is general agreement as to the appropriateness of the topics and the ethics competencies that need to be developed and assessed. This study also identified the respondents' perceptions of unmet needs in ethics education. Four general themes emerged: the need for ethics to be more fully integrated across the curriculum, including carryover into the clinical years; the need to assess and ensure competence; the need for faculty development; and the need for more attention to method of instruction. Recommendations based on the study findings are offered for a curriculum development and research agenda for professional ethics in dental education.
Health visitor professional education and post-qualification clinical supervision: how well does it equip practitioners for dealing with ethical tensions associated with promoting the public health agenda to individual clients?

PubMed

Greenway, Julie C; Entwistle, Vikki A; Termeulen, Ruud

2013-01-01

To explore how well professional education and post-qualification clinical supervision support equips health visitors to deal with ethical tensions associated with implementing the public health agenda while also being responsive to individual clients. Current health policy in England gives health visitors a key role in implementing the government's public health agenda. Health visitors are also required by their Professional Code to respond to the health-related concerns and preferences of their individual clients. This generates a number of public health-related ethical tensions. Exploratory cross-sectional qualitative (interpretive) study using 29 semi-structured individual interviews with health visitors, practice teachers and university lecturers exploring how well health visitors' professional education and post-qualification clinical supervision support equips them for dealing with these ethical tensions and whether they thought further ethics education was needed. Interviews were audio-recorded, transcribed and analysed thematically using a Framework approach. Health visitors' professional education did not always equip them to deal with ethical tensions, which arose from delivering public health interventions to their clients. However, the majority of participants thought that ethics could not be taught in a way that would equip health visitors for every situation and that ongoing post-qualification clinical supervision support was also needed, particularly in the first year after qualifying. The amount of post-qualification support available to practising health visitors was variable with some health visitors unable to access such support due to their working circumstances and pressures on staff time. Literature on the ethical tensions associated with evidence-based practice; public health ethics and ethics of care might be useful for health visitors in gaining greater understanding of the ethical tensions they face. This could be introduced as part of health visitors' professional education or on post-qualification study days.
Evaluating ethics competence in medical education.

PubMed Central

Savulescu, J; Crisp, R; Fulford, K W; Hope, T

1999-01-01

We critically evaluate the ways in which competence in medical ethics has been evaluated. We report the initial stage in the development of a relevant, reliable and valid instrument to evaluate core critical thinking skills in medical ethics. This instrument can be used to evaluate the impact of medical ethics education programmes and to assess whether medical students have achieved a satisfactory level of performance of core skills and knowledge in medical ethics, within and across institutions. PMID:10536759
The changing landscape of care: does ethics education have a new role to play in health practice?

PubMed

Wintrup, Julie

2015-05-08

In the UK, higher education and health care providers share responsibility for educating the workforce. The challenges facing health practice also face health education and as educators we are implicated, by the way we design curricula and through students' experiences and their stories. This paper asks whether ethics education has a new role to play, in a context of major organisational change, a global and national austerity agenda and the ramifications of disturbing reports of failures in care. It asks: how would it be different if equal amounts of attention were given to the conditions in which health decisions are made, if the ethics of organisational and policy decisions were examined, and if guiding collaborations with patients and others who use services informed ethics education and its processes? This is in three parts. In part one an example from an inspection report is used to question the ways in which clinical events are decontextualised and constructed for different purposes. Ramifications of a decision are reflected upon and a case made for different kinds of allegiances to be developed. In part two I go on to broaden the scope of ethics education and make a case for beginning with the messy realities of practice rather than with overarching moral theories. The importance of power in ethical practice is introduced, and in part three the need for greater political and personal awareness is proposed as a condition of moral agency. This paper proposes that ethics education has a new contribution to make, in supporting and promoting ethical practice - as it is defined in and by the everyday actions and decisions of practitioners and people who need health services. Ethics education that promotes moral agency, rather than problem solving approaches, would explore not only clinical problems, but also the difficult and contested arenas in which they occur. It would seek multiple perspectives and would begin with places and people, and their priorities. It would support students to locate their practice in imperfect global contexts, and to understand how individual and collective forms of power can influence healthcare quality.
A Consideration to Two Main Ethical Issues in Educational Research, and How May These Be Addressed

