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Integrating Ethics into Case Study Assignments

    Author: Pamela A. Marshall1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: School of Mathematical and Natural Sciences, New College of Interdisciplinary Arts and Sciences, Arizona State University at the West Campus, Phoenix, AZ 85069
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 15 December 2014
    • Corresponding author. Mailing address: School of Mathematical and Natural Sciences, New College of Interdisciplinary Arts and Sciences, Arizona State University at the West Campus, MC 2352, P.O. Box 37100, Phoenix, AZ 85069. Phone: 602-543-6143. Fax: 602-543-6073. E-mail: Pamela.Marshall@ASU.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 235-237. doi:10.1128/jmbe.v15i2.740
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    Abstract:

    I teach an upper-level writing course, Genes, Race, Gender, and Society, designed for Life Science majors, in which I utilize a case study to expose students to ethical ways of thinking. Students first work through the topical case study and then are challenged to rethink their responses through the lenses of ethics, taking into account different ethical frameworks. Students then develop their own case study, integrating ethical components. I want to expose my students to this way of thinking because I see technology being driven by the Jurassic Park phenomenon, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should,” and want future physicians grounded in a sense of how their actions relate to the greater good.

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References & Citations

1. Boston University Center for Excellence and Innovation in TeachingUsing case studies to teach[Online.] http://www.bu.edu/ceit/teaching-resources/using-case-studies-to-teach/. Accessed 11 April, 2014
2. Center for Case Study Teaching in ScienceCase collection[Online.] http://sciencecases.lib.buffalo.edu/cs/collection/. Accessed April 11, 2014
3. Markkula Center for Applied Ethics at Santa Clara UniversityA framework for thinking ethically[Online.] https://www.scu.edu/ethics/practicing/decision/framework.html. Accessed April 11, 2014
4. Northwest Association for Biomedical ResearchEthics primer[Online.] https://www.nwabr.org/teacher-center/ethics-primer#overview. April 11, 2014
5. Popil I2011Promotion of critical thinking by using case studies as teaching methodNurse Educ Today3120420710.1016/j.nedt.2010.06.002 http://dx.doi.org/10.1016/j.nedt.2010.06.002
6. Wheelwright J2011Cancer’s wandering geneDiscover326473
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/content/journal/jmbe/10.1128/jmbe.v15i2.740
2014-12-15
2017-11-21

Abstract:

I teach an upper-level writing course, Genes, Race, Gender, and Society, designed for Life Science majors, in which I utilize a case study to expose students to ethical ways of thinking. Students first work through the topical case study and then are challenged to rethink their responses through the lenses of ethics, taking into account different ethical frameworks. Students then develop their own case study, integrating ethical components. I want to expose my students to this way of thinking because I see technology being driven by the Jurassic Park phenomenon, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should,” and want future physicians grounded in a sense of how their actions relate to the greater good.

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