Work-in-Progress: Ethical, Legal, and Social Implications of Emergent Biotechnologies: Distributive justice and dual-use technology in the engineering design cycle curriculum

Cameron Kim

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Biomedical Engineering Division: Best of Works in Progress
Page Count: 7
DOI: 10.18260/1-2--41543
Permanent URL: https://peer.asee.org/41543
Download Count: 352

Paper Authors

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Cameron Kim Duke University

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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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Abstract

Emergent biotechnologies such as CRISPR-Cas9 and stem cell therapeutics have posed many questions in the bioethics debate as to the limits of engineering natural systems. To address our future intertwined with biotechnology and its ethical, legal, and social implications, we must develop curricula that addresses the role of academic, research, and industrial scientists in these debates and how to address societal concerns with emergent technologies. In BME 590L/490L: Biotechnology Design I/II, a two-semester senior/master’s capstone design course, students prepare for academic and commercial development of biological products with topics in synthetic biology, fermentation, intellectual property, and regulatory controls. Lectures, discussions, and laboratory exercises prepare students for independent design projects that are presented in the fall and implemented in the spring. Currently missing is a preparation for the role of ethics in the biodesign process, including questions of whether biotechnology can help and harm individuals or the environment.

With repetitive engagement of ethics in biodesign, I introduced active learning modules to discuss theories of ethics and purpose in biotechnology, assignments that explore a case study in biotechnology ethics, and stakeholder analyses that extend bioethics knowledge to independently designed emergent biotechnologies to assess transfer to novel situations. These exercises were analyzed for usage frequencies, patterns among stakeholder analyses and minimizing risk, and independent assessment of ethical dilemma that include bioethical theories. Initial findings support student’s starting level of knowledge in defining bioethics theories (justice, autonomy, beneficence, non-maleficence), yet lacking expertise to apply theories to their novel designs in technology. Students interchangeably define ethics with morals as “good vs. bad” and aligning community values in decision making. Continued work will assess changes in identifying dilemma among students at the end of the second semester, the ethical responsibilities to mitigate risk and harm in independent biotechnology projects, and how to engage stakeholders during biodesign.

Citation
Format

Kim, C. (2022, August), Work-in-Progress: Ethical, Legal, and Social Implications of Emergent Biotechnologies: Distributive justice and dual-use technology in the engineering design cycle curriculum Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41543

TY  - CPAPER
AB  - Emergent biotechnologies such as CRISPR-Cas9 and stem cell therapeutics have posed many questions in the bioethics debate as to the limits of engineering natural systems. To address our future intertwined with biotechnology and its ethical, legal, and social implications, we must develop curricula that addresses the role of academic, research, and industrial scientists in these debates and how to address societal concerns with emergent technologies. In BME 590L/490L: Biotechnology Design I/II, a two-semester senior/master’s capstone design course, students prepare for academic and commercial development of biological products with topics in synthetic biology, fermentation, intellectual property, and regulatory controls. Lectures, discussions, and laboratory exercises prepare students for independent design projects that are presented in the fall and implemented in the spring. Currently missing is a preparation for the role of ethics in the biodesign process, including questions of whether biotechnology can help and harm individuals or the environment. 

With repetitive engagement of ethics in biodesign, I introduced active learning modules to discuss theories of ethics and purpose in biotechnology, assignments that explore a case study in biotechnology ethics, and stakeholder analyses that extend bioethics knowledge to independently designed emergent biotechnologies to assess transfer to novel situations. These exercises were analyzed for usage frequencies, patterns among stakeholder analyses and minimizing risk, and independent assessment of ethical dilemma that include bioethical theories. Initial findings support student’s starting level of knowledge in defining bioethics theories (justice, autonomy, beneficence, non-maleficence), yet lacking expertise to apply theories to their novel designs in technology. Students interchangeably define ethics with morals as “good vs. bad” and aligning community values in decision making. Continued work will assess changes in identifying dilemma among students at the end of the second semester, the ethical responsibilities to mitigate risk and harm in independent biotechnology projects, and how to engage stakeholders during biodesign. 
AU  - Cameron Kim
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work-in-Progress: Ethical, Legal, and Social Implications of Emergent Biotechnologies: Distributive justice and dual-use technology in the engineering design cycle curriculum
UR  - https://peer.asee.org/41543
DO  - 10.18260/1-2--41543
ER  -