Chemical Education Journal (CEJ), Vol. 4, No. 1 /Registration No. 4-15/Received February 8, 2000.
URL = http://www.juen.ac.jp/scien/cssj/cejrnlE.html

Teaching Professional Ethics to Chemistry Undergraduates

Frank E. Budenholzer*

Department of Chemistry, Fu Jen Catholic University, Hsinchuang 242, Taiwan ROC

E-Mail: chem1003@mails.fju.edu.tw

Abstract: Fu Jen Catholic University requires all students to take a two semester-hour course in professional ethics, usually in their junior year. In the College of Science and Engineering, the course consists in an eight-week session (two hours per week) on general ethics with a required written report or midterm examination. This is followed by four two-week modules (two hours per week): information and computer ethics, bio-ethics, chemistry and the environment and finally research ethics.

The course for chemistry majors is described in detail. Both successes and difficulties in teaching the course are explored. Issues raised by students that may be of concern to the larger chemical community, both academic and industrial, will be noted: the difficulty of balancing a career with family life, concern for the environment, mistrust of the chemical industry, problems of graduate education.

Introduction

As part of its commitment to a holistic educational program, Fu Jen Catholic University requires all undergraduates to take a two semester-hour course in professional ethics, usually in their third year. Normally the course consists of sixteen weekly two-hour classes, with a midterm and final examination at the discretion of the teacher. The ethics course is part of a three-course sequence, the aim of which is to help the students deal with larger questions of personal development and their role in society. The three courses are "Introduction to University Life" (freshman year, one semester), "Philosophy of Life" (sophomore year, two semester) and "Professional Ethics" (junior year, one semester).

In the College of Science and Engineering [1] the course is divided into two segments. The first segment (Table 1) attempts to provide a general framework for the ethics of science and technology. It is to be completed in the first eight weeks of the semester and is normally taught by someone with a philosophy or theology background. The second segment (Table 2) is team taught by four professors of the college and introduces students to the ethical challenges of four key areas of modern science and technology: bio-ethics, information and intellectual property, chemistry and ethics and finally research ethics.

The purpose of the course is three-fold:

1. To alert students to recognize ethical problems that may arise in their professional lives,
2. To prepare students to deal with real-world ethical problems, and
3. To help students reflect on the basis of their ethical choices.

I have now taught both segments of the course to the chemistry undergraduates, usually about 60 students, for two years. It is not an easy class to teach and many students will frankly admit they are there only to fulfill the university requirements. At the same time a sizeable group of students have expressed considerable interest in the course and a symposium on ethics and chemistry at the most recent meeting of the Chinese Chemical Society in Taipei elicited considerable interest from other university professors and, to a lesser extent, persons involved in the chemical industry.

In the remainder of this paper I will describe in more detail the content of the course, comment on the ethical case studies selected by the students for presentation and then close with a discussion of student attitudes and concerns as well as their evaluation of the course.

Course Content

The content of the first segment of the course is given in Table 1. This first segment of the course is built around case studies selected by the students themselves. In the first lecture I present a video case study of a young chemist in a small chemical company who is asked by his work supervisor to "re-work" data on polluting effluents from the company plant so the company can avoid the installation of costly pollution control equipment. Through this example which the students find quite realistic, the basics of the "case analysis method"  [2] are presented to the student.

At the end of the two-hour session, I introduce the students to  "The Chemist's Code of Conduct" of the American Chemical Society, usually in Chinese translation. [ http://www.acs.org/careers/empres/conduct.htm ] The code spells out the responsibility of the chemist to the public, the science of chemistry, the profession, the employer, employees, students, associates, clients and the environment. It has the advantage that it is relatively short and deals with ethical problems that the chemist will face in both academia and in industry.

In discussing both the initial case study and the "Chemist's Code" I especially note the environmental responsibility of the chemist. Taiwan's environment is badly degraded. Air, water and noise pollution are endemic. Students are acutely aware of the problem, though they have quite varied opinions about what can and should be done.

In the second week, I attempt to help the students reflect on what might be the basis of their ethical choices. Despite the fact that students have studied the Confucian classics in both high school and university, it rarely occurs to them that there is any link between the Confucian tradition and the ethical problems that they face whether as individuals or in their professional lives. Most of the students have also taken the course in "Philosophy of Life." However, they find it difficult to bridge the gap between philosophical and meta-ethical studies and their own ethical decision making.

