Societal Ethical Development in a Introductory Chemistry Class of

Non-Majors: Self-Identification with a Community of Chemists

Pam Goodman, MSMoraine Valley Community College

Steve Kent, MS, MBAGovernor’s State University

Aldous Huxley Brave New World Revisited

“… democracy depends on the ability of large numbers of people to make realistic choices in light of adequate information.”

Hatcher expands: “To a great extent, citizens in democratic nations live in an age where the major policy choices are tied to the developments in science and technology… To make reasonable choices… citizens must be able to gather, understand, and evaluate adequate information about scientific and technological issues. The evaluation must be from the perspective of a clearly defined and rigorously tested value system. Then and only then is there hope of intelligently and humanely making the important decisions necessary for living…”

“All citizens have an ethical duty to become involved in the policy decisions brought about by developments in science and technology… Given the potential effects of policy decisions involving scientific and technological developments, citizens have a moral responsibility to understand the nature of science… Without such knowledge, they cannot effectively carry out their duty of passing on the blessings of liberty on to future citizens of the state.”

“We are forced … to make decisions about the future of our planet, human civilization, the direction of technology, and the uses of scientific knowledge. These choices require a clear understanding of, as well as a commitment to, notions like human integrity, fair treatment, and a just distribution of resources, benefits, and burdens… We, as well as future generations, must live with the consequences of our decisions.”

If we as a society are obligated to be prepared to make these ethical decisions, we as educators are obligated to prepare the members of our society to make them.

Societal Ethics

• Traditionally the obligations of professional chemists to care for the interests of society

• Expanded to include the obligations of all members of a society to each other

• Address how we, as educators, are called to empower our students to fulfill their societal obligations, in particular regarding issues related to chemistry

Ethics in Introductory Courses Composed Primarily of Non-Majors• Information about junior and senior level

courses

• Very little information regarding programs for freshmen or sophomores

• Information for chemistry-majors or chemists

• Very little information regarding programs for non-majors

• Information regarding academic integrity and research ethics

• Very little information regarding societal ethics

We have as much, if not more, responsibility to our non-majors

as we do to our majors.

Ethics in the Eyes of MVCC Students

Assisted Suicide

Abortion

Torture of Military Detainees

Capital Punishment

Ethics and Chemistry in the Eyes of MVCC Students

Ethics and Chemistry ( Brian P. Coppola)

• Falsification of data. • Plagiarism. • Misappropriation of the ideas of others. • Violation of generally accepted research practices. • Material failure to comply with federal requirements

affecting research. • Inappropriate behavior in relation to misconduct. • Deliberate misrepresentation of qualifications,

experience, or research accomplishments (one's own or another's) to advance a research program, to obtain external funding, or to further other professional advancement.

• Misappropriation of funds or other resources.

Original Issues

• We have occasional incidents of academic dishonesty.

• Our students may not be sufficiently knowledgeable in “real world” issues related to chemistry to make ethical decisions (societal ethics or civic accountability [Coppola, A Case for Ethics).

Internet Resources on Ethics in Chemistry

• There were over one thousand Google hits for “ethics and chemistry” last month.

• There was one Google hit for “ethics and chemistry” with “community colleges”; none for “ethics and introduction to chemistry”; none for “ethics and introductory chemistry”; and none for “ethics and college chemistry”

• There are many, many internet resources that are not helpful if you are trying to bring ethics material into an introductory course at a community college.

ACS and Ethics in Chemistry

• In the ACS Network, there were NO forums, groups, or discussions with the word “ethics.” (There are now.)

• There were 6 ACS Network Members whose profiles included the word “ethics.”

• There are over 17,000 Network Members.

ACS

• In the Guidelines for the Teaching of Professional Ethics, ACS recommends including the “relationship of chemistry to society: What are the responsibilities of a chemist to society both as a chemist and as a citizen.”

• In the same publication, ACS recommends “integrating ethics into the curriculum, raising and discussing ethical questions in all courses.”

ERIC and EBSCO

• We had comparable results with ERIC and EBSCO. There were many articles about chemistry and ethics, but very little about ethics as it relates to non-majors in an introductory course.

Ethics and Chemistry

• Most publications had to do with why it was necessary to teach ethics to people whose work directly related to chemistry.

• Our concern had to do with why it was necessary to teach both chemistry and ethics to people whose work indirectly related to both chemistry and ethics.

