Studi
esinEducationalEvaluat
ion67(2020)100914
Contentsv listsvavailablev atv ScienceDirect
Studies in Educational Evaluation
v v v
journalv homepage:v www.elsevier.com/locate/stueduc
Ethics across the curriculum: Detecting and describing emergent trends in ethics
v v v v v v v v v v v
education
DavidvKidda,*,vJessvMinerb,vMaggievScheina,vMichaelvBlauwb,vDaniellevAllena,b,c
a
vHarvardvGraduatevSchoolvofvEducation,vUnitedv States
b
vEdmondvJ.v Safrav Centervforv Ethicsv atvHarvardvUniversity, vUnitedv States
c
vHarvardvUniversity,vUnitedvStates
A vR vT vI vC vL vEv I vN vF v A vB vS vT vR vA vC vTv
Ov
Thisvpapervpresentsvanvinclusivevandvemergentvapproachvtovidentifyingvethicsvcoursesvandvrevealingvtheirvp
Keywords: ed-vagogicalvmethodsvandvgoals.vItvoutlinesvavtwo-
Ethicsvacrossvthev curriculu yearvstudyvofvundergraduate vandvprofessionalvcoursesvatvavprivatevuniversityvaddressingvethicalvthemes.vThev
mv Humanvdevelopment
studyvbeganvwithvthreevassumptions:v1)vethicsveducationvoccursvacrossvthe vcurriculum;v2)vinstructorsvarev ma
Craftvpracticev Eth
stervpractitionersvwithvlearningvtheoriesvandvgoalsvthatvarev oftenvimplicit;vandv3)veducationvcontributesvtovt
icsveducation
hreevdomainsvofvhumanvdevelopment:vexistential,vcivic,vandvvocational.vThesevprinciplesvinformedvthevdeve
lopmentvofvavmethodvforvdescribingvethicsveducationvbasedvonvinstructorvreportsvofvwhatvandvhowvtheyvteac
h.vResultsvofvanvapplicationvofvthisvmethodvarevpresented,vandvimplicationsvforvethicsvteachingvandvassess
mentvinvhigherveducationvarevdiscussed.
1. Introduction 2008).
Historically,vphilosophyvandvtheologyvdepartmentsvwerevthevpri-
Despitevavproliferationvofvethicsvcoursesvandvprogramsvovervthevpa vmaryvlocivofvethicsvinstruction. vToday, vuniversities vseek vtovteachvethi
stvhalf- csvacrossvavwidevrangevofvcontextsv-
century,vwhichvsomevscholarsvhavevlabeledv“ethicsvbooms,”vourvunder vthrough vavdiverse varrayvofvhumanities vcourses,vacross vavrange vofvprof
standingvofvthevcurrentvlandscapevofvethicsvinstructionvinvhigherveduca essionalvschools,vandvwithinvgeneralveducationvprogramsvorvothervcore
tionvisvthinv(Davis,v1999;vElliottv&vJune,v2018).vAvmajorvobstaclevtovu vcurriculum vrequirements, vamongvothers.vThevvaluesvandvmissions vofv
nderstandingvcollegiatevandvpost- universitiesvalsovinfluencevthevscopevandvcharactervofvethicsveducation
collegiatevethicsveducationvisvthatvpriorvstudiesvwhichvsoughtvtovdeter vacrossvcampus.
minevcommonvgoals,vapproaches,vandvpedagogies,vamongvethicsvinstr Itvseemsvasvthoughvdiscipline-
uctorsvarevnowvoutdatedv(HastingsvCenter,v1980)vorvlimitedvinvscopev( specificvstudiesvofvethicsvcurriculavandvoutcomesvarevnotvlacking,vparti
e.g.,vColby,vBeaumont,vEhrlich,v&vCorngold,v2007;vColby,vEhrlich,vB cularlyvinvthevcontextvofvspecificvpro-
eaumont,v&vStephens,v2003;vWattsv&vBecker,v2008).vTherevisvcurrentl vfessions v(Konow, v2017),vsuchvasvbusinessv(e.g.,vFloyd,vXu, vAtkins, v
yvnovconsensusvonvhowvtovdefinevethicsveducationvorvwhatvcountsvasva &vCaldwell,v2013;vNicholsonv&vDeMoss,v2009),vengineeringv(e.g.,vHerkert,v
nvethicsvcoursev(Feltonv&vSims,v2005).vAtvthevsamevtime,vthevlandsca 2000;vHessv&vFore,v2018),vmedicinev(e.g.,vLehmann,vKasoff,vKoch,v
pevofvhigherveducationvhasvchangedvdrasti- &vFederman,v2004),vandvpublicvrelationsv(Austinv&vToth,v2011).vWha
