teaching bioethics in high schools: an american experience

Teaching Bioethics in High Schools:

An American ExperienceHigh School Bioethics Curriculum Project (HSBCP)Kennedy Institute of Ethics

Outline – 3 Sections

Kennedy Institute of Ethics’ High School Bioethics Curriculum Project

Highlights of Other Programs

Summary Observations/Suggestions

Bioethics in High School Classrooms –Related History

American Biology Teacher – late 1970s (George Kieffer, Jon Hendrix, Sara Wilson, Sheldon Gottlieb)

Ball State University, Muncie, Indiana-Jon Hendrix (undergrad teacher workshops use bioethics to teach science to incoming college students)

Science, Technology, Society (STS) Program (1987/1988) (information for educators)

Society for Health and Human Values (SHHV) (1969 –human values as essential dimension of education for health professionals)

KIE High School Bioethics Curriculum Project (HSBCP)

Program began in 1997/1998

Three key components1) curriculum development2) workshop training for teachers3) ongoing resource identification and

teaching support

KIE HSBCP

KIE HSBCP

Principal Investigator LeRoy Walters, Ph.D.Program Director Ruth Guyer, Ph.D. (1998-2001); Laura Bishop, Ph.D. (2001-present)Lead Teachers

– Lola Szobota, M.A., M.Ed. (Biology; Public School)– Linda Anderson, M.A. (History/Ethics; Private School)– Mary Lou Dillon, M.A. (Social Studies; Public School) (until

2001)

KIE HSBCP

Regional Lead Teachers (St. Joseph’s Academy, Baton Rouge, LA)

– Linda Harvison (history, economics; Principal)– Lori Harper (biology/physical sciences))– Carol Boudreaux (religion)– Vicki LaPlace (biology/physical sciences)– Adele Lacinak (religion)

KIE Administrative Support – Linda Powell, KIE Administrator (budgets) & Sally Schofield (admin)

KIE HSBCP

Reference staff at the National Reference Center for Bioethics Literature (the Kennedy Institute’s Bioethics Library)Funding grant for pilot program and another grant for continuing support from The Greenwall Foundation, NY, NYAnonymous donation to Georgetown University (pilot program)

1. Curriculum Development

Case Studies / Four Units

– Babies Born at Risk (Neonatal Ethics)– Organ Transplantation– Human Subjects Research – Eugenics


Unit– Introduction to the Unit– Case studies related to the topic– Glossary/Vocabulary

– Special Featurese.g., Timeline of human research (Human Subjects Research Unit)


Case Study– Case study text– Aims– Teacher Preparation Points– Questions for classroom discussion– Topics for discussion/written assessment– Topics for extended research – References– Resources


Additional Features – Case Locators by Subject– Lesson Planning Tips, especially for team

teaching– General Resources– Video Lending Library– Bibliographies

Fiction, nonfiction, popular films, educational filmsTopical scope notes & quick bibs (from bioethics library


Hoped For:– New Units

Ethics and AnimalsGeneral Health and Well-Being

Curriculum Development - Summary

Provide materials and support, but remain flexible enough to permit teachers to use their subject area expertise and knowledge of their own classrooms to modify, augment, create new materials as necessary for their classroom, interests, and subject area

2. Workshop Training

Teacher professional education workshopsto familiarize teachers with resources and language/theory of ethicsto introduce teachers to case study methoddemonstrate classroom techniques for teaching ethics answer pedagogical and practical questionsdevelop teaching strategies and share resources


Different Models– Workshop One - July 1999

Small (13 teachers) Mainly private, religious schoolsMainly East Coast3 daysguest speakers external to GU different approaches2 units completed – babies and organs


Different Models– Second Workshop - July 2000

27 teachersNational in scope4 days4 units completedSpeakers internal to GUMore planned pedagogy within workshopVisit to the Holocaust Museum and lecture from historian