In this context, I present to the students the theory of ethical stages as developed by the American psychologist Lawrence Kohlberg [3, 4, 5]. The reader is referred to ref. 3 and 4 as well as the University of Notre Dame web site of Professor R. Barger [http://www.coins.nd.edu/~rbarger/kohlberg.html] for the details of Kohlberg's stages of moral judgement. Questions about the trans-cultural validity of the six stages and about their philosophical basis are bypassed. The purpose is to simply help the student reflect on what might be the basis of ethical behavior.

Religious motivation is also considered. In Taiwan the majority of students do not consider themselves as belonging to any religious tradition [6]. The students do, however, recognize the ethical components of Taiwan's religions, especially the love ethic of Christianity and the centrality of compassion in Buddhism.

Students are then asked to form groups of six to eight students and each group is asked to select a case for analysis. Ideally, of course, groups would be smaller or even each individual would present a case study. However, financial constraints on the university make this impossible. One to two weeks before the presentation, I meet privately with each group. Then each week for weeks 3, 4, 5 and 6 of the course, two to three groups present their case analysis. The students first present the specifics of the case, usually with a short skit. They then analyze the ethical questions raised by the case, often in a format where various spokespersons represent the "stakeholders" in the ethical dilemma. Students are then expected to comment on the values involved. Finally they are encouraged to seek the opinions of the larger student body. The presentation is closed with a short summary and conclusion. The cases selected by the students for the two semesters I have taught the course are listed in Table 3. Needless to say, the quality of the presentations and the depth of analysis have varied widely. Three weeks after the oral presentation, the students must turn in a written report of the case. This written report is the main factor in determining the grade for the first segment of the course.

The second segment of the course is taught by four faculty members and is outlined in Table 2. I have taught the module on "research ethics" [7] and will only comment on that part of the course. I only have two class periods -- four hours -- to present research ethics to the students. Besides the chemistry students, in the last semester I also taught the module to the biology students, the pure math students and the electronic engineering students. Similarly, the other three teachers in the program spend two class periods, for a total of four hours, presenting their material to the chemistry students.

As a basis for the module, I use the booklet published by the United States National Academy of Science, On Being a Scientist: Responsible Conduct in Research [8]. When I first taught the module, I used the original English version, however we have since prepared a local translation based on a translation done in Beijing [1]. The booklet has nine case studies with questions for discussion. In the first session I ask each student to prepare a one-page report on one of the case studies. In the second session, students are chosen by lot to orally present their case study and discuss it with their classmates. In general, students who have already begun participating in an undergraduate research program find this module more interesting and relevant.

Discussion

Table 3 lists the cases selected by the chemistry students for the two times that I have taught the course. The selection of case studies indicates the two different directions, which a course in professional ethics for chemists can move: (1) public policy issues and (2) individual ethical issues. Cases such as the application by Bayer Chemical to build a diisocyanate plant in Taiwan and the question of whether or not to construct Taiwan's fourth nuclear power plant are largely concerned with government and industry policies. Other cases such as the responsibility of a spouse working overseas to his or her family stress individual ethical dilemmas.

In class discussions, I try to help the students recognize the individual ethical dilemmas involved in larger policy issues. Thus, for example, when discussing the shoddy workmanship and outright fraud that led to the collapse of so many buildings in Taiwan's September 21 earthquake, students will quickly note the need for stricter government control. While not contesting this, I point out that many individuals were surely aware of what was happening but chose not to act. They never thought that a large earthquake would strike. Students, not unlike most persons in society, are ambivalent about the ethical behavior required of individuals in a large company or government office.

Cases like the application of Bayer Chemical to build a toluene diisocyanate plant in Taichung, the controversy surrounding the plan to build a fourth nuclear power plant on Taiwan's north-east coast or the various cases involving the handling of chemical waste all involve the balancing of Taiwan's overall need for continued industrial development versus the rights of the individuals and communities living near the industrial sites. In preparing for the case study of the proposed fourth nuclear plant, a small group of students went to the actual site and interviewed the local residents. They returned steadfastly opposed to the construction of the plant. The large majority of the rest of the students were equally strong in favor of its construction. They remembered the severe power outages that resulted from the September 21 earthquake and strongly argued for the need of an additional nuclear plant in the north of Taiwan. Knowledgeable people differ on these issues. The most heartening comment came from a student who noted that he now understood that real democracy meant not only the rule of the majority but also that the basic rights of individuals and the minority cannot be simply disregarded.

