Test Bank For Nursing Ethics Across the Curriculum and Into Practice 5th Edition By Janie B. Butts;

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Ethics across the curriculum: Detecting and describing emergent trends in
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ethic education
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David Kidda,*, Jess Minerb, Maggie Scheina, Michael Blauwb, Danielle Allena,b,c
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a
vHarvardvGraduate m m School m m ofvEducation, m m UnitedvStates
b mm
EdmondvJ. m m Safra m m Center m m for m m Ethics m m at m m HarvardvUniversity, m m UnitedvStates
c
vHarvardvUniversity, m m UnitedvStates




A mmR m m T mmI mmC m m L A mmB mmS m m T mmR m m A mmC m m T
m m E m m I mmN mmF
Ov
This m m paper m m presents m m an m m inclusive m m and m m emergent m m approach m m tovidentifying m m ethics
m m courses m m and m m revealing m m their m m p m m ed- m m agogical m m methods m m and m m goals. m m It m m outlines m m a

Keywords: m m two-
Ethics m m across m m the
year m m study m m ofvundergraduate m m and m m professional m m courses m m at m m a m m private m m university m m addressing
m m curriculu m m m
m m ethical m m themes. m m The m m studyv began m m with m m three m m assumptions: m m 1) m m ethics m m education m m occurs
m m Human m m development
m m across m m the m m curriculum; m m 2) m m instructors m m are m m ma m m ster m m practitioners m m with m m learning
m m Craft m m practice

m m theories m m and m m goals m m that m m are v often m m implicit; m m andv 3) m m education m m contributes m m to m m t m m hree
m m Eth

ics m m education m m domains m m of m m human m m development: m m existential, m m civic, m m and m m vocational. m m These m m principles


m m informed m m the m m deve m m lopment m m of m m a m m method m m for m m describing m m ethics m m education m m based m m on


m m instructor m m reports m m of m m what m m andv how m m they m m teac


h. m m Results m m of m m an m m application m m of m m this m m method m m are m m presented, m m and m m implications m m for
m m ethics m m teaching m m and m m assess m m ment m m in m m higher m m education m m are m m discussed.




m m Murphy, m m Connelly, m m & Mumford,
mm
1. Introduction

Despite avproliferation of ethics courses and programs
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m mover the pa st half-
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century, which some scholars have labeled ―ethics booms,‖ our
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mmunder standing ofmm the current landscape of ethics
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m minstruction in higher educa tion is thin (Davis, 1999; Elliott
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mm& June, 2018). A major obstacle to u nderstanding collegiate
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mmand post-mm


collegiate ethics education is that priorvstudies which
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m m sought to deter mine common goals, approaches, and
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m mpedagogies, among ethics instr uctors are nowvoutdated
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m m(Hastings Center, 1980) or limited in scope ( e.g.,
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m mColby, Beaumont, Ehrlich, & Corngold, 2007; Colby,
m m m m m m m m mm mm


mmEhrlich, B eaumont, & Stephens, 2003; Watts & Becker,
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m m2008). There is currentl y no consensus on how to
m m m m m m mm mm mm m m m m mm


mm define ethics education or what counts as a n ethics
m m m m mm m m m m m m m m mm m m


m mcourse (Felton & Sims, 2005). At the same time,
m m m m m m m m m m m m m m m m


m mthe landsca pe of higher education has changed
m m mm m m m m m m m m m m


mmdrasti-
cally, in manyvways, over the past forty years from
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m m student demo- graphics to the demands of
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m m globalization to technological developme nt (Baker &
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m mBaldwin, 2015; Kezar, 2001; Zirkel & Cantor, 2004).
m m m m m m m m m m m m m m


m mOn evcould argue that, despite—or perhaps because
mm m m m m m m m m m m


m m of—
these changing features, higher education is struggling
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m mto adapt rapidl y enough to keep pace with
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m m student needs (Blumenstyk, 2015; Scott & Kirst,
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m m2017). Our understanding of instructional goals and
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m massessm ent methods for ethics education is thus
mm m m m m m m m m m m m m


m minadequate at a moment in hi story when there is
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m mdemand for even more robust ethics preparation f or
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mmstudents (Bloodgood, Turnley, & Mudrack, 2010; Coleman,
mm mm mm mm mm mm


mmAtkinson, & Waduge, 2015; Forsha, 2017; Waples, Antes,
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, & Federman, 2004), and public relations (Austin &
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2008).
m mToth, 2011). Wha t is missing from the literature,
m m m m mm m m m m m m m m m m
Historically, philosophy and theology departments
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m mhowever, is a clear picture of ethics i n- struction
m m m m m m m m m m m m m m mm m m
m m were the pri- mary loci of ethics instruction.
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m m at the undergraduate or university-
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m mToday, universities seek to teach ethi cs across a
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level that transcends spe-
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mmwide range of contexts -
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cific schools and divisions. Researchers have examined
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through a diverse array of humanities courses, across a
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m mthe prevalen ce of ethicsvcourses in specific disciplines
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m mrange of prof essional schools, and within general
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m m(e.g., Austin & Toth, 2011)
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m meducation programs or othervcore curriculum requirements,
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, the priorities of expert stakeholders in ethics
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m m among others. The values and missions of
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m m education (e.g., Floyd et al., 2013), and administrative
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mmuniversities also influence the scope and charactervof
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m mperceptions of the adequacy of ethics edu-
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m methics education across campus.
m m mm mm
cation (e.g., Nicholson & DeMoss, 2009; Lehmann et
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It seems as though discipline-
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m mal., 2004). Oth ervresearchers have examined whether
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specific studies of ethics curricula and outcomes are not
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m m professionals who have compl eted ethics courses
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m mlacking, parti cularly in the context of specific pro-
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m mdemonstrate greater ethical awareness (e.g., Grady et
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fessions (Konow, 2017), such as business (e.g.,
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m mal., 2008) or stronger ethical reasoning (e.g., Wang
m m m m m m m m m m m m m m
m m Floyd, Xu, Atkins, & Caldwell, 2013; Nicholson &
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m m& Calvano, 20 15). Al-
m m m m mm mm
mmDeMoss, 2009), engineeringv(e.g., Herkert, 2000; Hess &
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though studies
m mlike these have made m m m m m m m m
m m Fore, 2018), medicine (e.g., Lehmann, Kasoff,
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m m Koch, m substantial
m contributions tom m m m




