Targeting Entry Points for Ethics in Chemistry Teaching and Learning

• Brian P. Coppola ^[1]
  1. [1] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 11 (November), 2000, págs. 1506-1506
• Idioma: inglés
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• Resumen

  • In 1994, faculty in the University of Michigan department of chemistry began targeting entry points in the undergraduate and graduate curricula for the formal consideration of ethical reasoning. For students, many professional development issues occur naturally, especially in laboratory courses and participation in research. A formal education in ethical reasoning seeks to provide the tools by which individuals may anticipate situations and analyze behavioral options and their consequences. Students need to see that faculty value their moral development as seriously as their abilities to get good grades or generate results through research, and faculty need to think about their obligations as educators for the student as a whole individual. Like other high-stakes issues, consideration of questions of ethical practices requires that students have a relatively safe and supervised environment outside of the laboratory.