The only case that was selected by groups in both years was that of the "Husband working overseas and family responsibility." The case itself comes from a videotape prepared by Fu Jen's committee on the professional ethics curriculum. Balancing family life and professional responsibilities is a question often discussed by students. In this case a husband is working in the U.S. as a representative for a small Taiwan company. He is making good money, but only rarely returns home. He is unaware of the difficulties his wife is experiencing in raising their child. Only when she threatens divorce does he realize the seriousness of the situation. The majority of students consistently say they would give up the lucrative overseas position if they were in these circumstances. I am not sure whether they would or not, but the concern for family values is real. I also point out to the students that their concerns stem at least in part from traditional values in Chinese society.

In the module on research ethics, the case most often selected by students concerns a senior researcher using an idea which a student researcher presents at an academic conference without giving credit to the young researcher [7, p. 12]. In Taiwan there is increasing pressure on faculty to publish in recognized journals. Students sometimes feel that their only value is to help their professor publish papers. They suggest that at times their contributions are not adequately recognized.

Table 4 summarizes some of the questions and concerns that I have noted in teaching the course. These are, of course, somewhat subjective. However, I believe they are important.

To put it may be too strongly, students are cynical about Taiwan's environmental problems. They are not satisfied with Taiwan's current environmental situation. They see the need for a strong chemical industry, both for Taiwan's economic future and for their own job prospects. They are however doubtful that government and industry can really work together to improve the situation and are unsure what they can do as individual chemical professionals. This is not a healthy situation and needs to be addressed by Taiwan's educational institutions and the chemical industry.

Students are very supportive of the need for a strong basic research program. They are, however, concerned about the pressures on faculty to publish and wonder about the ethical problems that may arise in this kind of environment.

The problems the students have in discussing the philosophical or religious basis for ethical decision making have been noted above. Part of the problem, I suggest, lies with the fact that science and engineering students are not accustomed to dealing academically with a variety of positions. While students may occasionally be exposed to a few cutting edge scientific questions where there are various opinions, possibly hotly contested, 98% of the science-engineering curriculum is cut and dry. Newton's laws, the postulates of quantum mechanics, the periodic table, group theory are simply accepted as established fact and no real discussion is possible. This is not the case when discussing the basis of ethical choice. Students realize that ethics is "something more" than simply the majority opinion or what feels right, but are not quite sure what the "something more" is.

With this said, I am not convinced that the philosophers will be of great help. In this so-called "post modern" time, there seems to be little consensus among philosophers and even theologians on the basis for moral action.

The final category in Table 4 is "young adult concerns." It must be remembered that the students in this class are young persons between the ages of 19 and 22. Their main questions are not those of professional ethics but the questions that all young people face. They are concerned about the relationship with their parents and family, their relationships with each other and, of course, male-female relationships. In selecting cases I try to steer the students toward those relevant to chemistry, however I have allowed them to consider other cases that they feel are closer to their current experiences. Not surprisingly, these have led to some of the most vigorous discussions among the students.

Has the course been successful? Anecdotal student comments have been very positive. Students appreciate the chance to openly discuss ethical issues and to freely express their opinions. I quite freely express my own ethical beliefs, in part stemming from my Christian faith. I encourage students to do the same. Statistical evaluations have been more sobering. On the average, the students would give the course a grade of "B." On written questionnaires, several students commented that they are "not really interested" in the material or that they are "bored." I am thinking to ask for more written input to increase student participation. Smaller class sizes would, of course, help.

Has the course be successful in the aims stated at the beginning of this paper: increasing ethical awareness, preparing graduates to deal with ethical problems, helping students to reflect on the basis of their ethical decision making? It's perhaps best not to be too optimistic. Some other faculty members have wondered if there has perhaps not been too much stress on student input at the expense of input from experienced professionals. While the point is well taken, there seems to be an advantage of having the students tease out the ethical problems in the cases they select and wrestle with various possible solutions.

Some students and faculty have also wondered if such a course is appropriate to the modern university where the stress is on the core courses of the discipline and ethical concerns are best left to the individual. Opinions differ. One can only note that the goals of an ethics course such that discussed here are surely in line with the Confucian tradition of the East and the liberal arts model of education in the West.

Suggestions and comments from others who have taught similar courses to undergraduate science or engineering majors would be appreciated.

