TY - JOUR
T1 - Engaging Students in Integrated Ethics Education
T2 - A Communication in the Disciplines Study of Pedagogy and Students' Roles in Society
AU - Canary, Heather E.
AU - Taylor, Julie L.
AU - Herkert, Joseph R.
AU - Ellison, Karin
AU - Wetmore, Jameson
AU - Tarin, Carlos A.
N1 - Funding Information:
Heather E. Canary (Ph.D., 2007, Arizona State University) is Assistant Professor in the Department of Communication, University of Utah, where Julie L. Taylor is a doctoral candidate. Joseph R. Herkert is Lincoln Associate Professor of Ethics and Technology in the School of Letters and Sciences, Arizona State University, where Karin Ellison is Associate Director of the Center for Biology and Society. Jameson M. Wetmore is Associate Professor in the School of Human Evolution and Social Change, Arizona State University. Carlos A. Tarin is a doctoral student in the Department of Communication, University of Utah. This project was funded by the National Science Foundation (NSF/EESE #0832944). Correspondence to: Heather E. Canary, Department of Communication, University of Utah, 255 S. Central Campus Dr., Salt Lake City, UT 84112, U.S.A. Email: heather.canary@utah.edu
PY - 2014/4
Y1 - 2014/4
N2 - 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 analysis indicated that the most prevalent responses reflected a desire to benefit society. Duty-based responses were more prevalent in pretest than in posttest responses. Participants in experimental conditions indicated more complicated notions of their societal roles than control participants. Participants emphasized the value of class discussions for increasing their awareness of issues, alternative views, and their own positions. Results are interpreted using the engaged communication in the disciplines framework with practical implications for educators.
AB - 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 analysis indicated that the most prevalent responses reflected a desire to benefit society. Duty-based responses were more prevalent in pretest than in posttest responses. Participants in experimental conditions indicated more complicated notions of their societal roles than control participants. Participants emphasized the value of class discussions for increasing their awareness of issues, alternative views, and their own positions. Results are interpreted using the engaged communication in the disciplines framework with practical implications for educators.
KW - Communication in the Disciplines
KW - Ethics Education
KW - Professional Identity
KW - Qualitative Analysis
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U2 - 10.1080/03634523.2014.888457
DO - 10.1080/03634523.2014.888457
M3 - Article
AN - SCOPUS:84897456555
SN - 0363-4523
VL - 63
SP - 83
EP - 104
JO - Communication Education
JF - Communication Education
IS - 2
ER -