vcally, vinvmanyvways,vovervthevpastvforty vyearsvfromvstudentvdemo- tvisvmissingvfromvthevliterature,vhowever,visvavclearvpicturevofvethicsvi
vgraphics vtovthevdemandsvofvglobalizationvtovtechnological vdevelopme n-vstructionvatvthevundergraduatevorvuniversity-
ntv(Bakerv&vBaldwin,v2015;vKezar,v2001;vZirkelv&vCantor,v2004).vOn levelvthatvtranscendsvspe-
evcouldvarguevthat,vdespite—orvperhapsvbecausevof— vcificvschoolsvandvdivisions. vResearchers vhavevexamined vthevprevalen
thesevchangingvfeatures,vhigherveducationvisvstrugglingvtovadaptvrapidl cevofvethicsvcoursesvinvspecificvdisciplinesv(e.g.,vAustinv&vToth,v2011)
yvenoughvtovkeepvpacevwithvstudentvneedsv(Blumenstyk,v2015;vScottv ,vthevprioritiesvofvexpertvstakeholdersvinvethicsveducationv(e.g.,vFloydv
&vKirst,v2017).vOurvunderstandingvofvinstructionalvgoalsvandvassessm etval.,v2013),vandvadministrativevperceptionsvofvthevadequacyvofvethics
entvmethodsvforvethicsveducationvisvthusvinadequatevatvavmomentvinvhi vedu-
storyvwhenvtherevisvdemandvforvevenvmorevrobustvethicsvpreparationvf vcationv(e.g.,vNicholson v& vDeMoss, v2009;vLehmann vetval., v2004).vOth
orvstudentsv(Bloodgood,vTurnley,v&vMudrack,v2010;vColeman,vAtkinson,v& ervresearchersvhavevexaminedvwhethervprofessionalsvwhovhavevcompl
vWaduge,v2015;v Forsha,v 2017;v Waples, v Antes,v Murphy, v Connelly, v & etedvethicsvcoursesvdemonstratevgreatervethicalvawarenessv(e.g.,vGrady
v Mumford, vetval.,v2008)vorvstronger vethicalvreasoning v(e.g.,vWangv&vCalvano, v20
15).vAl-
vthoughv studiesv likev these v havev madev substantial v contributions v
to
⁎vCorrespondingvauthor vat:vProjectvZero,v13vAppianvWay,vCambridge, vMA,v02138,vUnitedvStates.
E-mailv address:v (D.v Kidd).
,https://doi.org/10.1016/j.stueduc.2020.100914
Receivedv 8v Octoberv 2019;v Receivedv inv revisedv formv 15v Julyv 2020;v Acceptedv 17v Julyv 2020
01 91-4 91X/© 2020E lse
vierL td.A llrightsre served .
,D.v Kidd,v etv al StudiesinEducationalEvaluation67(2020)100914
.
7).vThevresultingvpedagogicalvexpertisevcanvbevconsideredvavformvofvcr
discipline-
aftvpracticev learnedv throughv modelingv andv refinedv throughv prac
specificvaccountsvofvethicsveducation,vtheyvarevdifficultvtovsynthesizevi
tice
nvavwayvthatvpresentsvavholisticvrepresentationvofvuniversityvethicsvedu
cationvasvmostvstudentsvexperiencevit.
1.1. Ethicsvacrossv thevcurriculum
Manyvinstitutionsvarevworkingvtovintegratevethicsvthroughoutvthevc
urriculumv(Elliottv&vJune,v2018).vThisvmeansvthatvstudents’vethicsved
ucationvwillvlikelyvoccurvacrossvdepartments,vandvdiscipline-
specificvaccountsvmayvnotvadequatelyvrepresentvstudents’vethics-
relatedvlearningvopportunities.vForvexample,vanvengineeringvdepartme
ntvmayvoffervonlyvavfewvcoursesvthatvdealvdirectlyvwithvethics,vbutvthev
institution’svgeneralveducationvstandardsvmayvrequirevstudentsvtakevan
vethics vcoursevofferedvbyvanothervdepartment, vsuchvasvphilosophy, vgo
vernment,vorvhistory.vSincevstudents’veducationalvexperiencesvtransce
ndvdepartments,vde-
vscribing vtheirvethicsveducation vrequires vattention vtovcoursesvacrossvth
evuniversity.vThevresearchvmethodsvproposedvherevarevintendedvtovprov
idevavcampus-
widevdescriptionvofvcurricularvopportunitiesvforvethicsvedu-vcation.
