Pam Goodman, MS Moraine Valley Community College Steve Kent, MS, MBA Governor’s State University

1. Societal Ethical Development in a Introductory Chemistry Class of Non-Majors: Self-Identification with a Community of Chemists Pam Goodman, MS Moraine Valley Community College Steve Kent, MS, MBA Governor’s State University

2. Aldous Huxley Brave New World Revisited “… democracy depends on the ability of large numbers of people to make realistic choices in light of adequate information.” Hatcher expands: “To a great extent, citizens in democratic nations live in an age where the major policy choices are tied to the developments in science and technology… To make reasonable choices… citizens must be able to gather, understand, and evaluate adequate information about scientific and technological issues. The evaluation must be from the perspective of a clearly defined and rigorously tested value system. Then and only then is there hope of intelligently and humanely making the important decisions necessary for living…”

3. “All citizens have an ethical duty to become involved in the policy decisions brought about by developments in science and technology… Given the potential effects of policy decisions involving scientific and technological developments, citizens have a moral responsibility to understand the nature of science… Without such knowledge, they cannot effectively carry out their duty of passing on the blessings of liberty on to future citizens of the state.”

4. “We are forced … to make decisions about the future of our planet, human civilization, the direction of technology, and the uses of scientific knowledge. These choices require a clear understanding of, as well as a commitment to, notions like human integrity, fair treatment, and a just distribution of resources, benefits, and burdens… We, as well as future generations, must live with the consequences of our decisions.”

5. If we as a society are obligated to be prepared to make these ethical decisions, we as educators are obligated to prepare the members of our society to make them.

6. Societal Ethics • Traditionally the obligations of professional chemists to care for the interests of society • Expanded to include the obligations of all members of a society to each other • Address how we, as educators, are called to empower our students to fulfill their societal obligations, in particular regarding issues related to chemistry

7. Ethics in Introductory Courses Composed Primarily of Non-Majors • Information about junior and senior level courses • Very little information regarding programs for freshmen or sophomores • Information for chemistry-majors or chemists • Very little information regarding programs for non-majors • Information regarding academic integrity and research ethics • Very little information regarding societal ethics

8. We have as much, if not more, responsibility to our non-majors as we do to our majors.

9. Ethics in the Eyes of MVCC Students Abortion Assisted Suicide Torture of Military Detainees Capital Punishment

10. Ethics and Chemistry in the Eyes of MVCC Students

11. Ethics and Chemistry ( Brian P. Coppola) • Falsification of data. • Plagiarism. • Misappropriation of the ideas of others. • Violation of generally accepted research practices. • Material failure to comply with federal requirements affecting research. • Inappropriate behavior in relation to misconduct. • Deliberate misrepresentation of qualifications, experience, or research accomplishments (one's own or another's) to advance a research program, to obtain external funding, or to further other professional advancement. • Misappropriation of funds or other resources.

12. Original Issues • We have occasional incidents of academic dishonesty. • Our students may not be sufficiently knowledgeable in “real world” issues related to chemistry to make ethical decisions (societal ethics or civic accountability [Coppola, A Case for Ethics).

13. Internet Resources on Ethics in Chemistry • There were over one thousand Google hits for “ethics and chemistry” last month. • There was one Google hit for “ethics and chemistry” with “community colleges”; none for “ethics and introduction to chemistry”; none for “ethics and introductory chemistry”; and none for “ethics and college chemistry” • There are many, many internet resources that are not helpful if you are trying to bring ethics material into an introductory course at a community college.

14. ACS and Ethics in Chemistry • In the ACS Network, there were NO forums, groups, or discussions with the word “ethics.” (There are now.) • There were 6 ACS Network Members whose profiles included the word “ethics.” • There are over 17,000 Network Members.

15. ACS • In the Guidelines for the Teaching of Professional Ethics, ACS recommends including the “relationship of chemistry to society: What are the responsibilities of a chemist to society both as a chemist and as a citizen.” • In the same publication, ACS recommends “integrating ethics into the curriculum, raising and discussing ethical questions in all courses.”

16. ERIC and EBSCO • We had comparable results with ERIC and EBSCO. There were many articles about chemistry and ethics, but very little about ethics as it relates to non-majors in an introductory course.

17. Ethics and Chemistry • Most publications had to do with why it was necessary to teach ethics to people whose work directly related to chemistry. • Our concern had to do with why it was necessary to teach both chemistry and ethics to people whose work indirectly related to both chemistry and ethics.

18. Starting Point • Ethics: The rules or standards governing the conduct of a person or the members of a profession • Members of a profession: Currently students enrolled in a chemistry course; In the future professional chemists or citizens in our society who have some knowledge of chemistry

19. Two Goals for Every Student • Ethical Choices in the classroom during the term • Important in the short term • Foundational, cannot teach ethics to a student who is cheating • Ethical Choices in issues related to chemistry as citizens • Less than 1 in 30 students in our introductory courses major in chemistry

20. Additional Goal for our Science Majors • Ethical choices in their professional lives • Specific information should be included in their junior and senior years • Our work functions as foundational material for those courses

21. Harold B. White III, University of Delaware • In Contemporary Moral Problems in Chemistry: Effect of Peer Presentations on Students’ Awareness of Science and Society Issues, “If students are to develop greater awareness of the role of chemistry in society by the time they graduate, it appears they need to confront these issues earlier in their studies, perhaps in the context of chemistry courses or together with peers in social sciences and humanities who should also be aware of these issues.”