Starting Point

• Ethics: The rules or standards governing the conduct of a person or the members of a profession

• Members of a profession: Currently students enrolled in a chemistry course; In the future professional chemists or citizens in our society who have some knowledge of chemistry

Two Goals for Every Student

• Ethical Choices in the classroom during the term– Important in the short term– Foundational, cannot teach ethics to a student

who is cheating

• Ethical Choices in issues related to chemistry as citizens – Less than 1 in 30 students in our

introductory courses major in chemistry

Additional Goal for our Science Majors

• Ethical choices in their professional lives

• Specific information should be included in their junior and senior years

• Our work functions as foundational material for those courses

Harold B. White III, University of Delaware

• In Contemporary Moral Problems in Chemistry: Effect of Peer Presentations on Students’ Awareness of Science and Society Issues, “If students are to develop greater awareness of the role of chemistry in society by the time they graduate, it appears they need to confront these issues earlier in their studies, perhaps in the context of chemistry courses or together with peers in social sciences and humanities who should also be aware of these issues.”

Community College Chemistry

• No special course on ethics in chemistry or even one on ethics in science

• Could be an honors course, but most students at MVCC only take the chemistry courses they need

• Need a way to bring ethics into the classes that already existed, without adding too much more material, without increasing the cost, without hiring new faculty

Discoveries

1. We cannot teach ethics when there are issues of academic dishonesty occurring in the classroom.

2. At this stage, most students base academic dishonesty decisions on the quality of their relationship with their teacher, on the likelihood of punishment, or on how desperate they feel about an assignment. It is not an ethical decision.

Discoveries

3. Students invest more thought into decisions when they identify themselves with a community of chemists.

4. Our students have very little, if any, experience making coherent ethical conclusions.

Academic Dishonesty

In order to address ethical issues, we needed to eliminate academic dishonesty in our classroom.

Why do students cheat?

• Because they do not value their relationship with you

• Because they don’t think they will get caught

• Because they think they cannot pass your class without cheating

• Because they don’t think a particular assignment is important

Why Students Cheat

• “I would cheat only if I had been too lazy to do the work on my own or I had several assignments due and I need to get things done.”

• “Short on time.”

• “Time is the main factor. We are under so much pressure.”

Why Students Cheat

• “I would cheat if I forgot about the assignment.”

• “I can’t write a paper to save my soul.”

• “I’m not well organized.”

• “Small things like copying from notes, lab results, really shouldn’t matter, as long as the student understands.”

The Value of Your Relationship

• At this stage, decisions based on quality of relationship (situational, not ethical)

• Specific Assignments

• Face, Name, Career Path, Personal Information

• Return MANY Assignments

• Consistent and Explicit Syllabus

Example Questions

• Why are you taking this class?• What is your career goal?• Is there anything about this class that

concerns you?• How do you learn best?• What can I do to help you succeed in this

class?• What is one thing about you that makes

you who you are?

Getting Caught

• Clear and Fair Consequences for Dishonesty

The Importance of an Assignment

• Grading Based on Mastery of Material– No work, no credit– Partial credit for honest attempt in HW– Partial credit on exams– No credit if answer does not follow work– Allow “do overs” when appropriate

• Must show work

Avoiding Desperation

• Flexible Deadlines

• No Downward Grading Curve

• Avoid Overemphasis on a few Exams

• Provide Tools to Succeed

• Flexible Assessments– Format, Location, Time

Tools to Succeed

• Stress Learning, Not Testing – DVD’s– On-line Learning Tools– Textbook– Tutoring Center, Private Tutoring– Study Groups outside of Class– Work Groups within Class– Vodcasts– Lecture Notes– Work with Disability Resources, Library, IT

Examples of Resources

• ITutorYouChemistrydvd.com

• http://educationalvodcasting.com

• The Teaching Company

What Our Students Have Said

• “I don’t cheat because I need to understand the material.”

• “I don’t cheat in this class because I am not so desperate.”

• “Doing stuff on my own helps me know what I know and what I need to study more.”

What Our Students Have Said

• “I choose to be honest because I feel I have enough resources to do it on my own. I’d rather learn the material and struggle a little bit than just copy and mindlessly pass.”

• “I choose to be honest because I don’t want to develop a bad habit that will cost me in the long run. If I cheat now, it won’t help me when I get into a harder class and need the things I’m learning now as a foundation.”

• “I don’t cheat because I’m well prepared for whatever task I am working on.”

Bringing Students into a Community of Chemists

Students invest more thought into decisions when they identify themselves with a community of chemists.