Invaddition,vthevemergencevofvnewvdomainsvofvethicalvproblemsvan
dvgreatervcommitmentvtovrespectingvdiversevapproachesvtovethicsvmak
evitvimportantvtovaccountvforvethicsveducationvtakingvplacevundervdiffe
rentvlabels.vForvexample,vinstitutionsvmayvdescribevethicalvoutcomesvinv
termsvofvcivicvresponsibilityvorvleadershipv(Chunoov&vOsteen,v2016),v
andvcoursesvsupportingvachievementvofvthesevgoalsvmayvbevdescribedv
invthesevtermsvrathervthanvasvethicsvcourses.vInvavstudyvofvundergradua
tevethicsveducationvatvavsinglevinstitution,vVanvWart,vBaker,vandvNiv(2
014)vfoundvthatvanvexaminationvofvsyllabivrevealedvmanyvfacultyvarevte
achingvethics,vdespitevnotvexplicitlyvclaimingvtovdovso.vAsvdiscussedvby
vMatchett v(2008),vethicsvisvinevitably vtaughtvacrossvthevcurriculum vasv
studentsvexplorevcomplexvissuesvinvdifferentvdisciplines,vbutvthisvethicsv
educationvisvoftenvimplicitvandvpoorlyvcoordinated,vleavingvstudentsvc
onfusedvaboutvthevmeaningvandvusefulnessvofvethics.
Thisvresearchvisvfocusedvonvunderstandingvethicsveducationvinvthev
contextvofvcoursesvwithvatvleastvsomevreferencesvtovethicallyvrelevantv
content,vthoughvwevacknowledgevitvisvpossiblevtovthinkvofvnearlyvallve
ducationvasvhavingvembeddedvethicalvlessons.vAsvavfirstvstepvtowardvil
luminatingvthevbroadvscopevofvethicsveducation,vitsvdefinitionvshouldvb
evexpandedvtovincludevcoursesvthatvaddressvethicsvalongsidevavmorevd
ominantvtopicvandvdovnotvsatisfyvethicsvcoursevrequirements.vGivenvth
atvethicsveducationvmayvnotvalwaysvbevexplicitlyvlabeledvasvsuch,vitvisv
criticalvtovgainvavclearervunderstandingvofvwhatvsortsvofvcoursesvin-
vstructorsvbelieve vconstitute vethicsvcourses. vInvshort,vwevneedvtovknow
vwhat vethicsveducation vlooksvlikevfrom vthevperspective vofvthosevwhovd
elivervit:vinstructors.
1.2. Understandingv ethicsv educationv asv av craft
Severalvstrategiesvmightvbevusedvtovidentifyvthevmethodsvandvgoals
vthatvshould vinformvethicsveducation. vSomevscholars vhavevdrawnvonvdi
sciplinaryvconcernsvandvaccreditationvstandardsv(e.g.,vCommissionvonv
PublicvRelationsvEducation,v2006)vtovarrivevatvavbodyvofvknowledgevan
dvsetvofvskillsvthatvethicsveducationvshouldvsupportv(e.g.,vFeltonv&vSi
ms,v2005).vAnothervapproachvisvtovstartvwithvavtheoryvofvmoralvorvethi
calvdevelopmentvandvdesignvethicsvcurriculavtovpromotevprogressvalon
gvavparticularvdevelopmentalvtrajectory.vThevpresentvresearchvwasvdesi
gnedvtovcontributevanvadditionalvperspectivevbyvdrawingvonvthevexpert
isevofveducatorsvregardingvtheirvmethodsvandvgoalsvforvethicsveducatio
n.
Invhigherveducation,vinstructorsvarevattunedvtovnewvandvdeveloping
vethical vchallenges vinvtheirvfields vofvexpertise, vandvtheirvexperiencevte
achingvandvmentoringvstudentsvmayvhelpvthemvidentifyvthevneedsvandv
goalsvofvstudentsvinvethicsveducation.vAlso,vmanyvinstructorsvrefinevthe
irvteachingvtechniquesvovervyearsvofvpracticevbasedvonvfeedbackvinvthe
vform vofvstudentvengagement vandvevidence vofvlearning v(Shulman, v198
2
, D.v Kidd,v etv al vmainsvofvhumanvdevelopmentShelps
vt
udiesin reveal
vEducatiowhy
vn veducators
alEvaluation67(20may
v2 vutilize
0)100914
(Grimmett
. v&vMacKinnon, v1992).vAsvin vothervcrafts,vthevmethods vandvt
vavwidevarrayvofvpedagogical vmethodsvinvpursuit vofvmany vdifferent vsort
hevmechanismsvteachersvusevtovsupportvlearningvarevoftenvimplicit,vm
svofvlearningvoutcomesvandvhowvallvofvthesevmethodsvmayvbevappropri
akingvitvdifficultvtovrecognizevandvbenefitvfromvteachers’vknowledgev(
atelyvseenv asv contributingvtovethicsveducation.v Thisv perspectivev alsov c
Hiebert,vGallimore,v&vStigler,v2002).vIfvmadevexplicit,vthevgoalsvandv
larifies
methodsvofvinstructorsvinvethicsveducationvcanvhelpvilluminatevthevran
gevofvethicallyvcomplexvissuesvaddressedvinvclassroomsvacrossvthevuni
versity,vasvwellvasvthevmostveffectivevteachingvmethodsvforvachievingv
differentvlearningvoutcomes.