Acknowledgement: This work was supported by a Taiwan Ministry of Education grant: Development Grants in the Humanities and Social Sciences, 1999 -- Development of the Required Professional Ethics Curriculum and the Preparation of Educational Materials. The author also acknowledges the assistance of the "Committee on the Professional Ethics Curriculum" of Fu Jen Catholic University. The committee has prepared video tapes of twenty case studies as well as other teaching materials.

References

1. Fu Jen University, College of Science and Engineering, Committee on Ethics.1999. The Ethics of Science and Technology: Teaching and Reference Materials. Fu Jen Catholic University. (Chinese)
2. Stivers, Robert L.; Gudorf, Christine E.; Frazer Evans, Alice; Evans, Robert A. 1996. Christian Ethics: A Case Approach. Maryknoll, NY: Orbis Books.
3. Lawrence Kohlberg. 1981. Essays on Moral Development. Vol. 1: The Philosophy of Moral Development. New York: Harper and Row. (See the appendix for a short description of the six stages.)
4. Kohlberg, Lawrence. 1984. The Psychology of Moral Development: The Nature and Validity of Moral Stages. New York: Harper and Row.
5. Gendron, Louis. 1990. Theological Ethics. Taipei: Kuang Chi Publishers. (Chinese)
6. Ross, Daniel. 1981. The Religious Life of Students of Fu Jen University. Taipei: Fu Jen University College of Law.
7. Resnik, David. 1998. The Ethics of Science: An Introduction. London: Routledge. (Also available in Chinese translation.)
8. Committee on Science, Engineering, and Public Policy (National Academy of Science, National Academy of Engineering, Institute of Medicine). 1995. On Being a Scientist: Responsible Conduct in Research. Washington, D.C.: National Academy Press. (English with Chinese translation.)

Tables

Table 1. Chemical Ethics Part One: General Ethics

1. Introduction to the "case analysis method."
   1. Video case study--what to do when the boss asks you to cheat on pollution emission data?
   2. The analysis of ethical cases.
   3. What is professional ethics?
   4. Professional codes--the "Chemist's Code of Conduct."
2. The basis of ethical decision-making.
   1. Kohlberg's six stages of moral development.
   2. Religious and philosophical traditions.
3. Student presentations of case studies.
4. Student presentations of case studies.
5. Student presentations of case studies.
6. Student presentation of cases studies.
7. Reflection and analysis.
8. (Holiday makeup.)

Table 2. Chemical Ethics Part Two: Science and Technology Ethics (Team teaching by four professors of the College of Science and Engineering)

Week	Content and Instructor
1 & 2	Bio-ethics Department of Biology (Prof. Ching-Hsia Chen) Case (1) Surrogate motherhood Case (2) Cloning Case (3) Euthanasia
3 & 4	Information and intellectual property Department of Applied Mathematics (Prof. Wen-Hsiang Huang) Case (1) Cheating on homework Case (2) Pornography on the web Case (3) Intellectual property rights--software
5 & 6	Chemistry and Ethics Department of Chemistry (Prof. Sung-Nung Lee) Case (1) Chemistry and our planet Case (2) Ever present plastics Case (3) What happens when the oil runs out?
7 & 8	Research ethics Department of Chemistry (Prof. Frank Budenholzer) Case (1) Plagiarism of a research plan Case (2) Misuse of research funds Case (3) How many papers to publish? (Or other cases studies of ref. [8].)

Table 3. Cases Selected by Chemistry Students, 1998 and 1999

The application by Bayer Chemical to construct a toluene diisocyanate plant in Taichung

Security on the university computer bulletin board

Euthanasia

The Lincoln Mansions--building collapse on slope land

Medical confidentiality and abortion

Husband working overseas and family responsibility

Abolition of legal prostitution in Taipei

An evening fling--short term sexual relationships

1999 Academic year, Fall Semester

Euthanasia

Accident in the nuclear processing plant in Japan

"Doctors' Home" Collapse of a building in Taipei in the 9-21 earthquake

The fourth nuclear power plant--to build or not to build?

Formosa plastics' mercury contaminated waste

Husband working overseas and family responsibility

Illegal amphetamine manufacture at a Taiwan University Hospital lab

"A Civil Action" Film on a chemical waste dump in Massachusetts, USA

Table 4. Student Concerns and Attitudes

Top

Header

CEJ Vol. 4, No. 1, Contents