22. Community College Chemistry • No special course on ethics in chemistry or even one on ethics in science • Could be an honors course, but most students at MVCC only take the chemistry courses they need • Need a way to bring ethics into the classes that already existed, without adding too much more material, without increasing the cost, without hiring new faculty

23. Discoveries • We cannot teach ethics when there are issues of academic dishonesty occurring in the classroom. • At this stage, most students base academic dishonesty decisions on the quality of their relationship with their teacher, on the likelihood of punishment, or on how desperate they feel about an assignment. It is not an ethical decision.

24. Discoveries • Students invest more thought into decisions when they identify themselves with a community of chemists. • Our students have very little, if any, experience making coherent ethical conclusions.

25. Academic Dishonesty In order to address ethical issues, we needed to eliminate academic dishonesty in our classroom.

26. Because they do not value their relationship with you Because they don’t think they will get caught Because they think they cannot pass your class without cheating Because they don’t think a particular assignment is important Why do students cheat?

27. Why Students Cheat • “I would cheat only if I had been too lazy to do the work on my own or I had several assignments due and I need to get things done.” • “Short on time.” • “Time is the main factor. We are under so much pressure.”

28. Why Students Cheat • “I would cheat if I forgot about the assignment.” • “I can’t write a paper to save my soul.” • “I’m not well organized.” • “Small things like copying from notes, lab results, really shouldn’t matter, as long as the student understands.”

29. The Value of Your Relationship • At this stage, decisions based on quality of relationship (situational, not ethical) • Specific Assignments • Face, Name, Career Path, Personal Information • Return MANY Assignments • Consistent and Explicit Syllabus

30. Example Questions • Why are you taking this class? • What is your career goal? • Is there anything about this class that concerns you? • How do you learn best? • What can I do to help you succeed in this class? • What is one thing about you that makes you who you are?

31. Getting Caught • Clear and Fair Consequences for Dishonesty

32. The Importance of an Assignment • Grading Based on Mastery of Material • No work, no credit • Partial credit for honest attempt in HW • Partial credit on exams • No credit if answer does not follow work • Allow “do overs” when appropriate • Must show work

33. Avoiding Desperation • Flexible Deadlines • No Downward Grading Curve • Avoid Overemphasis on a few Exams • Provide Tools to Succeed • Flexible Assessments • Format, Location, Time

34. Tools to Succeed • Stress Learning, Not Testing • DVD’s • On-line Learning Tools • Textbook • Tutoring Center, Private Tutoring • Study Groups outside of Class • Work Groups within Class • Vodcasts • Lecture Notes • Work with Disability Resources, Library, IT

35. Examples of Resources • ITutorYouChemistrydvd.com • http://educationalvodcasting.com • The Teaching Company

36. What Our Students Have Said • “I don’t cheat because I need to understand the material.” • “I don’t cheat in this class because I am not so desperate.” • “Doing stuff on my own helps me know what I know and what I need to study more.”

37. What Our Students Have Said • “I choose to be honest because I feel I have enough resources to do it on my own. I’d rather learn the material and struggle a little bit than just copy and mindlessly pass.” • “I choose to be honest because I don’t want to develop a bad habit that will cost me in the long run. If I cheat now, it won’t help me when I get into a harder class and need the things I’m learning now as a foundation.” • “I don’t cheat because I’m well prepared for whatever task I am working on.”

38. Bringing Students into a Community of Chemists Students invest more thought into decisions when they identify themselves with a community of chemists.

39. Community of Chemists • The Chemical Professional’s Code of Conduct • Add to syllabus

40. Community of Chemists • Reaching Back • Current Position • Reaching Forward

41. Reaching Back • Science Fairs • Find Contact People • Scheduling is Difficult • Explain Rules of Judging Clearly • Take Attendance • Question of Grading (one option out of several)

42. Peer Relationships • Community of Students in Chemistry • Group Activities, in and out of class • All Learners, Including Self • Community • What is your role? Leader, Teacher, Model, Encourager, Colleague • Different Places, Styles, Goals • Not a competition

43. Chemists in Our Textbook

44. Students in Our Classroom Photos removed for distribution, will be included for presentation

45. Chemists Students Need to See chemheritage.org

46. Reaching Forward: Role Model • Posters of Successful Chemists • Rewards Alternative Skills • Requires a Clear Grading System • Reasons to Invest Time in Research and Presentation must be Explained • Bridge Requirement – Past or Future • Importance of Role Model, Living Person • Use Information in Your Lectures

47. Chemist Poster Assignment • Must be living • Must have something in common with you • 8.5 x 11, computer generated • At least two information sources • Target level is 5th grade • Must be pre-approved, can approach teacher for ideas • Must include at least three interesting facts about the chemist or his/her work

48. Role Model: References • Explain plagiarism clearly and repeatedly • Give examples of how to write in your own words • No references, “Do over” • Check early, check often

49. Reaching Forward • Special Guests • Current Developments in fields already covered in your curriculum • ACS Meetings • Direct Benefit by Student Attendance • Indirect Benefit if you bring this information back to your class

50. Framework for Ethical Decisions • Our students have very little, if any, experience making coherent ethical conclusions. • “… The major problem in applied ethics is not just the derivation of ethical principles but learning to analyze a situation so that the principles can be applied in a defensible manner.”