Engaging Students in Integrated Ethics Education: A Communication in the Disciplines Study of Pedagogy and Students' Roles in Society

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

doi:10.1080/03634523.2014.888457

Cited by 24 publications

(20 citation statements)

References 21 publications

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“…Our study builds on a growing body of literature that explores how engineering students learn about ethics and what instructional strategies may be best suited for teaching ethical reasoning skills to engineers [9,[12][13][14][15][16][17][18][19][20].…”

Section: Literature Reviewmentioning

confidence: 99%

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Characterizing physics students’ ethical reasoning after a unit on the development of the atomic bomb

Ochoa-Madrid¹,

Olmstead²,

Gutmann³

2020

2019 Physics Education Research Conference Proceedings

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The societal implications of technology developed through physics research are not always clear. Physicists need to use ethical reasoning skills to maneuver through morally ambiguous situations. For this reason, curricula for physics students should also be geared towards developing these skills. Research can be found on the effects of structured ethical discussions in similar fields like engineering education, however, little research can be found on their effects in physics education. Our research focuses on how students interpret and apply an ethical framework to discussions about the development of the atomic bomb and to current STEM research. Our preliminary analysis shows that students conflate certain ethical principles and/or avoid their negative implications, which in turn leads to a misapplication of the principles. However, students also demonstrate a range of productive approaches to applying these ethical principles which contribute to the development of strong ethical arguments.

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Section: Literature Reviewmentioning

confidence: 99%

“…The scope of ethical instruction can be classified as microethics (interactions with others in the field, such as professional conduct) or macroethics (consideration of the impact on society and the profession as a whole) [22]. While many programs focus on microethics [19], there has been some push to include macroethics [13,16,18].…”

Section: Literature Reviewmentioning

confidence: 99%

Characterizing physics students’ ethical reasoning after a unit on the development of the atomic bomb

Ochoa-Madrid¹,

Olmstead²,

Gutmann³

2020

2019 Physics Education Research Conference Proceedings

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“…It is not a question of being more communication ethic literate or acting more ethical; it is more of the which position on the ethics continuum scale people act ethically (Boylan, 2001). So, our reflection of the Other can be places on a continuum, the same with good versus evil.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

2019

JLAE

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The growth in graduates indicates that those professionals are now shaping the ethical climate of our society (Birtch, Chiang, & T, 2014). Ten scenarios were created to test students' ability to act as ethical human communicative agents (Ballard et al., 2014). Data was collected from undergraduates, 2009 and then in 2016, in various degree programs and geographic locations in the United States, but predominately a Northeastern university. Two scenarios illustrated significance differences. This does not necessarily indicate less or more ethical behavior, but it does illustrate a difference between participants. Additional indications for business communication ethics literacy will be discussed. REVIEW OF LITERATURE Over the past decade, business ethical dilemmas have blanketed our society (See Figure 2). The growth in graduates indicates that those professionals are now shaping the ethical climate and social norms of our society (Birtch et al., 2014). Candace deRussy (2003) believes that higher education is the place for students to learn about ethics. Essentially; "The professoriate is a gatekeeper, determining a student's first exposure to ethical standards, traditions, and the responsibilities of peer evaluation (de Russy, 2003, p. 1)." A 2009 study indicated that 73% of employers are; "Expecting students to work through ethical issues and debates to form their own judgments about the issues at stake (Hart Research Associates, 2010, p. 8)." There is great emphasis on higher education institutions creating ethical human communicative agents; those individuals who are able to "understand [sic] the role of communication ethics in how we make decision and engage in the world around us (Ballard et al., 2014, p.66)." The following paragraphs touch on the definition of ethical communicative agent through communication ethics, followed by literature regarding different calls for ethics education, models of that education, and previous analysis of these scenarios. Ethical Human Communicative Agent To fully comprehend what an ethical human communication agent is, we must first define communication ethics which will lead us to communication literacy and then to the ethical human communicative agent. Communication ethics involves applying ethics to circumstances that involve communication, specifically human communication (Neher & Sandin, 2007). Communication ethics encompasses those "beyond our own immediate lives and relationships (Neher & Sandin, 2007, p.9)." To conduct communication ethics research means to test the tension between theoretical versus applied. "On the one hand, it questions ethical theories…….On the other, it investigates past ethical dilemmas to offer prescriptions for future ethical choices (Ballard, Ortiz, & McManus, 2016, p. 158)." This tension, or rather dialogue, leads to the pragmatic theory of communication ethics literacy which "identifies the good in the interplay of self and Other and the particular historical moment attending to what is protected and promoted (Arnett et al., 2009, p. 210)."...

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“…Microethical issues, for example, include protecting the welfare of research subjects when conducting field trials of genetically modified mosquitoes (Resnick, 2014), while macroethical issues include questions relating to the sanctity of life in the implementation of technologies such as gene drives (Pugh, 2016). Recent NSF-funded research on ethics education has provided insight into how "science and engineering students engage ethical issues in the classroom and in their developing professional identities" as well as the "the value of engaged communication-centered ethics education that integrates microethics issues with macroethics issues (Canary et al, 2014)." The current project expands on this work by focusing on engaged scholarship in the specific contexts of student workshops and student participation as moderators of practitioner focus groups.…”

Section: Engaged Scholarship and Engineering Ethicsmentioning

confidence: 99%

Ethics and Responsible Innovation in Biotechnology Communities: A Pedagogy of Engaged Scholarship

Herkert

Kuzma

Roberts³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Engaging Students in Integrated Ethics Education: A Communication in the Disciplines Study of Pedagogy and Students' Roles in Society

Cited by 24 publications

References 21 publications

Characterizing physics students’ ethical reasoning after a unit on the development of the atomic bomb

Characterizing physics students’ ethical reasoning after a unit on the development of the atomic bomb

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

Ethics and Responsible Innovation in Biotechnology Communities: A Pedagogy of Engaged Scholarship

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