Different Models– Third Workshop - November 2001

41 teachersMainly Washington Metropolitan Area SchoolsMix public and privateSome technical schoolsSelected case studies across the unitsChoices guest speakers – luncheon roundtablesPlenary lecture – stem cells


Different Models– Fourth Workshop - 1st Regional Workshop -

April 2002 St. Joseph’s Academy, Baton Rouge, LASponsored by workshop alumnae22 teachersSelected case studies across the unitsLocal expert guest speakers for plenary and small group sessions

Workshop Training - Summary

Interdisciplinary InteractiveTeacher Teams (mutual support/enhance cross disciplinary work/multi-discipline expertise)Pedagogical Techniques – modeled, discussed, analyzed (See Social Education article online)Ethics Fundamentals – theory and practiceVariety / Choice of topics – case studies and lectures


Introduce the material that we hope they will use (more likely to use familiar/address questions)Use local resources (opens the doors of the classroom to the community and builds connections for teachers & students)Different models / length Multi-topicSelf-selected population of teachers


Hoped For:– Many regional workshops– Train the trainers model– Advanced workshop

Advanced levelIntroduce new curriculum units

Debate about:– Offering a decision making model

3. Ongoing Support

Email reference supportLibrary bioethics bibliographies and reading listsInformal email list and Web news information about events and new resourcesVideo Lending LibraryCurriculum PlanningBook ReferencesBibliographies

National Reference Center for Bioethics Literature – Ongoing Support

KIE HSBCP - Summary

Prepared case studies and curriculum materials“Real cases”InterdisciplinaryWorkshop TrainingSubstantive ethical theory resourcesOngoing support and library resources

KIE HSBCP

Engages studentsTeaches “home subject”Introduces bioethics Encourages development of other skills

critical thinking, research, writing, public speaking, argumentation, discussion, dialogue informed and participatory citizens

Opens the doors of the classroomOpens the windows of the mind

II. Other Programs

University-based ethics centersPharmaceutical CompaniesNon-Profit / Private CentersIndividual High Schools

IIA. Other Programs (University Based)

University of Pennsylvania, Center for Bioethics (2001)Grant from US Dept of Education, the GreenwallFoundation, the Haas Foundation

– Workshops (2003) (modeled on KIE one-day model)– Online homework helps (graduate students/selected

responses that refer to website resources)– Bioethics Web Fair and Exhibitions (high school student

essay competition)

University of Pennsylvania,Center for Bioethics

IIA. Other Programs (University Based)

University of PennsylvaniaExcellent Web supportHarnesses this ability in a variety of ways –homework helps are existing links, pages, and forms that students can be directed to by tutors and those answering helpline inquiriesSignificant funding

IIA. Other Programs(University Based)

University of Santa Clara, Markkula Center for Applied Ethics (1986 Center; 1995 camps / 200? CBL)

– Character Based Literacy (CBL) ProgramCharacter educationLiteracy programUses California’s “Recommended Readings in Literature” – 5 unitsMeets California standards in the English language arts for middle and high school studentsReaches at-risk students

University of Santa ClaraMarkkula Center for Applied Ethics

IIA. Other Programs(Markkula Center)

Humanities-basedLanguage artsPartnered curriculumEthics CampMultidisciplinary (some resources for science teachers)Multi-grade level

IIA. Other Programs(University-Based)

University of Utah, Genetics Science Learning Center– Genetics focus– Excellent web resources (the best!)– Teaching workshops (hands-on science/2 weeks)– Newsletter– Resources for Utah teachers (speakers, genetics

kits for loan, student part-day summer camps/research projects)

University of UtahGenetics Science Learning Center

University of UtahGenetics Science Learning Center

Science Teacher focusGeneticsGreat Web Resources

IIA. Other Program(University Based)

University of Iowa, Office of Biotechnology

– Teacher workshops– Online courses– Extension services to schools– Case studies re biotechnology

