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2. Ethical Becoming and Ethical Inquiry Among Earth Sciences Faculty: Case Studies from a Faculty Learning Community.

Author

Fore, Grant A., Nyarko, Samuel Cornelius, Hess, Justin L., Coleman, Martin A., Price, Mary F., Sorge, Brandon H., and Sanders, Elizabeth A.

Subjects
CONSCIOUSNESS raising, UNIVERSITY faculty, LEARNING communities, EDUCATION research, EARTH sciences
Abstract

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. [ABSTRACT FROM AUTHOR]

Published
2024
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3. Deepening Community-Campus Relationships Using a Critical Reflection Tool: A Multisite, Mixed-Methods Study.

Author

Kniffin, Lori E., Clayton, Patti H., Camo-Biogradlija, Jasmina, Price, Mary F., Bringle, Robert G., and Botkin, Haden M.

Subjects
CRITICAL thinking, SERVICE learning, COMMUNITY & college, COMMUNICATION, UNIVERSITIES & colleges
Abstract

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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6. Exploring Ethical Development from Standard Instruction in the Contexts of Biomedical Engineering and Earth Science.

Author

Hess, Justin L., Fore, Grant A., Sorge, Brandon H., Coleman, M A, Price, Mary F., and Hahn, Thomas William

Abstract

Ethics continues to be required in the accreditation of engineers. However, ethics is seldom the core focus of departmental instruction. Yet, standard instruction may have myriad impacts on students' ethical development. This study explores students' ethical formation when ethics is a peripheral or non-intentional aspect of instruction in departmental courses in Biomedical Engineering and Earth Science. The research question that we seek to address is, "In what different ways and to what extent does participation in departmental engineering and science courses cultivate STEM students' ethical formation?" To address our research question, we disseminated a survey to students before (pre) and after (post) their participation in one of 12 courses offered in Earth Science or Biomedical Engineering during the Fall 2017 or Spring 2018. The survey included four instruments: (1) the Civic-Minded Graduate scale; (2) the Interpersonal Reactivity Index; (3) two relational constructs developed by the authors; and (4) the Defining Issues Test-2. Results suggest that current Earth Science curriculum, overall, positively contributes to students' ethical growth. However, the Biomedical Engineering courses showed no evidence of change. As the Earth Science courses do not explicitly focus on ethics, one potential explanation for this trend is the community-engaged nature of the Earth Science curriculum. These findings will be beneficial locally to help direct improvements in departmental STEM instruction. In addition, these findings pave the way for future comparative analyses exploring how variations in ethical instruction contribute to students' ethical and professional formation. [ABSTRACT FROM AUTHOR]

Published
2019

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