ERIC Educational Resources Information Center

Abed, Mohaned Ghazi

2015-01-01

This paper has firstly discussed the topic of Ethical Issues in Education, and has accordingly highlighted the fact that ethics are not something to deem at the commencement of a research project or fieldwork, but rather throughout the entire research process. Furthermore, two of the most important ethical issues have been given…

Learning to Care during Storytime in the Current Context: Moral Education from the Perspective of Care Ethics

ERIC Educational Resources Information Center

Rabin, Colette

2011-01-01

Through an examination of storytelling in the present context, this study addresses the teaching of moral education from the standpoint of care ethics. Through observations, interviews, and surveys in one school committed to care ethics, this study aims to show how the philosophical perspective of care ethics can inform practice. Teachers engaged…
Ethics Education in University Aviation Management Programs in the US: Part Two B--Statistical Analysis of Current Practice.

ERIC Educational Resources Information Center

Oderman, Dale

2003-01-01

Part Two B of a three-part study examined how 40 universities with baccalaureate programs in aviation management include ethics education in the curricula. Analysis of responses suggests that there is strong support for ethics instruction and that active department head involvement leads to higher levels of planned ethics inclusion. (JOW)
Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness.

PubMed

de la Garza, Santiago; Phuoc, Vania; Throneberry, Steven; Blumenthal-Barby, Jennifer; McCullough, Laurence; Coverdale, John

2017-08-01

One objective was to identify and review studies on teaching medical ethics to psychiatry residents. In order to gain insights from other disciplines that have published research in this area, a second objective was to identify and review studies on teaching medical ethics to residents across all other specialties of training and on teaching medical students. PubMed, EMBASE, and PsycINFO were searched for controlled trials on teaching medical ethics with quantitative outcomes. Search terms included ethics, bioethics, medical ethics, medical students, residents/registrars, teaching, education, outcomes, and controlled trials. Nine studies were found that met inclusion criteria, including five randomized controlled trails and four controlled non-randomized trials. Subjects included medical students (5 studies), surgical residents (2 studies), internal medicine house officers (1 study), and family medicine preceptors and their medical students (1 study). Teaching methods, course content, and outcome measures varied considerably across studies. Common methodological issues included a lack of concealment of allocation, a lack of blinding, and generally low numbers of subjects as learners. One randomized controlled trial which taught surgical residents using a standardized patient was judged to be especially methodologically rigorous. None of the trials incorporated psychiatry residents. Ethics educators should undertake additional rigorously controlled trials in order to secure a strong evidence base for the design of medical ethics curricula. Psychiatry ethics educators can also benefit from the findings of trials in other disciplines and in undergraduate medical education.
Ethics Today in Early Care and Education: Review, Reflection, and the Future

ERIC Educational Resources Information Center

Feeney, Stephanie

2010-01-01

A strong foundation in professional ethics, which includes knowledge of the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and skill in applying it to the real-life workplace, is an essential part of the professional repertoire of every early childhood educator. Two-and-a-half decades ago, NAEYC saw the…
A code of ethics for nurse educators: revised.

PubMed

Rosenkoetter, Marlene M; Milstead, Jeri A

2010-01-01

Nurse educators have the responsibility of assisting students and their colleagues with understanding and practicing ethical conduct. There is an inherent responsibility to keep codes current and relevant for existing nursing practice. The code presented here is a revision of the Code of ethics for nurse educators originally published in 1983 and includes changes that are intended to provide for that relevancy.
Bringing Ethics into the Classroom: Making a Case for Frameworks, Multiple Perspectives and Narrative Sharing

ERIC Educational Resources Information Center

Mathur, Sarup R.; Corley, Kathleen M.

