We received 113 responses (67%) from 169 participants surveyed. These participants attended one of the following Institutes: Iowa State University (1991, '92, '93); University of Illinois ('94 or '95); Michigan State University ('96); and Purdue University ('96). We did not survey participants from MSU '97 or Purdue '97.
The survey revealed that since 1991, nine Institutes have assisted more than 240 life scientists in introducing ethics into their courses. These faculty members have revised more than 700 science courses so as to provide undergrad and grad science students with structured occasions to discuss the ethical implications of their work. As a direct result of the ISU Bioethics Institutes, more than 40,000 science students have participated in ethics discussions led by science faculty members.
According to the responses, less than 50% of the participants explicitly discussed ethics in their courses before attending the Institute, and more than 90% discussed ethics in their courses after attending the Institute. This increase in classroom activity is mirrored in the growth in confidence that participants gained from the Institute. Prior to attending the Institute, 18% of graduates felt that they had more than an average knowledge of ethics. After the Institute, 57% of participants felt that they had a more than average knowledge. Before the Institute, 33% felt more than an average comfort level in discussing ethics, whereas after the Institute 74% felt a greater than average comfort level. Before the Institute, 42% felt more than an average commitment to teaching ethics, whereas after the Institute, 78% expressed a greater than average commitment. Those feeling that they had a less than average or non-existent knowledge of ethics dropped from47% (before) to 4% (after); those feeling a less than average comfort level when discussing ethics dropped from 43% to 3%; and those feeling a less than average commitment dropped from 37% to 5%.
The pedagogical shape that this activity is taking in the classroom ranges widely. Oral discussions are the most popular activity, being used by 98% of responding participants. Case studies, lectures, and assigned readings follow with respective usages of 80%, 77%, and 74%. 52% of participants responding to this part of the survey use take home writing assignments, whereas videos, role playing, and in-class writing are used by 31%, 34%, and 33%. Additional activities include debates, journals, overhead projections, essays and questions for exams and quizzes, as well as music, opinion polls, and discussions of news topics.
Overall, the respondents believe that the Institute achieves its goal. 83% feel it achieves its goal "very well" or "well," 13% "acceptable," and 4% "barely". One respondent felt the Institute hadn't achieved its goal.
Criticisms of the Institute included a request for a stronger focus on pedagogical methods, as well as a concern that the Institute over-emphasizes a conventional modern view of moral theory. In this case, the respondent felt that the Institute would be better served if it included post-liberal critiques of standard moral theory as well as radical feminist and critical race theorists. Another respondent felt bogged down in the lectures and wanted more time to learn from the participants, while yet another felt bogged down in the participants' discussions and wanted more time to learn from the lecturers. One respondent desired a greater emphasis upon the Bible, the "order of man to dominate the earth and the animals," and objected that the Institute "had an agenda of vegetarianism."
Other respondents cited the Institute as a major contributor to their teaching, and some said it had influenced their published work. Several participants made ethics a major focus of study during sabbaticals taken after the Institute. Others expressed their appreciation for the Institute having "made them knowledgeable" where they had "once been ignorant." In addition, participants praised the Institute's role in helping them to develop and use new pedagogical materials, and in raising their awareness "of the ethical dimensions of much of ... everyday work." One participant closed by offering words of encouragement: "Keep trying: cultures change, but slowly."
We thank all who responded to the survey. We have on file a longer summary of the surveys which we will gladly send to any one who is interested.
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Updated: December 4, 1997 |
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