1.3. Contributionsv ofv ethicsv educationv tov humanv development
Asvsuggestedvbyvthevdiscussionvofvethicsveducationvasvavcraftvprac
-
vtice,vthevpresentvapproachvdoesvnotvprivilegevanyvsinglevethical vfram
e-
vwork vorvtheoryvofvmoralvdevelopment. vItvdoes,vhowever, vseekvtovsitu
atevethicsveducationvwithinvavframeworkvofvhumanvdevelopment.vCur
rentvdiscussionsvofvthevrolevofveducationvtendvtovfocusvnarrowlyvonvit
svim-
vportance vtovpreparingvstudentsvforvsuccess vinvthevworkplace, vleaving v
somevdissentersvtovadvocatevforvtheveducationalvmissionvofvenrichingvt
hevlifevofvthevmind,vandvothersvworkingvtovreinvigoratevthevcommitm
entvofveducationalvinstitutionsvtovpreparevstudentsvforvdemocraticvlifev
(Allen,v2016).vAllenv(2016)varguesvthatveducationvshouldvcultivatevca
pacitiesv“tovpreparevourselvesvforvbreadwinningvwork;vtovpreparevour
selvesvforvcivicvandvpoliticalvengagement;vtovpreparevourselvesvforvcr
eativevself-vexpressionvandvworld-
making;vandvtovpreparevourselvesvforvrewardingvrelationshipsvinvspac
esvofvintimacyvandvleisure”v(p.v17).vThevfirstvofvthesevcapacitiesvisvne
ededvforvvocational/professionalvdevelopment,vthevsecondvforvcivicvd
evelopment,vandvthevthirdvandvfourthvforvexistential/vpersonalvdevelop
ment.vViewingvethicsveducationvinvtermsvofvdevelop-
vmentvinvthesevthreevdomains vcanvhelp villuminate vpotential vgapsvandvl
endvcoherencevtovclustersvofvskillsvandvoutcomesvassociatedvwithveac
hv(seevMintzv&vTal,v2014vforvavsimilarvapproachvinvthevcontextvofven
viron-vmentalvsustainabilityveducation).
Vocationalv developmentv mayv bev thev easiestv tov understandv inv th
e
contemporaryveducationalvcontext,vthoughvpromotingvitvpresentsvchal-
vlenges vstemmingvfromvsignificant vchanges vinvthevvocational vrolesvstu
-
vdents vmayvfill.vThesevmayvintroduce vnovelvethical vproblems vthatvmig
htvnotvbeveasilyvresolvedvusingvtraditionalvprofessionalvethicalvframew
orks.vThevrapidlyvdevelopingvfieldsvofvartificialvintelligencevandvbioe
ngi-
vneering varevjustvtwovexamples vofvthevmanyvprofessional vdomains vinv
whichvethicsveducationvmustvevolvevtovmeetvthevneedsvofvfuturevprac-
vtitioners.
Thevrolevofveducationvinvpromotingvcivicvdevelopmentvhasvlongvbe
envemphasizedvinvthevUnitedvStatesv(e.g.,vBok,v2001;vColby,vEhrlich,
vBeaumont, vRosner, v&vStephens,v2000;vDewey,v1916),vthough veduca-
vtional vinstitutions vmayvfocusvonvcultivating vdifferentvformsvofvcivicv
development,vwithvsomevfocusingvmorevonvtraditionalvcivicvresponsi-
vbilities, vsuchvasvvoting,vandvothersvencouraging vmorevcriticalvengage
-
vmentvaimedvatvameliorating vinjustices v(Westheimer v&vKahne,v2004).
vWhat vthesevdifferentvapproaches vhave vinvcommon visvavrealizationvtha
tvschoolsvhavevavmandatevtovcultivatevthevknowledge,vskills,vandvdis-
vpositions vneeded vtovsustain vcivicvand vcommunity vlife,vmanyvofvwhic
h,vsuchvasvcommitmentsvtovjusticevandvequality,varevappropriatevtopic
svforvethicsveducation.
Existentialvdevelopmentvisvavwidelyvrecognizedvbutvcontestedvgoalv
ofveducationvandvhigherveducationvespecially.vHigherveducationvcanvh
elpvindividualsvclarifyvandvdevelopvtheirvunderstandingsvofvthemselve
svandvthevworldvinvwaysvthatvmanifestvprimarilyvinvtheirvpersonal,vrat
hervthanvprofessionalvorvcivic,vlives.vThevpursuitvofvexistentialvdevelop
mentvinvthevcontextvofvethicsveducationvmayvtakevavvarietyvofvformsvt
hatvarevunitedvinvtheirvfocusvonvimprovingvstudents’vcapacitiesvforvsel
f-definitionvandvthevcultivationvofvrewardingvpersonalvrelationships.