2014-01-01

This article argues for the need to discuss the topic of ethics in the classroom and presents five frameworks of ethics that have been applied to education. A case analysis used in workshops with educators in the field of Special Education is described, and the benefits of sharing narratives are discussed. The authors offer suggestions, grounded…
Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

ERIC Educational Resources Information Center

Rhee, Hyang-yon; Choi, Kyunghee

2014-01-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…
Distance, Dialogue and Reflection: Interpersonal Reflective Equilibrium as Method for Professional Ethics Education

ERIC Educational Resources Information Center

van den Hoven, Mariëtte; Kole, Jos

2015-01-01

The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support this claim. The first group of arguments focus on a…
Regulations and Ethical Considerations for Astronomy Education Research II: Resources and Worked Examples

NASA Astrophysics Data System (ADS)

Brogt, Erik; Dokter, Erin; Antonellis, Jessie; Buxner, Sanlyn

This article discusses the legal and ethical requirements of human subjects research proposals in astronomy education research. We present an overview of the relevant laws, regulations, and guidelines that inform an Institutional Review Board evaluation of proposed research. We also present examples of potential research projects in astronomy education research and discuss their ethical issues.
"None of Us Sets out to Hurt People": The Ethical Geographer and Geography Curricula in Higher Education

ERIC Educational Resources Information Center

Boyd, William E.; Healey, Ruth L.; Hardwick, Susan W.; Haigh, Martin; Klein, Phil; Doran, Bruce; Trafford, Julie; Bradbeer, John

2008-01-01

This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii)…
What to Consider When Preparing a Model Core Curriculum for GIS Ethics: Objectives, Methods, and a Sketch of Content

ERIC Educational Resources Information Center

Davis, Michael

2014-01-01

The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…
A study of an ethics education topic for undergraduate nursing students.

PubMed

Kalaitzidis, Evdokia; Schmitz, Karl

2012-01-01

The study aims to explore nursing students' perceptions of the relative value of various aspects of the ethical component of the undergraduate topic, 'Ethics and Law applied to Nursing' (topic NURS2104). To enable time for reflection on ethics in nursing, sampling occurred 1 year after successful completion of the above-mentioned topic and after successful completion of all but the final clinical experience components of the Bachelor of Nursing (BN) degree. A significant proportion of respondents perceived ethics education as relevant to professional practices. It is also noteworthy that the ethical decision-making strategies that had been incorporated into the topic (NURS2104) became transformed by the clinical experience of each particular student. While results of this study are not conclusive, they nevertheless provide important information for future nursing students on the evolutionary development of ethics education. Copyright © 2011 Elsevier Ltd. All rights reserved.
Sustaining engineering codes of ethics for the twenty-first century.

PubMed

Michelfelder, Diane; Jones, Sharon A

2013-03-01

How much responsibility ought a professional engineer to have with regard to supporting basic principles of sustainable development? While within the United States, professional engineering societies, as reflected in their codes of ethics, differ in their responses to this question, none of these professional societies has yet to put the engineer's responsibility toward sustainability on a par with commitments to public safety, health, and welfare. In this paper, we aim to suggest that sustainability should be included in the paramountcy clause because it is a necessary condition to ensure the safety, health, and welfare of the public. Part of our justification rests on the fact that to engineer sustainably means among many things to consider social justice, understood as the fair and equitable distribution of social goods, as a design constraint similar to technical, economic, and environmental constraints. This element of social justice is not explicit in the current paramountcy clause. Our argument rests on demonstrating that social justice in terms of both inter- and intra-generational equity is an important dimension of sustainability (and engineering). We also propose that embracing sustainability in the codes while recognizing the role that social justice plays may elevate the status of the engineer as public intellectual and agent of social good. This shift will then need to be incorporated in how we teach undergraduate engineering students about engineering ethics.
Ethics in Physical and Sport Education.

ERIC Educational Resources Information Center

Spencer, Albert F.

1996-01-01

This article focuses on ways to integrate ethical issues in physical and sport education into professional action without involving institutional control, considering an individual approach to teaching-coaching practices that builds students' ethical decision making skills and develops character. Issues for group discussion and individual…
Continuing education in ethical decision making using case studies from medical social work.

PubMed

McCormick, Andrew J; Stowell-Weiss, Patti; Carson, Jennifer; Tebo, Gerald; Hanson, Inga; Quesada, Bianca

2014-01-01

Medical social workers have needs for training in ethics that is specific to dilemmas that arise while providing service to patients who are very ill, mentally compromised, or in a terminal condition. A social work department developed a continuing education training to educate social workers in bioethics related to determining decisional capacity and understanding standards of ethical decision making. Case studies are used to illustrate ethical conflicts and the role of social workers in resolving them. The benefits of case study training are discussed.
Ethics in Medical Research and Publication

PubMed Central

Masic, Izet; Hodzic, Ajla; Mulic, Smaila

2014-01-01

To present the basic principles and standards of Ethics in medical research and publishing, as well as the need for continuing education in the principles and ethics in science and publication in biomedicine. An analysis of relevant materials and documents, sources from the published literature. Investing in education of researches and potential researches, already in the level of medical schools. Educating them on research ethics, what constitutes research misconduct and the seriousness of it repercussion is essential for finding a solution to this problem and ensuring careers are constructed on honesty and integrity. PMID:25317288
Assessing formal teaching of ethics in physiology: an empirical survey, patterns, and recommendations.