* m m
Corresponding m m author m m at: m m Project m m Zero, m m 13 m m Appian m m Way, m m Cambridge, m m MA, m m 02138, m m United m m States.
E-mailv m m address: m m m (D. m m Kidd).

,D. m m Kidd, m m etval StudiesinEducationalEvaluation67(2020)100914
m m approach is to start with a theoryvof moral or ethi cal
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discipline- m m development and design ethics curricula to promote
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specific accounts ofvethics
m m education, they are difficult m m m m m m m m m m
m m progress alon g a particular developmental trajectory. The
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m mto synthesize
m mi n a way that presents a holistic m m mm mm mm mm mm mm mm
m m present research was desi gned to contribute an additional
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representation of universityvethics edu cation as most students
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m m perspective by drawing on the expert ise of educators
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experience it.
mm mm
m m regarding their methods and goals forvethics educatio n.
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1.1. Ethics across the curriculum mm mm mm




Many institutions are working to integrate ethics throughout
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mmthe c urriculum (Elliott & June, 2018). This means that
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mmstudents‘ ethics ed ucation mm will likely occur mm across mm m m m m m m m m


m m departments, and discipline- m m m m


specific accounts may not adequatelyvrepresent students‘
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m m ethics- related learning opportunities. For example, an
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m m engineering departme nt may offer only a few courses
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m mthat deal directly with ethics, but the institution‘s
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m m general education standards may require students
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m m takevan ethics course offered by anothervdepartment,
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m m such as philosophy, go vernment, or history. Since
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m m students‘ educational experiences transce nd departments,
m m m m m m mm mm


mmde-
scribing theirvethics education
m m requires attention to m m m m m m m m


m m courses across th e university. The research methods
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mmproposed here are intended to prov ide a campus-
mm mm mm mm mm m m mm mm


wide descriptionvof curricular opportunities for ethics edu-
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m mcation.
In addition, the emergence of new domains of ethical
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m mproblems an m m


d greater commitment to respecting diverse approaches to
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m methics mak m m


e it important to account for ethics education taking
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m mplace under diffe rent labels. For example, institutions may
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mmdescribe ethical outcomes in terms of civic responsibility
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m m or leadership (Chunoo & Osteen, 2016), and courses
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m m supporting achievement of these goals may be
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m m described in these terms rather than as ethics courses.
mm m m m m m m m m m m m m m m


m mIn a study of undergradua te ethics education at a
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m msingle institution, Van Wart, Baker, and Ni (2 014)
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m mfound that an examination of syllabi revealed many facultyvare
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mmte aching ethics, despite not explicitlyvclaiming to do so. As
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mmdiscussed by Matchett (2008), ethics is inevitably taught
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m m across the curriculum as students explore complex issues
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mminvdifferent disciplines, but this ethics education is often
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m m implicit and poorly coordinated, leaving students c
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mmonfused about the meaning and usefulness of ethics.
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This research is focused on understanding ethics
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m m education in the context of courses with at least
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m m some references to ethically relevant content, though
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m mwe acknowledge it is possible to think of nearly all
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m me ducation as having embedded ethical lessons. As a
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m mfirst step toward il luminating the broad scope of
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m methics education, its definition should b e expanded to
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m minclude courses that address ethics alongside a more
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m m d ominant topic and do not satisfyvethics course
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m mrequirements. Given th at ethics education may notm m m m mm m m m m m m m m


m malways be explicitly labeled as such, it is critical to
m m m m m m m m m m m m m m mm m m


m m gain a clearer understanding of what sorts of
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m m courses in- structors believe constitute ethics courses.
m m mm m m m m m m m m


m m In short, we need to know what ethics education
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m mlooks like from the perspective of those who d
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mmeliver it: instructors.
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1.2. Understanding ethicsveducation as a craft mm mm mm mm




Several strategies might be used to identifyvthe
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m m methods and goals that should inform ethics education.
m m m m mm m m m m m m m m


m m Some scholars have drawn on di sciplinary concerns
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mm and accreditation standards (e.g., Commission on
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m m Relations Education, 2006) to arrive at a bodyvof
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m m knowledge an d set of skills that ethics education
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m m should support (e.g., Felton & Si ms, 2005). Another
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, m m through m m modeling m m and m m refined m m through m m prac
7). The
m m resulting
m m pedagogical expertise canm m be m m m m m m m m tice
considered
m m a form
m m of cr aft
m m practice learned
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In higher education, instructors are attuned to new
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m mand developing ethical challenges in their fields of
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m m expertise, and their experience te aching and
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m mmentoring students may help them identify the needs
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m mand goals of students in ethics education. Also, many
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instructors refine the ir teaching techniques overvyears of
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m mpractice based onvfeedback in the form of student
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m mengagement and evidence of learning (Shulman, 198
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2