GEOETHICS 101: A COURSE FOR GEOSCIENCE MAJORS AND NON-MAJORS

A new introductory course was developed to introduce the tenets of geoethics to a mixed class of geoscience majors and non-majors (n=60). Geoethics encompasses “the ethical, social and cultural implications of Earth Sciences research” (IAPG), particularly as these intersect human activities and stewardship of the planet. Goals for the course were to help students recognize ethical dilemmas, develop the strategies and skills needed to responsibly contribute to the profession (and to civic issues), gain experience in ethical decision-making, develop critical thinking skills., and connect geoscience to personal lives. First principles of geoethics were introduced such as micro- and macroethics and beneficence. Four units addressed: 1) Geoethics and self is an exploration of self-monitoring and self-regulating behaviors. A 6 step framework for ethical decision-making and analysis was used that required students to define the problem/issue; gather information ("facts") from all sides; delineate all possible resolutions; apply different values, rules, principles, regulations to the different options; resolve conflicts among values, rules; and make a decision and act. 2) Geoethics and the profession reviewed codes of conduct of geoscience professional societies and provided an overview of responsible conduct of research. 3) Geoethics and society focused on effective communication of scientific results with the community, public policy, social responsibility, and issues of fairness and justice; and 4) Geoethics and the planet explored topical issues such as the Anthropocene, climate change, and the “Land Ethic” (Leopold, 1949). Mini-lectures were presented to introduce key topics, but most class time was used to explore a series of case studies using a guided questioning approach (using questions such as. who is responsible, what are the consequences, what is the value?) All students in the class were required to develop a case study on a topic of personal interest following the ethical decision-making model. Course content drew heavily from the Teaching Geoethics Across the Geoscience Curriculum website (http://serc.carleton.edu/geoethics/index.html ). These online resources are available for all faculty to use in existing or new courses to introduce this important topic for all students.