PubMed

Goswami, Nandu; Batzel, Jerry Joseph; Hinghofer-Szalkay, Helmut

2012-09-01

Ethics should be an important component of physiological education. In this report, we examined to what extent teaching of ethics is formally being incorporated into the physiology curriculum. We carried out an e-mail survey in which we asked the e-mail recipients whether their institution offered a course or lecture on ethics as part of the physiology teaching process at their institution, using the following query: "We are now doing an online survey in which we would like to know whether you offer a course or a lecture on ethics as part of your physiology teaching curriculum." The response rate was 53.3%: we received 104 responses of a total of 195 sent out. Our responses came from 45 countries. While all of our responders confirmed that there was a need for ethics during medical education and scientific training, the degree of inclusion of formal ethics in the physiology curriculum varied widely. Our survey showed that, in most cases (69%), including at our Medical University of Graz, ethics in physiology is not incorporated into the physiology curriculum. Given this result, we suggest specific topics related to ethics and ethical considerations that could be integrated into the physiology curriculum. We present here a template example of a lecture "Teaching Ethics in Physiology" (structure, content, examples, and references), which was based on guidelines and case reports provided by experts in this area (e.g., Benos DJ. Ethics revisited. Adv Physiol Educ 25: 189-190, 2001). This lecture, which we are presently using in Graz, could be used as a base that could lead to greater awareness of important ethical issues in students at an early point in the educational process.
Just sustainability? Sustainability and social justice in professional codes of ethics for engineers.

PubMed

Brauer, Cletus S

2013-09-01

Should environmental, social, and economic sustainability be of primary concern to engineers? Should social justice be among these concerns? Although the deterioration of our natural environment and the increase in social injustices are among today's most pressing and important issues, engineering codes of ethics and their paramountcy clause, which contains those values most important to engineering and to what it means to be an engineer, do not yet put either concept on a par with the safety, health, and welfare of the public. This paper addresses a recent proposal by Michelfelder and Jones (2011) to include sustainability in the paramountcy clause as a way of rectifying the current disregard for social justice issues in the engineering codes. That proposal builds on a certain notion of sustainability that includes social justice as one of its dimensions and claims that social justice is a necessary condition for sustainability, not vice versa. The relationship between these concepts is discussed, and the original proposal is rejected. Drawing on insights developed throughout the paper, some suggestions are made as to how one should address the different requirements that theory and practice demand of the value taxonomy of professional codes of ethics.
Environmental and sustainability ethics in supply chain management.

PubMed

Beamon, Benita M

2005-04-01

Environmentally Conscious Supply Chain Management (ECSCM refers to the control exerted over all immediate and eventual environmental effects of products and processes associated with converting raw materials into final products. While much work has been done in this area, the focus has traditionally been on either: product recovery (recycling, remanufacturing, or re-use) or the product design function only (e.g., design for environment). Environmental considerations in manufacturing are often viewed as separate from traditional, value-added considerations. However, the case can be made that professional engineers have an ethical responsibility to consider the immediate and eventual environmental impacts of products and processes that they design and/or manage. This paper describes ECSCM as a component of engineering ethics, and highlights the major issues associated with ethical decision-making in supply chain management.
[Continuing education in ethics: from clinical ethics to institutional ethics].

PubMed

Brazeau-Lamontagne, Lucie

2012-01-01

The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens (CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is three-fold: to guide the clinical decision; to address the institutional ethical function; to create the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC be the means of bridging from individual ethics to institutional ethics at a hospital? To take the FEC perspectives considered appropriate for doctors and consider them for validation or disproving in the context of those of other professionals. Situate the proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision and the institutional ethic. CONVICTION: Sustainable professional development for doctors (DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's abilities in professional ethics, these suffer the same fate as other professional aptitudes and competences (for example, techniques and scientific knowledge): decay.

