The Snail Progression of Ethical Instruction: Nurturing Ethical Mindsets Across the Biomedical Engineering Curriculum

Elizabeth Kathleen Bucholz; Cameron Kim; Joshua Robert Chan; Christian Ferney

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Biomedical Engineering Division (BED) Technical Session 2
Tagged Division: Biomedical Engineering Division (BED)
Permanent URL: https://peer.asee.org/48138

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Paper Authors

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Elizabeth Kathleen Bucholz Duke University

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Dr. Bucholz is an Associate Professor of the Practice for the Department of Biomedical Engineering at Duke University and currently serves as the Director of Undergraduate Studies for the Department of Biomedical Engineering in the Pratt School of Engineering

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Cameron Kim Duke University orcid.org/0000-0003-3671-1691

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Cameron Kim is an Assistant Professor of the Practice in the Department of Biomedical Engineering at Duke University and serves as the Associate Director for Undergraduate Education. He is researching the role of ethics-guided design frameworks in the classroom for emergent biotechnologies, including gene and cell-based therapies. His education development in molecular engineering and biotechnology results from 10 years in developing protein and RNA-based control systems for mammalian synthetic biology applications. He also serves as the faculty advisor for the Duke International Genetically Engineered Machine undergraduate research group.

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Joshua Robert Chan Duke University

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Christian Ferney Duke University

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Abstract

In response to the growing importance of ethical consciousness in the realm of biomedical engineering, this abstract presents a comprehensive educational initiative designed to seamlessly integrate ethics across the entire curriculum. This endeavor involved close collaboration with faculty members and the provision of summer salary support to develop substantial ethical thinking exercises within key courses, including Modeling Cells and Cellular Systems, Imaging Systems, Instrumentation, Biomaterials, and senior capstone design classes. This initiative, aptly named the "Snail Progression of Ethical Instruction," introduces a structured framework spanning four years, each emphasizing essential ethical virtues.

The journey commences in Year 1 with a focus on humility. Students are encouraged to balance the inherent challenges of failure with the pursuit of truth, laying the foundation for a humble and resilient ethical mindset. Year 2 amplifies the journey with curiosity, urging students to explore the origins of materials and contemplate the consequences of their use, irrespective of utility. This curiosity fosters a deep understanding of ethical implications, encouraging critical thinking in material selection and application. In Year 3, the focus shifts to imagination. Students are challenged to envision the far-reaching consequences of innovations, emphasizing the intricate web of system-wide effects. This imaginative exploration equips students with the ability to anticipate and address unintended consequences, instilling a sense of responsibility in their innovative endeavors. Year 4 revisits complexity, underscoring the necessity of deep knowledge, skill integration, and practical experience in ethical decision-making. Good engineering design is viewed as a holistic process, demanding a nuanced understanding of ethics that can only be achieved through a multidisciplinary approach.

This abstract delves into the collaborative efforts between faculty members and the innovative pedagogical techniques employed in each year of the Snail Progression of Ethical Instruction. It emphasizes the significance of embedding ethical content within technical courses, fostering an appreciation for the ethical codes of conduct upheld by biomedical engineers. By immersing students in these ethical exercises, they gain a profound understanding of the diverse array of ethical challenges they might encounter in their careers, preparing them to navigate complex ethical dilemmas with confidence and integrity.

Through focus groups and survey reports of our students, we begin to quantify and compare our longitudinal progress in integrating ethical inquiry within engineering technical knowledge. Our surveys focus on characterizing the climate of students' perceived value of ethics while our focus groups demonstrate student ethical knowledge. We aim to demonstrate a positive relationship in both over time.

This initiative not only enriches the educational experience but also molds students into ethical leaders capable of upholding the highest standards of integrity within the field of biomedical engineering. The Snail Progression of Ethical Instruction stands as a testament to the transformative power of structured ethical education, ensuring that the next generation of biomedical engineers is not only technically proficient but also ethically astute, embodying the virtues of humility, curiosity, imagination, and complexity management in their professional journeys.

Citation
Format

Bucholz, E. K., & Kim, C., & Chan, J. R., & Ferney, C. (2024, June), The Snail Progression of Ethical Instruction: Nurturing Ethical Mindsets Across the Biomedical Engineering Curriculum Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48138

TY - CPAPER
AB - In response to the growing importance of ethical consciousness in the realm of biomedical engineering, this abstract presents a comprehensive educational initiative designed to seamlessly integrate ethics across the entire curriculum. This endeavor involved close collaboration with faculty members and the provision of summer salary support to develop substantial ethical thinking exercises within key courses, including Modeling Cells and Cellular Systems, Imaging Systems, Instrumentation, Biomaterials, and senior capstone design classes. This initiative, aptly named the &quot;Snail Progression of Ethical Instruction,&quot; introduces a structured framework spanning four years, each emphasizing essential ethical virtues.

The journey commences in Year 1 with a focus on humility. Students are encouraged to balance the inherent challenges of failure with the pursuit of truth, laying the foundation for a humble and resilient ethical mindset. Year 2 amplifies the journey with curiosity, urging students to explore the origins of materials and contemplate the consequences of their use, irrespective of utility. This curiosity fosters a deep understanding of ethical implications, encouraging critical thinking in material selection and application. In Year 3, the focus shifts to imagination. Students are challenged to envision the far-reaching consequences of innovations, emphasizing the intricate web of system-wide effects. This imaginative exploration equips students with the ability to anticipate and address unintended consequences, instilling a sense of responsibility in their innovative endeavors. Year 4 revisits complexity, underscoring the necessity of deep knowledge, skill integration, and practical experience in ethical decision-making. Good engineering design is viewed as a holistic process, demanding a nuanced understanding of ethics that can only be achieved through a multidisciplinary approach.

This abstract delves into the collaborative efforts between faculty members and the innovative pedagogical techniques employed in each year of the Snail Progression of Ethical Instruction. It emphasizes the significance of embedding ethical content within technical courses, fostering an appreciation for the ethical codes of conduct upheld by biomedical engineers. By immersing students in these ethical exercises, they gain a profound understanding of the diverse array of ethical challenges they might encounter in their careers, preparing them to navigate complex ethical dilemmas with confidence and integrity.

Through focus groups and survey reports of our students, we begin to quantify and compare our longitudinal progress in integrating ethical inquiry within engineering technical knowledge. Our surveys focus on characterizing the climate of students&#39; perceived value of ethics while our focus groups demonstrate student ethical knowledge. We aim to demonstrate a positive relationship in both over time.

This initiative not only enriches the educational experience but also molds students into ethical leaders capable of upholding the highest standards of integrity within the field of biomedical engineering. The Snail Progression of Ethical Instruction stands as a testament to the transformative power of structured ethical education, ensuring that the next generation of biomedical engineers is not only technically proficient but also ethically astute, embodying the virtues of humility, curiosity, imagination, and complexity management in their professional journeys.

AU - Elizabeth Kathleen Bucholz
AU - Cameron Kim
AU - Joshua Robert Chan
AU - Christian Ferney
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - The Snail Progression of Ethical Instruction: Nurturing Ethical Mindsets Across the Biomedical Engineering Curriculum
UR - https://peer.asee.org/48138
ER -