University of Iowa, Office of Biotechnology

University of Iowa, Biotechnology Center

Biotechnology / Agriculture FocusScience teacher focus (mainly biology)School Outreach with dedicated staff-person (Ph.D. in ethics)Online Courses – (3 wks for credit)– Teaching Bioethics– Ethics and Biotechnology– Ethics and Animals

IIB. Other Programs (Pharmaceutical Companies)

New Jersey Science Supervisors / Hoffman-La Roche Pharmaceuticals / Hastings Center (1990)Cooperative partnership

– Science, pedagogy, classroom experience (NJ Science Sups – desire to enhance student understanding of biology)

– Financial Support / Interest in Animals in Research (Roche Pharmaceuticals)

– Ethics Expertise (Hastings Center)


New Jersey ProgramCase studies (1st Hastings; 2nd Science Sups/teachers)Simple decision making frameworkTeacher workshops

– 2 day (summer)Model case study teaching (trainers - day 1)Present case as might teach (teachers – day 2)

-1 day followup (October)Write a case study based on an news article

New Jersey Program (Science Sups, Roche Pharm., & Hastings Center)


Collaborative program using existing strengthsTrain the Trainers to build the programRepeated/Sustained SupportStrong Financial ResourcesNew Choices New Responsibilities: Ethical

Issues in the Life Sciences (guide)Genetics – new curriculum for growth in new

areas


Biotechnology Institute, Arlington, VABiotechnology and Education focus (“Shoestring Biotechnology) Bioethics component under development (2004)Teacher-Leader ProgramFunded by Hoffman-LaRochePharmaceutical Company

Biotechnology Institute

IIC. Other Companies (Private Non-Profits / Individuals)

Northwest Association for Biomedical Research (NWABR) – Collaborations to Advance Understanding of Science and Ethics (CAUSE)Teacher workshops (week long)Science focus teachers (mainly biology)Science Education Partnership Award, NIH’sNational Center for Research Resources Gather resources / use prepared case studies –encourage teachers to create lesson plans around the casesCurriculum Units – HIV, Stem Cell Research

Northwest Association for Biomedical Research (NWABR)

Speakers Bureau (classroom extension 1989)Science teacher focusLesson Plan Development (teachers)Curriculum Unit Development (teachers)Teacher workshopsVery good website!

IIC. Other Programs (Private Non-Profits / Individuals)

Institute for Global Ethics, MaineEthical Fitness Seminars and WorkshopsTeacher Workshops Publications & VideosGeneral Ethics & World EventsOnline ethical dilemmas (short cases)Cooperative programs with UK and Canada

Institute for Global Ethics

Institute for Global Ethics

Ethics in daily life and world events Simple, accessible “ethics tests”Four common categories of ethical dilemmasCharacterize toughest dilemmas as right vs. rightPublications – see especially:

– How Good People Make Tough Choices by RushworthKidder, Ph.D. (http://www.globalethics.org/resources/pdf/excerpt_tc_first_chapter.pdf)

IIC. Other Programs(Private Centers/Individuals)

Kansas Health Ethics (program currently suspended)

Dovetailed/partnered with existing Chamber of Commerce program Two week teacher workshops summerClassroom time / business time

Kansas Health Ethics

IIC. Private Centers/Individuals

Ronnee Yashon, Ph.D.– Case Studies in Bioethics, Vol 1. & Vol. 2– Landmark Legal Cases for Scientists

IID. Other Programs (Individual High Schools)

Potomac School, McLean, VA (Linda Anderson-history and science (team taught))

St. Joseph’s Academy, Baton Rouge, LA(Linda Harvison, et al. – multi-subject, across subject and classroom boundaries)

Sidwell Friends, Washington, DC(Susan Wooden - science)

Norfolk Collegiate School, Norfolk, VA(John Zimmerman – paired with AP biology)

Wilton High School, Wilton, CN(Martha Gregory - science)

IID. Other Programs(Individual High Schools)

Buffalo High School, Buffalo, MN(Boyd Emmel – science, school ethics forum)