Using the Chernobyl incident to teach engineering ethics.

PubMed

Wilson, William R

2013-06-01

This paper discusses using the Chernobyl Incident as a case study in engineering ethics instruction. Groups of students are asked to take on the role of a faction involved in the Chernobyl disaster and to defend their decisions in a mock debate. The results of student surveys and the Engineering and Science Issues Test indicate that the approach is very popular with students and has a positive impact on moral reasoning. The approach incorporates technical, communication and teamwork skills and has many of the features suggested by recent literature.
Teacher candidates' beliefs about including socioscientific issues in physics and chemistry

NASA Astrophysics Data System (ADS)

Barrett, Sarah Elizabeth

Teaching science for social justice involves a deliberate effort to reconstruct society into something more equitable and just. Introducing socioscientific issues (SSI) into science is one strategy toward this end. However, research indicates that SSI are rarely discussed in the physical sciences even though they exist. This may be due to the beliefs of chemistry and physics teachers with respect to what belongs in these subjects. If we wish to begin to influence these beliefs through initial teacher education, it is essential for teacher educators to understand the origins of these beliefs. In this qualitative study 12 teacher candidates were interviewed at 3 points during a 9 month teacher education program: at the beginning of the course (in September), after the first practicum (in November) and after the second practicum (in March). Teacher candidates' beliefs did not change significantly from the beginning of the study to the end. They displayed varying degrees of commitment to including SSI in their teaching. Based on their (a) conception of the ethics of science, (b) goals for science education, (c) idea of the place of ethics in science (education), and (d) beliefs about including SSI, the teacher candidates were divided into four groups. Four archetypes were derived: "Model Scientist/Engineer", "Model Individual", "Model Teacher", and "Model Citizen". Since these groups are archetypes, none of the participants fits into the categories perfectly but individual teacher candidates demonstrated more characteristics of one archetype than others. Only the 3 Model Citizens were committed to including SSI in their teaching while the others placed the priority on preparing students for the next level of schooling. A model was developed to serve as a microgeneology of teacher candidates' beliefs about including SSI in their teaching. It traced their beliefs from (a) life experiences to (b) conception of ethics and nature of science to (c) goals for science education to (d) inclusion or non-inclusion of SSI. Based on the archetypes, current beliefs were extrapolated into future beliefs. How teacher educators could use this model to influence the future beliefs of their students is discussed.
"Facilis Descensus Averni" Mind, Brain, Education, and Ethics: Highway to Hell, Stairway to Heaven, or Passing Dead End?

ERIC Educational Resources Information Center

della Chiesa, Bruno

2010-01-01

Are human beings born unequal when it comes to ethics? Or are ethical standards acquired? Or both nature and nurture? Neuroscience is on its way to discovering biological underpinnings of ethics in our brains. Whatever the upcoming findings on this front will be, our philosophical, political, and educational views, and even the way we look at…
Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.
A Study of Ethics Education within Therapeutic Recreation Curriculum.

ERIC Educational Resources Information Center

Nisbett, Nancy; Brown-Welty, Sharon; O'Keefe, Cathy

2002-01-01

Explored the status of ethics education within therapeutic recreation. Researchers surveyed all entry-level undergraduate and graduate therapeutic recreation training programs in one state, examining responses for differences in content and delivery. Programs appeared consistent with regard to ethics instruction, integrating similar content…
An Ethically Ambitious Higher Education Data Science

ERIC Educational Resources Information Center

Stevens, Mitchell L.

2014-01-01

The new data sciences of education bring substantial legal, political, and ethical questions about the management of information about learners. This piece provides a synoptic view of recent scholarly discussion in this domain and calls for a proactive approach to the ethics of learning research.
Ethics and Intercultural Communication Education.

ERIC Educational Resources Information Center

Barna, LaRay M.

The examination of ethical implications as part of intercultural communications courses and the responsibility of the instructor of these courses are discussed. Two questions are considered: Should ethics as a topic be included in courses in intercultural communications? What common problems in intercultural communication education could be in…
Medical Ethics Education: Coming of Age.