Community of Chemists

• The Chemical Professional’s Code of Conduct

• Add to syllabus

Community of Chemists

• Reaching Back

• Current Position

• Reaching Forward

Reaching Back

• Science Fairs– Find Contact People– Scheduling is Difficult– Explain Rules of Judging Clearly– Take Attendance– Question of Grading (one option out of

several)

Peer Relationships

• Community of Students in Chemistry– Group Activities, in and out of class– All Learners, Including Self

• Community• What is your role? Leader, Teacher, Model,

Encourager, Colleague

– Different Places, Styles, Goals • Not a competition

Chemists in Our Textbook

Students in Our Classroom

Photos removed for distribution, will be included for presentation

Chemists Students Need to See

chemheritage.org

Reaching Forward: Role Model

• Posters of Successful Chemists– Rewards Alternative Skills– Requires a Clear Grading System– Reasons to Invest Time in Research and

Presentation must be Explained– Bridge Requirement – Past or Future– Importance of Role Model, Living Person– Use Information in Your Lectures

Chemist Poster Assignment

• Must be living• Must have something in common with you• 8.5 x 11, computer generated• At least two information sources• Target level is 5th grade• Must be pre-approved, can approach

teacher for ideas• Must include at least three interesting facts

about the chemist or his/her work

Role Model: References

• Explain plagiarism clearly and repeatedly

• Give examples of how to write in your own words

• No references, “Do over”

• Check early, check often

Reaching Forward

• Special Guests

• Current Developments in fields already covered in your curriculum

• ACS Meetings– Direct Benefit by Student Attendance– Indirect Benefit if you bring this information

back to your class

Framework for Ethical Decisions

• Our students have very little, if any, experience making coherent ethical conclusions.

• “… The major problem in applied ethics is not just the derivation of ethical principles but learning to analyze a situation so that the principles can be applied in a defensible manner.”

• “Formal instruction may involve teaching ethics in a classroom setting, reading about ethics, writing about it, discussing cases and problems, and so on… it can sensitize students… help students learn to think about ethical issues and to resolve ethical dilemmas…” Resnik 1998

• Article Summary Paper and In Class Discussions

Article Summary Paper

• Alternative skill set

• Supports College Writing Mandate

• Opportunity to practice using quotations

• Explain grading and reference rules

• Emphasize Purpose of Assignment– Are current and knowledgeable with issues– Role as Citizen Chemist

• Use this knowledge in your lectures

Article Summary Paper

• C&E News cover story

• 2 pages, minimum

• Use quotes sparingly, no plagiarism

• Do not include anything you do not understand

• Target level is parent, friend, spouse

• No “I,” “me,” “my”

Discussions

• “Groups are powerful problem-solving machines, and the different perspectives are useful in considering ethical problems. One of the most interesting features of ethical problems is that people see them quite differently depending on their personal experiences and values. Moreover, an important part of ethical decision making is giving good reasons for a decision. A discussion group can provide useful critique.” Jeffrey Kovac, 2004

Discussion Topics

• Usually have an ethical aspect

• Often in C&E News

• Often show up on posters, in papers

• “Green Boxes” in Text

• Current News (P in Palestine, S on train)

• DVD’s (Frontline, NOVA, Discovery Channel, Science Channel)

• Come from Students!

Discussion Challenges• Media-biased• One-sided• Black/White, Good/Evil• Lack of coherent criteria for decision

making• Personalities, Trends• Often stop at two aspects (pro and con,

rather than complete picture)• Students Strive for Consensus

Discussion Approach

• Make it professional and balanced– Not good/evil, black/white– Not on power of personality– Try to find questions, if not answers– Consensus not emphasized

Discussions Vocabulary

• Individual Rights and Dignity• Common Good• Human Needs, Environment• Long term, Short term• How far do our obligations reach?• Fair, Right, Good, Ethical, Just• Nonmalificence, Beneficence, Autonomy,

Fidelity, Justice, Utility, Honesty, Privacy

Sample Resources

• http://jcomm.uoregon.edu/~tbivins/J397/Links/Worksheet.html (Great worksheet to help students organize a response to an ethical dilemma)

• Roald Hoffmann's Should've (A play about chemistry and ethics)

• Are My Hands Clean, Sweet Honey in the Rock• The Eleventh Plague: The Politics of Biological

and Chemical Warfare, Leonard A. Cole

Before We Close

• Some believe that by the time students are in college, it is too late to build character.

• This is probably true. Most of our students are fundamentally good.

• They do not look at many issues as ethical. We can encourage ethical individuals to increase the set of issues they see as ethical and we can increase their skills at analyzing these issues.

Another Important Thought

Education

Industry/Research

Large Classes

• Conversations about ethics must be personal. Decisions regarding ethical matters are made at a personal level.

• “My students” are MY students. A stranger could not walk into an auditorium of 200 students and push each individual to thoughtfully consider an ethical dilemma. The intensity of these lessons increases as the semester closes and we learn about each other.