Examiningvethicsveducationvthroughvthevlensesvofvthesevthreevdo- 3
esinEducationalEvaluat
ion67(2020)100914
Contentsv listsvavailablev atv ScienceDirect
Studies in Educational Evaluation
v v v
journalv homepage:v www.elsevier.com/locate/stueduc
Ethics across the curriculum: Detecting and describing emergent trends in ethics
v v v v v v v v v v v
education
DavidvKidda,*,vJessvMinerb,vMaggievScheina,vMichaelvBlauwb,vDaniellevAllena,b,c
a
vHarvardvGraduatevSchoolvofvEducation,vUnitedv States
b
vEdmondvJ.v Safrav Centervforv Ethicsv atvHarvardvUniversity, vUnitedv States
c
vHarvardvUniversity,vUnitedvStates
A vR vT vI vC vL vEv I vN vF v A vB vS vT vR vA vC vTv
Ov
Thisvpapervpresentsvanvinclusivevandvemergentvapproachvtovidentifyingvethicsvcoursesvandvrevealingvtheirvp
Keywords: ed-vagogicalvmethodsvandvgoals.vItvoutlinesvavtwo-
Ethicsvacrossvthev curriculu yearvstudyvofvundergraduate vandvprofessionalvcoursesvatvavprivatevuniversityvaddressingvethicalvthemes.vThev
mv Humanvdevelopment
studyvbeganvwithvthreevassumptions:v1)vethicsveducationvoccursvacrossvthe vcurriculum;v2)vinstructorsvarev ma
Craftvpracticev Eth
stervpractitionersvwithvlearningvtheoriesvandvgoalsvthatvarev oftenvimplicit;vandv3)veducationvcontributesvtovt
icsveducation
hreevdomainsvofvhumanvdevelopment:vexistential,vcivic,vandvvocational.vThesevprinciplesvinformedvthevdeve
lopmentvofvavmethodvforvdescribingvethicsveducationvbasedvonvinstructorvreportsvofvwhatvandvhowvtheyvteac
h.vResultsvofvanvapplicationvofvthisvmethodvarevpresented,vandvimplicationsvforvethicsvteachingvandvassess
mentvinvhigherveducationvarevdiscussed.
1. Introduction 2008).
Historically,vphilosophyvandvtheologyvdepartmentsvwerevthevpri-
Despitevavproliferationvofvethicsvcoursesvandvprogramsvovervthevpa vmaryvlocivofvethicsvinstruction. vToday, vuniversities vseek vtovteachvethi
stvhalf- csvacrossvavwidevrangevofvcontextsv-
century,vwhichvsomevscholarsvhavevlabeledv“ethicsvbooms,”vourvunder vthrough vavdiverse varrayvofvhumanities vcourses,vacross vavrange vofvprof
standingvofvthevcurrentvlandscapevofvethicsvinstructionvinvhigherveduca essionalvschools,vandvwithinvgeneralveducationvprogramsvorvothervcore
tionvisvthinv(Davis,v1999;vElliottv&vJune,v2018).vAvmajorvobstaclevtovu vcurriculum vrequirements, vamongvothers.vThevvaluesvandvmissions vofv
nderstandingvcollegiatevandvpost- universitiesvalsovinfluencevthevscopevandvcharactervofvethicsveducation
collegiatevethicsveducationvisvthatvpriorvstudiesvwhichvsoughtvtovdeter vacrossvcampus.