Elyria High School, Elyria, Ohio(Timothy Widman – social studies)

Sidwell Friends High School, Washington, DC(Susan Banker – English)

Other Countries

Japan, New Zealand, Australia – Darryl R. J. Macer, Ph.D. (formerly at the Eubios Bioethics Institute (Japan), now with UNESCO in Thailand [email protected])

Bioethics in High Schools in Australia, New Zealand and Japan (1996) – survey data and analysis http://www.csu.edu.au/learning/eubios/BHS.html

Bioethics Teaching Notes http://www.csu.edu.au/learning/eubios/TM.html

http://www.csu.edu.au/learning/eubios/BHS.html

** Reminder – Other Resources

Biological Sciences Curriculum Study (BSCS) has developed science education curriculum and resources for 50 years. Their materials do include bioethics teaching resources.

U.S. National Institutes of Health Office of Science Education –curriculum for science teachers; newsletters (some consideration of ethical questions for each topic)

Canada, Ontario Genomics Institute (OGI) by Genome Canada and the Joint Centre for Bioethics at the University of Toronto –ENGAGE: Stem Cells (curriculum with ethics resources and links)

III. Summary Observations / Suggestions

4 (Mistaken) AssumptionsScience (Biology) / Theology or ReligionTarget Only Academic High Achievers / Brightest StudentsBioethics Course is the only wayDeep and Broad Expertise is required

4 Assumptions

1. Science (Biology) / Theology or ReligionOther fields contribute to the interdisciplinary nature of bioethics and ethical issues exist in other fields Social Studies – how people relate to one anotherGovernment/Public Policy – how laws or other public policies are madeEnglish – personal experiences/deepest and commonly uniting human themes in prose or poetry History – choices human beings have made (Holocaust; War)

4 Assuptions

Even if your primary concern and oversight is for life science classrooms and education, do not limit your focus to those resources, educators, or classrooms because your science education will not be as rich as it might be

4 Assumptions

2. Academic High AchieversThe “brightest” are not always the bestThe “brightest” are not alone in responding well to bioethics discussions – students of all learning levels and abilities are engaged by learning about, reflection on, and discussion bioethics issues

4 Assumptions

3. Bioethics Course as the only way to teach bioethicsQuestionCaseUnitClass swapTeam teachingAffiliated courseStand alone bioethics/elective course

4 Assumptions

4. Deep and Broad Expertise is Required --- “You must know everything before you can do anything.”The most important thing is to raise the questionsDialogue not answersThinking and Exploring not rote responseTeachers and students can learn and explore togetherNew way for teachers and students to relateGuest speakers, guest scientists, and other resources can bring expertise into the classroom

Practical Concerns

Cost – can be low budget to high budgetCurriculum space – Use the space you haveExpertise – Open Doors of the CommunityColleagues – Train Teacher TeamsParents - informationAdministrators – must be on boardResource – librarian/resource personStandards (national vs. state/region) –

Portugal (national) vs. US (state / region)

Observations / Suggestions

AnecdotalStudent – Teacher – Parent triadLeaves the abstract > personal integrityLeaks outside the classroom > school “These kids don’t go into second semester senior slump…these kids don’t get bored because it is so interesting.” (Susan Wooden, Sidwell Friends’ Science Department)


Teenagers without bioethics in their

classrooms


Teenagers with bioethics in their

classrooms

How is Your Teenager Feeling Today?

(With Bioethics in the Classroom)___________________________________________________________________________

☺ ☺ ☺ ☺ATTENTIVE ENGAGED TALKATIVE PASSIONATE

☺ ☺ ☺ ☺ANIMATED THOUGHTFUL INTERESTED IMMERSED

☺ ☺ ☺ ☺CHEERFUL ARTICULATE STUDIOUS POSITIVE

☺ ☺ ☺ ☺DILIGENT ENTHUSIASTIC EAGER HAPPY

teaching bioethics in high schools: an american experience

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