TY - JOUR
T1 - Active learning in a neuroethics course positively impacts moral judgment development in undergraduates
AU - Abu-Odeh, Desiree
AU - Dziobek, Derek
AU - Jimenez, Nathalia Torres
AU - Barbey, Christopher
AU - Dubinsky, Janet M.
N1 - Publisher Copyright:
© 2015 Faculty for Undergraduate Neuroscience.
PY - 2015
Y1 - 2015
N2 - The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level.
AB - The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level.
KW - Active learning pedagogy
KW - Bioethics education
KW - Moral judgment development
KW - Neuroethics
KW - Undergraduate education
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M3 - Article
AN - SCOPUS:84928603455
SN - 1544-2896
VL - 13
SP - A110-A119
JO - Journal of Undergraduate Neuroscience Education
JF - Journal of Undergraduate Neuroscience Education
IS - 2
ER -