How did STEM students respond to a cross-campus discussion forum about macroethics? An exploratory content analysis of students’ written reflections
Ethics education is increasingly recognized as an essential element of undergraduate programs focused on science, technology, engineering, and mathematics (STEM). One method is training future STEM professionals in responsible conduct of research at the individual level (microethics), but it is also important to focus on ethical issues at the societal and global levels (macroethics). Real-world challenges involve various disciplines, the integration of technical and ethical aspects of practice, and awareness of current societal dynamics. Macroethics in practice can lead a reflective STEM practitioner to acknowledge stakeholders and critically consider implications of their research. This research project engaged STEM students enrolled in physics, engineering, and chemistry courses at different universities with a common ethics education experience, the Collaborative Online Discussions about Ethics (CODE) forum. This article presents student-reported learning gains, as assessed using exploratory content analysis and thematic coding of writing responses in the CODE forum. Findings suggest that students were able to view their disciplinary pursuits in a broader societal context, and that the online discussion deepened their understanding of ethics in their fields as complex and relevant for society at-large. Gains in awareness, knowledge, and insight were reported among students in all programs and sites. Given the macroethical challenges they will face as professionals, there is a clear benefit to facilitating dialogue amongst a range of STEM students about macroethical issues of their future professions.