minevcommonvgoals,vapproaches,vandvpedagogies,vamongvethicsvinstr Itvseemsvasvthoughvdiscipline-
uctorsvarevnowvoutdatedv(HastingsvCenter,v1980)vorvlimitedvinvscopev( specificvstudiesvofvethicsvcurriculavandvoutcomesvarevnotvlacking,vparti
e.g.,vColby,vBeaumont,vEhrlich,v&vCorngold,v2007;vColby,vEhrlich,vB cularlyvinvthevcontextvofvspecificvpro-
eaumont,v&vStephens,v2003;vWattsv&vBecker,v2008).vTherevisvcurrentl vfessions v(Konow, v2017),vsuchvasvbusinessv(e.g.,vFloyd,vXu, vAtkins, v
yvnovconsensusvonvhowvtovdefinevethicsveducationvorvwhatvcountsvasva &vCaldwell,v2013;vNicholsonv&vDeMoss,v2009),vengineeringv(e.g.,vHerkert,v
nvethicsvcoursev(Feltonv&vSims,v2005).vAtvthevsamevtime,vthevlandsca 2000;vHessv&vFore,v2018),vmedicinev(e.g.,vLehmann,vKasoff,vKoch,v
pevofvhigherveducationvhasvchangedvdrasti- &vFederman,v2004),vandvpublicvrelationsv(Austinv&vToth,v2011).vWha
vcally, vinvmanyvways,vovervthevpastvforty vyearsvfromvstudentvdemo- tvisvmissingvfromvthevliterature,vhowever,visvavclearvpicturevofvethicsvi
vgraphics vtovthevdemandsvofvglobalizationvtovtechnological vdevelopme n-vstructionvatvthevundergraduatevorvuniversity-
ntv(Bakerv&vBaldwin,v2015;vKezar,v2001;vZirkelv&vCantor,v2004).vOn levelvthatvtranscendsvspe-
evcouldvarguevthat,vdespite—orvperhapsvbecausevof— vcificvschoolsvandvdivisions. vResearchers vhavevexamined vthevprevalen
thesevchangingvfeatures,vhigherveducationvisvstrugglingvtovadaptvrapidl cevofvethicsvcoursesvinvspecificvdisciplinesv(e.g.,vAustinv&vToth,v2011)
yvenoughvtovkeepvpacevwithvstudentvneedsv(Blumenstyk,v2015;vScottv ,vthevprioritiesvofvexpertvstakeholdersvinvethicsveducationv(e.g.,vFloydv
&vKirst,v2017).vOurvunderstandingvofvinstructionalvgoalsvandvassessm etval.,v2013),vandvadministrativevperceptionsvofvthevadequacyvofvethics
entvmethodsvforvethicsveducationvisvthusvinadequatevatvavmomentvinvhi vedu-
storyvwhenvtherevisvdemandvforvevenvmorevrobustvethicsvpreparationvf vcationv(e.g.,vNicholson v& vDeMoss, v2009;vLehmann vetval., v2004).vOth
orvstudentsv(Bloodgood,vTurnley,v&vMudrack,v2010;vColeman,vAtkinson,v& ervresearchersvhavevexaminedvwhethervprofessionalsvwhovhavevcompl
vWaduge,v2015;v Forsha,v 2017;v Waples, v Antes,v Murphy, v Connelly, v & etedvethicsvcoursesvdemonstratevgreatervethicalvawarenessv(e.g.,vGrady
v Mumford, vetval.,v2008)vorvstronger vethicalvreasoning v(e.g.,vWangv&vCalvano, v20
15).vAl-
vthoughv studiesv likev these v havev madev substantial v contributions v
to
⁎vCorrespondingvauthor vat:vProjectvZero,v13vAppianvWay,vCambridge, vMA,v02138,vUnitedvStates.
E-mailv address:v (D.v Kidd).
,https://doi.org/10.1016/j.stueduc.2020.100914
Receivedv 8v Octoberv 2019;v Receivedv inv revisedv formv 15v Julyv 2020;v Acceptedv 17v Julyv 2020
01 91-4 91X/© 2020E lse
vierL td.A llrightsre served .
,D.v Kidd,v etv al StudiesinEducationalEvaluation67(2020)100914
.
7).vThevresultingvpedagogicalvexpertisevcanvbevconsideredvavformvofvcr
discipline-
aftvpracticev learnedv throughv modelingv andv refinedv throughv prac
specificvaccountsvofvethicsveducation,vtheyvarevdifficultvtovsynthesizevi
tice
nvavwayvthatvpresentsvavholisticvrepresentationvofvuniversityvethicsvedu
cationvasvmostvstudentsvexperiencevit.
1.1. Ethicsvacrossv thevcurriculum
Manyvinstitutionsvarevworkingvtovintegratevethicsvthroughoutvthevc
urriculumv(Elliottv&vJune,v2018).vThisvmeansvthatvstudents’vethicsved
ucationvwillvlikelyvoccurvacrossvdepartments,vandvdiscipline-
specificvaccountsvmayvnotvadequatelyvrepresentvstudents’vethics-
relatedvlearningvopportunities.vForvexample,vanvengineeringvdepartme
ntvmayvoffervonlyvavfewvcoursesvthatvdealvdirectlyvwithvethics,vbutvthev
institution’svgeneralveducationvstandardsvmayvrequirevstudentsvtakevan
vethics vcoursevofferedvbyvanothervdepartment, vsuchvasvphilosophy, vgo
vernment,vorvhistory.vSincevstudents’veducationalvexperiencesvtransce
ndvdepartments,vde-
vscribing vtheirvethicsveducation vrequires vattention vtovcoursesvacrossvth
evuniversity.vThevresearchvmethodsvproposedvherevarevintendedvtovprov
idevavcampus-
widevdescriptionvofvcurricularvopportunitiesvforvethicsvedu-vcation.