What Our Students Have Said

• “Doing posters and articles helps me understand ethical decisions better”

• “Professors should connect what we learn to ethics and real life problems and issues.”

• “Including ethics in chemistry is KEY in forming opinions and making good decisions.”

• “Allow students to have open discussions and debates about hot topics going on.”

What Our Students Have Said

• “Always let students know why they are learning what they are learning. Ethics will follow.”

• “Make the connection to the real world with the chemistry activities we do.”

• “Direct the issues toward current events.”• “Professors should integrate current

events and topics related to chemistry into every lecture!”

What We Learned

• Time – Much more time to grade

• Flexible – Hard to stay on schedule

• Department Support – Wall Space, Technology, Curriculum, Conflict Resolution

What We Learned

• What is your GOAL?– Mastery, Increase Interest in Chemistry,

Educated Citizens, Professional Chemists?

• What is your GOAL in the eyes of your students?

• How important will this material be for our students in 10 years? 25 years? 50 years?

Summary

• It is nearly impossible to discuss ethics in a classroom where there is academic dishonesty.

• Students at this stage often do not perceive academic dishonesty to be an ethical issue.

• They might make decisions about cheating based on relationships, the likelihood of punishment, or how much time they have.

• Students are drawn to academic dishonesty if they perceive it is the only way to pass a class.

Summary

• Students’ ethical development is encouraged when they identify themselves with a community of chemists.

• We need activities that specifically build societal ethics knowledge and skills.

• Character cannot be taught, but the expansion of the set of issues which are seen as ethical in nature can be accomplished in the classroom.

Assignments and Resources

• We have brought a few copies of sample assignments.

• There is also a list of strong resources for ethics in chemistry and a list of external resources for introductory chemistry courses.

• There is also a list of good topics to bring into a course to illustrate ethical situations in chemistry.

Online Tool

• http://www.questionwritertracker.com/index.php/quiz/display?id=332&token=3H469WK4

What Our Students Have Said

• “It’s important to understand the consequences of our actions by understanding facts, not rumors.”

• “I would stress there is more to ethics than just cheating and plagiarizing.”

• “I would like to be informed. I really do believe knowledge is power. I want to make my own decisions and be a part of my community.”

What Our Students Have Said

• “Ethics is very important. Being able to make good decisions makes me a better part of this country.”

• “It is very important for me to develop the skills in order to make sound decisions.”

• “We need to understand how our choices affect the future.”

What Our Students Have Said

• “Being responsible socially is just as important as academic honesty.”

• “Your giving side notes on what is happening in the world …” “Stories in class…” “Side projects (posters and articles)”

• “I didn’t start to catch on to what anything meant until now. Just throwing out random facts during lecture helps me relate chemistry to the real world.”

HatcherScience, Ethics, and Technological Assessment

• “Policies must be based on a firm understanding of science…guided by ethical values which make civilization and human dignity possible, and motivated by a sense of urgency… The quality of life for future generations, and perhaps life itself, is up to a citizenry which is informed, concerned, and willing to act…”

Hatcher

• “If rationality and freedom are fundamental ethical values, ignorance is a force which limits or destroys both. People make ethical decisions based on their understanding of the situation and the alternatives. Ignorance ensures that people understand neither the present situation nor the possibilities for the future… One cannot be expected to do one’s duty unless one understands the situation, knows and evaluates all the relevant facts, and bases the decision on the knowledge.”

• “Because decision making requires both access to facts and the honest evaluation of the facts, societies have an obligation to require reasoning skills be taught to all citizens. To will the end, and deny the means is wrong… It is true that knowledge carries the terrible burden of social responsibility, but it is also a necessary condition for free, rational choice.”

Hatcher

We cannot, as a nation and as a planet, rely on a handful of highly trained individuals to make the decisions that will determine our future. If we choose to place this enormous responsibility in the hands of many people, then we must, as those who are qualified to teach chemistry and who have the opportunity to teach ethical reasoning skills, prepare the general population to make well-informed and ethical decisions.

Contact Information

• Pam Goodman– 708.508.2577– goodmanp7@morainevalley.edu

• Steve Kent– s-kent@govst.edu

Primary Resources

• Science, Ethics, and Technological Assessment, Donald L. Hatcher, 2001

• The Ethical Chemist, Jeffrey Kovac, 2004

• The Ethics of Science, David B. Resnik, 1998

• Article References must be added!

Thank you.

During my eighty-seven years I have witnessed a whole succession of technological revolutions. But none of them has done away with the need for character in the individual or the ability to think. Bernard M Baruch

If we want a better world, we will have to be better people. Tom Robbins

A nation which expects to be ignorant and free, expect what never was and never will be.

Thomas Jefferson