Transforming Ethics Education Through a Faculty Learning Community: "I'm Coming Around to Seeing Ethics as Being Maybe as Important as Calculus".
Ethics
Faculty development
Teaching ethics
Thematic analysis
Journal
Science and engineering ethics
ISSN: 1471-5546
Titre abrégé: Sci Eng Ethics
Pays: England
ID NLM: 9516228
Informations de publication
Date de publication:
09 Sep 2024
09 Sep 2024
Historique:
received:
19
12
2023
accepted:
13
07
2024
medline:
10
9
2024
pubmed:
10
9
2024
entrez:
9
9
2024
Statut:
epublish
Résumé
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.
Identifiants
pubmed: 39251460
doi: 10.1007/s11948-024-00503-2
pii: 10.1007/s11948-024-00503-2
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
40Subventions
Organisme : National Science Foundation
ID : 1737157
Informations de copyright
© 2024. The Author(s).
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