Invaddition,vthevemergencevofvnewvdomainsvofvethicalvproblemsvan
dvgreatervcommitmentvtovrespectingvdiversevapproachesvtovethicsvmak
evitvimportantvtovaccountvforvethicsveducationvtakingvplacevundervdiffe
rentvlabels.vForvexample,vinstitutionsvmayvdescribevethicalvoutcomesvinv
termsvofvcivicvresponsibilityvorvleadershipv(Chunoov&vOsteen,v2016),v
andvcoursesvsupportingvachievementvofvthesevgoalsvmayvbevdescribedv
invthesevtermsvrathervthanvasvethicsvcourses.vInvavstudyvofvundergradua
tevethicsveducationvatvavsinglevinstitution,vVanvWart,vBaker,vandvNiv(2
014)vfoundvthatvanvexaminationvofvsyllabivrevealedvmanyvfacultyvarevte
achingvethics,vdespitevnotvexplicitlyvclaimingvtovdovso.vAsvdiscussedvby
vMatchett v(2008),vethicsvisvinevitably vtaughtvacrossvthevcurriculum vasv
studentsvexplorevcomplexvissuesvinvdifferentvdisciplines,vbutvthisvethicsv
educationvisvoftenvimplicitvandvpoorlyvcoordinated,vleavingvstudentsvc
onfusedvaboutvthevmeaningvandvusefulnessvofvethics.
Thisvresearchvisvfocusedvonvunderstandingvethicsveducationvinvthev
contextvofvcoursesvwithvatvleastvsomevreferencesvtovethicallyvrelevantv
content,vthoughvwevacknowledgevitvisvpossiblevtovthinkvofvnearlyvallve
ducationvasvhavingvembeddedvethicalvlessons.vAsvavfirstvstepvtowardvil
luminatingvthevbroadvscopevofvethicsveducation,vitsvdefinitionvshouldvb
evexpandedvtovincludevcoursesvthatvaddressvethicsvalongsidevavmorevd
ominantvtopicvandvdovnotvsatisfyvethicsvcoursevrequirements.vGivenvth
atvethicsveducationvmayvnotvalwaysvbevexplicitlyvlabeledvasvsuch,vitvisv
criticalvtovgainvavclearervunderstandingvofvwhatvsortsvofvcoursesvin-
vstructorsvbelieve vconstitute vethicsvcourses. vInvshort,vwevneedvtovknow
vwhat vethicsveducation vlooksvlikevfrom vthevperspective vofvthosevwhovd
elivervit:vinstructors.
1.2. Understandingv ethicsv educationv asv av craft
Severalvstrategiesvmightvbevusedvtovidentifyvthevmethodsvandvgoals
vthatvshould vinformvethicsveducation. vSomevscholars vhavevdrawnvonvdi
sciplinaryvconcernsvandvaccreditationvstandardsv(e.g.,vCommissionvonv
PublicvRelationsvEducation,v2006)vtovarrivevatvavbodyvofvknowledgevan
dvsetvofvskillsvthatvethicsveducationvshouldvsupportv(e.g.,vFeltonv&vSi
ms,v2005).vAnothervapproachvisvtovstartvwithvavtheoryvofvmoralvorvethi
calvdevelopmentvandvdesignvethicsvcurriculavtovpromotevprogressvalon
gvavparticularvdevelopmentalvtrajectory.vThevpresentvresearchvwasvdesi
gnedvtovcontributevanvadditionalvperspectivevbyvdrawingvonvthevexpert
isevofveducatorsvregardingvtheirvmethodsvandvgoalsvforvethicsveducatio
n.
Invhigherveducation,vinstructorsvarevattunedvtovnewvandvdeveloping
vethical vchallenges vinvtheirvfields vofvexpertise, vandvtheirvexperiencevte
achingvandvmentoringvstudentsvmayvhelpvthemvidentifyvthevneedsvandv
goalsvofvstudentsvinvethicsveducation.vAlso,vmanyvinstructorsvrefinevthe
irvteachingvtechniquesvovervyearsvofvpracticevbasedvonvfeedbackvinvthe
vform vofvstudentvengagement vandvevidence vofvlearning v(Shulman, v198
2
, D.v Kidd,v etv al vmainsvofvhumanvdevelopmentShelps
vt
udiesin reveal
vEducatiowhy
vn veducators
alEvaluation67(20may
v2 vutilize
0)100914
(Grimmett
. v&vMacKinnon, v1992).vAsvin vothervcrafts,vthevmethods vandvt
vavwidevarrayvofvpedagogical vmethodsvinvpursuit vofvmany vdifferent vsort
hevmechanismsvteachersvusevtovsupportvlearningvarevoftenvimplicit,vm
svofvlearningvoutcomesvandvhowvallvofvthesevmethodsvmayvbevappropri
akingvitvdifficultvtovrecognizevandvbenefitvfromvteachers’vknowledgev(
atelyvseenv asv contributingvtovethicsveducation.v Thisv perspectivev alsov c
Hiebert,vGallimore,v&vStigler,v2002).vIfvmadevexplicit,vthevgoalsvandv
larifies
methodsvofvinstructorsvinvethicsveducationvcanvhelpvilluminatevthevran
gevofvethicallyvcomplexvissuesvaddressedvinvclassroomsvacrossvthevuni
versity,vasvwellvasvthevmostveffectivevteachingvmethodsvforvachievingv
differentvlearningvoutcomes.
