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Below are links to articles and books teaching ethics.
Most articles are full-text. Ones that are not can be ordered via interlibrary loan as can the books.
Abstracts are included when available.
Antes, A. L., Murphy, S. T., Waples, E. P., Mumford, M. D., Brown, R. P., Connelly, S., & Devenport, L. D. (2009). A meta-analysis of ethics instruction effectiveness in the sciences. Ethics & Behavior, 19(5), 379-402.
Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case based and interactive, and they allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed.
Bagdasarov, Z., Thiel, C. E., Johnson, J. F., Connelly, S., Harkrider, L. N., Devenport, L. D., & Mumford, M. D. (2013). Case-based ethics instruction: The influence of contextual and individual factors in case content on ethical decision-making. Science
Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed.
Bebeau, M. J. (2014). An evidence-based guide for ethics instruction. Journal of microbiology & biology education, 15(2), 124.
Drawing from multiple sources of evidence, this paper updates previous descriptions (IOM, 2002) of measurement strategies and teaching techniques to promote four theoretically derived abilities thought to be necessary conditions for the responsible conduct of research. Data from three samples (exemplary professionals, professionals disciplined by a licensing board, and graduates who completed an ethics program designed to promote the four interrelated abilities) suggest that development of a moral identity that is consistent with the norms and values of a profession is the driving force that gives rise to ethical sensitivity, ethical reasoning, and ethical implementation. Evidence from the cited studies supports the usefulness of the theoretical model to (a) deconstruct summary judgments about character and see them as abilities that can be assessed and developed; (b) guide the design assessments that are sensitive to the effects of interventions; and (c) augment previous IOM recommendations for the development of meaningful learning activities.
Berry, R. M., Borenstein, J., & Butera, R. J. (2013). Contentious problems in bioscience and biotechnology: A pilot study of an approach to ethics education. Science and engineering ethics, 19(2), 653-668.
This manuscript describes a pilot study in ethics education employing a problem-based learning approach to the study of novel, complex, ethically fraught, unavoidably public, and unavoidably divisive policy problems, called “fractious problems,” in bioscience and biotechnology. Diverse graduate and professional students from four US institutions and disciplines spanning science, engineering, humanities, social science, law, and medicine analyzed fractious problems employing “navigational skills” tailored to the distinctive features of these problems. The students presented their results to policymakers, stakeholders, experts, and members of the public. This approach may provide a model for educating future bioscientists and bioengineers so that they can meaningfully contribute to the social understanding and resolution of challenging policy problems generated by their work.
Burton, E., Goldsmith, J., & Mattei, N. (2016, March). Using" The Machine Stops" for teaching ethics in artificial intelligence and computer science. In Workshops at the Thirtieth AAAI Conference on Artificial Intelligence.
A key front for ethical questions in artificial intelligence, and computer science more generally, is teaching students how to
engage with the questions they will
face in their professional careers based on the tools and technologies we teach them. In past work (and current teaching) we have advocated for the use of science fiction as an appropriate tool which enables AI
researchers to engage students and the public on the current state and potential impacts of AI. We present teaching sugges-
tions for E.M. Forster’s 1909 story, “The Machine Stops,” to teach topics in computer ethics. In particular, we use the story to examine ethical issues related to being constantly available for remote contact, physically isolated, and dependent on a
machine — all without mentioning computer games or other media to which students have strong emotional associations. We give a high-level view of common ethical theories and indicate how they inform the questions raised by the story and afford a structure for thinking about how to address them.
Ethical and Social Issues in the Information Age by
Call Number: Ebook
Publication Date: 2017-12-27
This textbook provides an introduction to the social and policy issues which have arisen as a result of information technology. Whilst it assumes a modest familiarity with computers, its aim is to provide a guide to the issues suitable for undergraduates.
Ethics Across the Curriculum - Pedagogical Perspectives by
Call Number: Available through interlibrary loan
Publication Date: 2018-05-24
This book features articles by more than twenty experienced teachers of ethics who are committed to the idea that ethics can and should be taught virtually anywhere in the education curriculum. They explore a variety of ways in which this might best be done.
Johnson, J. F., Bagdasarov, Z., Connelly, S., Harkrider, L., Devenport, L. D., Mumford, M. D., & Thiel, C. E. (2012). Case-based ethics education: The impact of cause complexity and outcome favorability on ethicality. Journal of Empirical Research on Huma
Case-based learning has been used across multiple disciplines, including ethics education, as an effective instructional tool. However, the value of case-based learning in ethics education has varied widely regarding case quality. Case content may significantly impact the ability of case-based ethics education to promote knowledge acquisition and knowledge transfer to future situations requiring ethical decision-making. This study examined two critical areas of ethical case content—causes and outcomes. Complexity of described causes and outcome favorability were manipulated in two ethical cases used during an ethics education course. Results suggest that including information in case studies reflecting clear, simple key causes and negative outcomes results in better ethical sensemaking and ethical decision-making. Implications regarding case content and case-based ethics education are explored.
Mumford, M. D., Connelly, S., Brown, R. P., Murphy, S. T., Hill, J. H., Antes, A. L., ... & Devenport, L. D. (2008). A sensemaking approach to ethics training for scientists: Preliminary evidence of training effectiveness. Ethics & behavior, 18(4), 315-33
In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social sciences using a pre–post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed.
Peacock, J., Harkrider, L. N., Bagdasarov, Z., Connelly, S., Johnson, J. F., Thiel, C. E., ... & Devenport, L. D. (2013). Effects of alternative outcome scenarios and structured outcome evaluation on case-based ethics instruction. Science and engineering
Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes.
Teaching AI: exploring new frontiers for learning by
Call Number: Available through interlibrary loan
Publication Date: 2018-12-15
*Includes a chapter on ethics
For many, artificial intelligence, or AI, may seem like a new and possibly overwhelming concept. The reality is that AI is already being applied in industry and, for many of us, in our daily lives as well. A better understanding of AI can help you make informed decisions now that will impact the future of your learners. This book features perspectives from educators and industry experts on how they are using AI; approaches to teaching about AI, including design thinking, project-based learning and STEM connections; tools for exploring AI and sharing it with your students; and activities to introduce AI concepts, reflection questions and lesson ideas.
MIT and Stanfird
MIT does offer a number of ethics courses, but none are required for graduation
per Peter Hayes, Associate Registrar, email 10.15/2019
MIT Ethics Initiative
The mission of the Media Lab’s new Ethics initiative is to foster multi-disciplinary program designs and critical conversations around ethics, wellbeing, and human flourishing. The initiative seeks to create collaborative platforms for scientists, engineers, artists, and policy makers to optimize designing for humanity.
MIT Ethics and Governance of AI
The development, application, and capabilities of AI-based systems are evolving rapidly, leaving largely unanswered a broad range of important short- and long-term questions related to the social impact, governance, and ethical implications of these technologies and practices. The Berkman Klein Center and the MIT Media Lab, as anchor institutions of the Ethics and Governance of Artificial Intelligence Fund, are conducting evidence-based research to provide guidance to decision-makers in the private and public sectors, and to engage in impact-oriented pilot projects to bolster the use of AI for the public good, while also building an institutional knowledge base on the ethics and governance of AI, fostering human capacity, and strengthening interfaces with industry and policy-makers.
Stanford Ethical Reasoning Graduation Requirement
One course in ethical reasoning is a general education requirement.
AI + Ethics Middle School Curriculum @ MIT
I contacted them to see if they had any recommendations for a high school curriculum. I received no response. But I think it would be something to pursue if there is interest. cjj 11/1/19