Transforming Ethics Education Through a Faculty Learning Community: “I’m Coming Around to Seeing Ethics as Being Maybe as Important as Calculus”.
Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students’ ethical formation involves enhancing faculty members’ ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores...
| Publicado en: | Science & Engineering Ethics Vol. 30; no. 5; pp. 1 - 30 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
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Springer Nature
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179540596&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179540596 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Oct2024 vid: 30 iid: 5 pid: 237 pub: Springer Nature artinfo: ui: 179540596 10.1007/s11948-024-00503-2 ppf: 1 ppct: 29 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: Transforming Ethics Education Through a Faculty Learning Community: “I’m Coming Around to Seeing Ethics as Being Maybe as Important as Calculus”. aug: au: Hess, Justin L. Sanders, Elizabeth A. Fore, Grant Coleman, Martin Price, Mary Nyarko, Sammy Sorge, Brandon affil: https://ror.org/02dqehb95 Purdue University, West Lafayette, IN, USA Indiana University, Indianapolis, IN, USA The Forum on Education Abroad, Warren, RI, USA sug: keyword: Ethics Faculty development Teaching ethics Thematic analysis ab: Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students’ ethical formation involves enhancing faculty members’ ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members’ approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members’ awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2024. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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