The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results from a Nation-Wide Survey in the United States
- 335 Downloads
Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs (IESPs) in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty from 81 United States colleges and universities offering IESPs (480 surveys were completed). Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools.
KeywordsInterdisciplinary research Graduate education Natural resource decision making Social ethics
Compliance with Ethical Standards
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Bernstein, D., De George, R., May, D., Rosenbloom, J. L., Starrett, S., Anderegg, A., et al. (2010). Final report of the University of Kansas initiative in Ethics Education in Science and Engineering. Lawrence, KS: Office of Research and Graduate Studies, the University of Kansas.Google Scholar
- Douglas, H. (2009). Science, policy, and the value-free ideal. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
- duBois, J. M., & Dueker, J. M. (2009). Teaching and assessing the responsible conduct of research: A Delphi consensus panel report. The Journal of Research Administration, 40(1), 49.Google Scholar
- Hall, T. E., & O’Rourke, M. (2014). Responding to communication challenges in transdisciplinary sustainability science. In K. Huutoniemi & P. Tapio (Eds.), Transdisciplinary sustainability studies: A heuristic approach (pp. 119–139). Oxford, UK: Routledge.Google Scholar
- Jordan, N. R., Bawden, R. J., & Bergmann, L. (2008). Pedagogy for addressing the worldview challenge in sustainable development of agriculture. Journal of Natural Resources and Life Science Education, 37(1), 92–99.Google Scholar
- Kline, P. (1993). The handbook of psychological testing. London: Routledge.Google Scholar
- Lilley, D., & Lofthouse, V. (2010). Teaching ethics for design for sustainable behaviour: A pilot study. Design and Technology Education: An International Journal, 15(2), 55–68.Google Scholar
- Ramaley, J. A. (2014). The changing role of higher education: Learning to deal with wicked problems. Journal of Higher Education Outreach and Engagement, 18(3), 7–22.Google Scholar
- Vincent, S., Bunn, S., & Sloane, L. (2013). Interdisciplinary environmental and sustainability education on the nation’s campuses 2012: Curriculum design. Washington, DC: National Council for Science and the Environment.Google Scholar
- Whyte, K. P., White, B., & Menscer, D. (2015). Science, curriculum and public controversies. Peer Review, 17(3), 23.Google Scholar