ERIC Educational Resources Information Center

Miles, Steven H.; And Others

1989-01-01

A discussion of medical ethics in the medical curriculum reviews its recent history, examines areas of consensus, and describes teaching objectives and methods, course content, and program evaluation at preclinical and clinical levels. Prerequisites for successful institutionalization of medical ethics education are defined, and its future is…
Ethical Liberalism, Education and the "New Right."

ERIC Educational Resources Information Center

Olssen, Mark

2000-01-01

Examines the philosophical tradition of ethical liberalism from its emergence as a coherent response to 19th century classical liberal individualism through contemporary formulations. Pursues origins in John Stuart Mills's writings and assesses ethical liberalism's relevance for understanding current neo-liberal policy restructuring in education.…
Educational Neuroethics: A Contribution from Empirical Research

ERIC Educational Resources Information Center

Zocchi, Meghan; Pollack, Courtney

2013-01-01

In recent years, educational neuroscience has begun to move into the limelight, suggesting an increased importance on the ethical considerations of educational neuroscience work, or "educational neuroethics." In a departure from previous work on educational neuroethics, this article focuses on the ethical considerations that are applicable to…
Ethics education in research involving human beings in undergraduate medicine curriculum in Brazil.

PubMed

Novaes, Maria Rita Garbi; Guilhem, Dirce; Barragan, Elena; Mennin, Stewart

2013-12-01

The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical and descriptive exploratory cohort study. Thirty one medical schools were excluded from the study because of incomplete information or a refusal to participate. Active research for information from institutional sites and documents was guided by terms based on 69 DeCS/MeSH descriptors. Curriculum information was correlated with educational models of learning such as active learning methodologies, tutorial discussions with integrated curriculum into core modules, and traditional lecture learning methodologies for large classes organized by disciplines and reviewed by occurrence frequency of ethical themes and average hourly load per semester. Ninety-five medical schools used traditional learning methodologies. The ten most frequent ethical themes were: 1--ethics in research (26); 2--ethical procedures and advanced technology (46); 3--ethic-professional conduct (413). Over 80% of schools using active learning methodologies had between 50 and 100 hours of scheduled curriculum time devoted to ethical themes whereas more than 60% of traditional learning methodology schools devoted less than 50 hours in curriculum time to ethical themes. The data indicates that medical schools that employ more active learning methodologies provide more attention and time to ethical themes than schools with traditional discipline-based methodologies. Given the importance of ethical issues in contemporary medical education, these findings are significant for curriculum change and modification plans in the future of Brazilian medical education. © 2012 John Wiley & Sons Ltd.
The Educational Efficacy of a Values-Based Online Tool in a Public Health Ethics Course

ERIC Educational Resources Information Center

Tripken, Jennifer L.

2016-01-01

Purpose: The purpose of this study was to assess the educational efficacy of an online software decision-making program, The Values Exchange. While ethics is a vital aspect of educating public health professionals, it is both difficult to teach and assess. There is a need to identify best practices in the pedagogy of public health ethics and in…
Ethics Education Seen through the Lens of Habermas's Conception of Practical Reason: The Quebec Education Program

ERIC Educational Resources Information Center

Bouchard, Nancy; Morris, Ronald W.

2012-01-01

This paper examines the Quebec Education Program (QEP), particularly the new course in ethics and religious culture (ERC), in the light of Habermas's conception of the moral and ethical uses of practical reason. Habermas's discursive theory of morality is used to assess the program's understanding of what it means to be competent in moral matters.…
Economics of Ethics in the Business of Education.

ERIC Educational Resources Information Center

Broglio, Lawrence

1992-01-01

Raises numerous questions concerning ethical dilemmas faced by theater educators from the point of view of higher education as big business. Presents four categories of questions: philosophy, pedagogy, production, and administration. (RS)
[Medical ethics in residency training].

