Clarkeburn, Henriikka. "The Aims and Practice of Ethics Education in an Undergraduate Curriculum: reasons for choosing a skills approach." Journal of Further & Higher Education 26.4 (November 2002): 307-315.
In 1998 the author, working in the University of Glasgow Institute of Biomedical and Life Sciences with European Commission funding, set out to design an integrated ethics approach in the undergraduate curriculum. This paper describes the choices made in relation to the aims and methods of teaching ethics in an undergraduate bioscience curriculum. The acceptable and reasonable aims for a ethics teaching are skills based: ethical sensitivity and moral reasoning. Behaviour/value and virtue/character approaches are rejected. An ideal ethics intervention would last 4-12 weeks and be based on student-centred teaching methods involving student participation in ethical dilemmas [abstract from author].
Discipline-Specific Articles
Business:
Thomas, C. William. "An Inventory of Support Materials for Teaching Ethics in the Post-Enron Era." Issues in Accounting Education 19.1 (February 2004): 27-52.
This paper presents a "Post-Enron" annotated bibliography of resources for accounting professors who wish to either design a stand-alone course in accounting ethics or who wish to integrate a significant component of ethics into traditional courses across the curriculum. Many of the resources listed are recent, but some are classics that have withstood the test of time and still contain valuable information. The resources listed include texts and reference works, commercial books, academic and professional articles, and electronic resources such as film and Internet websites. Resources are listed by subject matter, to the extent possible, to permit topical access. Some observations about course design, curriculum content, and instructional methodology are made as well. [abstract from author].
Silver, Lawrence S. and Valentine, Sean R. "College Students' Perceptions of Moral Intensity in Sales Situations." Journal of Education for Business 75.6 (July/August 2000): 309-14.
The accreditation agency for collegiate business schools (AACSB) has recently placed increased emphasis on teaching ethics to undergraduate and graduate business students. This study highlights the varying perceptions of moral intensity among 105 demographically diverse college students. Results indicate that gender and age were determining factors, with women perceiving greater moral intensity in marketing scenarios than men, and older students perceiving greater moral intensity than younger students. Student classification and major were also factors, with graduate students perceiving greater moral intensity in questionable situations than upper and lower classmen, and business majors perceiving greater moral intensity than
nonbusiness majors [abstract from authors].
Woo, Carolyn Y. "Personally Responsible." BizEd 2.4 (May/Jun2003): 22-7.
Focuses on the approaches in teaching ethics education to business students. Importance of teaching students a sense of individual responsibility; Factors encouraging corporate misconduct; Promotion of corporate social responsibility [abstract from database].
Engineering/Technology:
Magun-Jackson, Susan. "A Psychological Model that Integrates Ethics in Engineering Education." Science & Engineering Ethics 10.2 (April 2004): 219-224.
Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg's stage theory of moral development [abstract from author].
Geosciences:
Valentine, Gill. "Geography and ethics: moral geographies? Ethical commitment in research and teaching." Progress in Human Geography 29.4 (August 2005): 483-487.
Abstract: This article focuses on ethical commitment in geography research and teaching. Conventionally, ethics are taught as part of research design and methods training in order to prepare students to negotiate relationships in the field, to develop integrity in terms of gaining consent, and to be able to evaluate, and maintain, the well-being and privacy of their informants. Given that most academic geographers are engaged not only in research but also in teaching and pastoral roles, perhaps one site where one has most opportunity to make a difference and to promote such social and political commitment to change is within the academy itself which might make a contribution beyond the academy through the students that goes out into the wider world. It has been suggested that by teaching ethics in terms of codes and procedures there is a danger of research being seen as a series of encounters and choices, and of implicitly setting up a holier than thou approach. As various commentaries suggest, teaching itself carries a moral dimension. Indeed, professor Bernard Crick, a member of the Great Britain government's citizenship advisory group, has identified geography as having a potential role to play in teaching political literacy and social and moral responsibility [abstract from author].
Health Sciences:
Hattab, Abdulla Saeed. "Current Trends in Teaching Ethics of Healthcare Practices." Developing World Bioethics 4.2 (December 2004): 160-172.
Abstract: The unprecedented progress in bio-medical sciences and technology during the last few decades has resulted in great transformations in the concepts of health and disease, health systems and healthcare organisation and practices. Those changes have been accompanied by the emergence of a broad range of ethical dilemmas that confront health professionals more frequently. The classical Hippocratic ethical principles, though still retaining their relevance and validity, have become insufficiently adequate in an increasing range of problems and situations. Healthcare that has been practised for centuries on the basis of a direct doctor-patient relationship has been increasingly transformed into a more complex process integrating the health-team, the patient (healthcare seeker) and the community. Systematic review of the specialised literatures revealed that Healthcare Ethics education has become a basic requirement for any training programme for health professionals, and should cover the different stages of undergraduate, postgraduate and continuing education. Both theoretical foundations and practical skills are required for the appropriate ethical reasoning, ethical attitude and decision-making abilities. There is growing evidence that physicians' professional and moral development is not only determined by the formal curriculum of ethics; rather more, it is determined by the moral environment of the professional practice, the 'hidden curriculum' which deserves serious consideration by medical education [abstract from author].
Dinç, L. and Görgülü, R.S. "Teaching Ethics in Nursing." Nursing Ethics 9.3 (May 2002): 259-268.
Abstract: Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positive view relating to the course content and the teachers. The majority stated that the discussions on case study analysis by using ethical principles, rights, legal aspects and the use of the International Council of Nurses Code of Ethics were very useful in developing ethical decision-making skills. We believe that the results of this study will enhance our efforts in amending this course and improving the ethical
decision-making skills of our students [abstract from authors].
Journalism:
South, Jeff. "Ethics in the Classroom." Quill 92.6 (August 2004): 10-13.
This article focuses on journalism ethics in the U.S. Educators and practitioners disagree over how well schools teach ethics, according to a survey conducted by the Association of Schools of Journalism and Mass Communication and the American Society of Newspaper Editors. If journalism graduates are less ethical than before, one reason might be the Internet. Cut-and-paste technology makes it easier to appropriate somebody else's work, and online culture espouses that everything on the Internet is free for the taking, said Sandra Borden, an associate professor of communications at Western Michigan University. Ethics instruction must go beyond plagiarism, added Philip Patterson, a professor at Oklahoma Christian University and co-author of a popular textbook, Media Ethics: Issues and Cases. Plagiarism, he said, involves basic morality. Not every educator thinks it is worth teaching ethics. Meanwhile, Don Corrigan, a journalism professor at Webster University in St. Louis, says journalism ethics is an oxymoron in newsrooms. In reality, ethics are so compromised in the world of corporate monopolistic journalism, it almost seems quaint to discuss it. It is especially quaint to discuss it with the idea that reporters and journalists are in any position to do anything about it, or are in any kind of position to influence workplace ethics [abstract from author].
Philosophy:
Catron, Bayard L. "Teaching Ethics, Teaching Ethically." Policy Studies Review 8.4 (Summer 1989): 865-870.
Abstract: The pursuit of knowledge is now widely thought to be best served by those with the greatest technical competence in subfields of their disciplines. But for those who teach ethics, particularly, perhaps, for those who teach professional ethics, the situation is not so simple. Ethics is concerned essentially with "matters of conduct." The crucial connection between ethics and conduct is often disguised or denied. Ethics can be taught as other subjects are often taught, as a body of knowledge, for example, by examining historical positions or a set of current issues in philosophy [abstract from author].