PubMed

Civaner, Murat; Sarikaya, Ozlem; Balcioğlu, Harun

2009-04-01

Medical ethics education in residency training is one of the hot topics of continuous medical education debates. Its importance and necessity is constantly stressed in declarations and statements on national and international level. Parallel to the major structural changes in the organization and the finance model of health care system, patient-physician relationship, identity of physicianship, social perception and status of profession are changing. Besides, scientific developments and technological advancements create possibilities that never exists before, and bring new ethical dilemmas along with. To be able to transplant human organs has created two major problems for instance; procurement of organs in sufficient numbers, and allocating them to the patients in need by using some prioritizing criteria. All those new and challenging questions force the health care workers to find authentic and justifiable solutions while keeping the basic professional values. In that sense, proper medical ethics education in undergraduate and postgraduate term that would make physician-to-be's and student-physicians acquire the core professional values and skill to notice, analyze and develop justifiable solutions to ethical problems is paramount. This article aims to express the importance of medical ethics education in residency training, and to propose major topics and educational methods to be implemented into. To this aim, first, undergraduate medical education, physician's working conditions, the exam of selection for residency training, and educational environment were revised, and then, some topics and educational methods, which are oriented to educate physicians regarding the professional values that they should have, were proposed.
Genetically engineered livestock: ethical use for food and medical models.

PubMed

Garas, Lydia C; Murray, James D; Maga, Elizabeth A

2015-01-01

Recent advances in the production of genetically engineered (GE) livestock have resulted in a variety of new transgenic animals with desirable production and composition changes. GE animals have been generated to improve growth efficiency, food composition, and disease resistance in domesticated livestock species. GE animals are also used to produce pharmaceuticals and as medical models for human diseases. The potential use of these food animals for human consumption has prompted an intense debate about food safety and animal welfare concerns with the GE approach. Additionally, public perception and ethical concerns about their use have caused delays in establishing a clear and efficient regulatory approval process. Ethically, there are far-reaching implications of not using genetically engineered livestock, at a detriment to both producers and consumers, as use of this technology can improve both human and animal health and welfare.
A theoretical framework for human and veterinary medical ethics education.

PubMed

Magalhães-Sant'Ana, Manuel

2016-12-01

In their practice, physicians and veterinarians need to resort to an array of ethical competences. As a teaching topic, however, there is no accepted gold standard for human medical ethics, and veterinary medical ethics is not yet well established. This paper provides a reflection on the underlying aims of human and veterinary medical ethics education. Drawing from published literature on ethics education in the health professions a theoretical framework common to the teaching of human and veterinary medical ethics is proposed, based on three concepts: professional rules, moral virtues and ethical skills. The rules approach relies on the transmission of professional and social values by means of regulatory documents and depends intimately on the knowledge that students have of those documents. The virtues approach involves the inculcation of moral values and virtues that will stimulate students to develop desirable behaviours. The main focus of this approach to ethics is to develop students' attitudinal competences. Finally, the skills approach is focused on equipping the students with the necessary moral reasoning abilities to recognise and respect the plurality of ethical views that make part of contemporary society. This framework can inform future curriculum development in human and veterinary medical ethics as well as in other health care professions.
UNESCO's activities in ethics.

PubMed

ten Have, Henk A M J

2010-03-01

UNESCO is an intergovernmental organization with 193 Member States. It is concerned with a broad range of issues regarding education, science and culture. It is the only UN organisation with a mandate in science. Since 1993 it is addressing ethics of science and technology, with special emphasis on bioethics. One major objective of the ethics programme is the development of international normative standards. This is particularly important since many Member States only have a limited infrastructure in bioethics, lacking expertise, educational programs, bioethics committees and legal frameworks. UNESCO has recently adopted the Universal Declaration on Bioethics and Human Rights. The focus of current activities is now on implementation of this Declaration. Three activities are discussed that aim at improving and reinforcing the ethics infrastructure in relation to science and technology: the Global Ethics Observatory, the Ethics Education Programme and the Assisting Bioethics Committees project.
Teaching Literature as an Ethic of Care

ERIC Educational Resources Information Center

Hilder, Monika B.

2005-01-01

How can literature teachers foster an ethic of care in the classroom? How can literature and imaginative pedagogical strategies facilitate education of the moral imagination and overall training of the ethical thinker? This essay explores some theoretical reflections on moral education through literature and, in particular, suggests practical…
Research Ethics

ERIC Educational Resources Information Center

Dooly, Melinda; Moore, Emilee; Vallejo, Claudia

2017-01-01

Qualitative research, especially studies in educational contexts, often brings up questions of ethics because the study design involves human subjects, some of whom are under age (e.g. data collected in primary education classrooms). It is not always easy for young researchers to anticipate where ethical issues might emerge while designing their…

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