1.3. Contributionsv ofv ethicsv educationv tov humanv development
Asvsuggestedvbyvthevdiscussionvofvethicsveducationvasvavcraftvprac
-
vtice,vthevpresentvapproachvdoesvnotvprivilegevanyvsinglevethical vfram
e-
vwork vorvtheoryvofvmoralvdevelopment. vItvdoes,vhowever, vseekvtovsitu
atevethicsveducationvwithinvavframeworkvofvhumanvdevelopment.vCur
rentvdiscussionsvofvthevrolevofveducationvtendvtovfocusvnarrowlyvonvit
svim-
vportance vtovpreparingvstudentsvforvsuccess vinvthevworkplace, vleaving v
somevdissentersvtovadvocatevforvtheveducationalvmissionvofvenrichingvt
hevlifevofvthevmind,vandvothersvworkingvtovreinvigoratevthevcommitm
entvofveducationalvinstitutionsvtovpreparevstudentsvforvdemocraticvlifev
(Allen,v2016).vAllenv(2016)varguesvthatveducationvshouldvcultivatevca
pacitiesv“tovpreparevourselvesvforvbreadwinningvwork;vtovpreparevour
selvesvforvcivicvandvpoliticalvengagement;vtovpreparevourselvesvforvcr
eativevself-vexpressionvandvworld-
making;vandvtovpreparevourselvesvforvrewardingvrelationshipsvinvspac
esvofvintimacyvandvleisure”v(p.v17).vThevfirstvofvthesevcapacitiesvisvne
ededvforvvocational/professionalvdevelopment,vthevsecondvforvcivicvd
evelopment,vandvthevthirdvandvfourthvforvexistential/vpersonalvdevelop
ment.vViewingvethicsveducationvinvtermsvofvdevelop-
vmentvinvthesevthreevdomains vcanvhelp villuminate vpotential vgapsvandvl
endvcoherencevtovclustersvofvskillsvandvoutcomesvassociatedvwithveac
hv(seevMintzv&vTal,v2014vforvavsimilarvapproachvinvthevcontextvofven
viron-vmentalvsustainabilityveducation).
Vocationalv developmentv mayv bev thev easiestv tov understandv inv th
e
contemporaryveducationalvcontext,vthoughvpromotingvitvpresentsvchal-
vlenges vstemmingvfromvsignificant vchanges vinvthevvocational vrolesvstu
-
vdents vmayvfill.vThesevmayvintroduce vnovelvethical vproblems vthatvmig
htvnotvbeveasilyvresolvedvusingvtraditionalvprofessionalvethicalvframew
orks.vThevrapidlyvdevelopingvfieldsvofvartificialvintelligencevandvbioe
ngi-
vneering varevjustvtwovexamples vofvthevmanyvprofessional vdomains vinv
whichvethicsveducationvmustvevolvevtovmeetvthevneedsvofvfuturevprac-
vtitioners.
Thevrolevofveducationvinvpromotingvcivicvdevelopmentvhasvlongvbe
envemphasizedvinvthevUnitedvStatesv(e.g.,vBok,v2001;vColby,vEhrlich,
vBeaumont, vRosner, v&vStephens,v2000;vDewey,v1916),vthough veduca-
vtional vinstitutions vmayvfocusvonvcultivating vdifferentvformsvofvcivicv
development,vwithvsomevfocusingvmorevonvtraditionalvcivicvresponsi-
vbilities, vsuchvasvvoting,vandvothersvencouraging vmorevcriticalvengage
-
vmentvaimedvatvameliorating vinjustices v(Westheimer v&vKahne,v2004).
vWhat vthesevdifferentvapproaches vhave vinvcommon visvavrealizationvtha
tvschoolsvhavevavmandatevtovcultivatevthevknowledge,vskills,vandvdis-
vpositions vneeded vtovsustain vcivicvand vcommunity vlife,vmanyvofvwhic
h,vsuchvasvcommitmentsvtovjusticevandvequality,varevappropriatevtopic
svforvethicsveducation.
Existentialvdevelopmentvisvavwidelyvrecognizedvbutvcontestedvgoalv
ofveducationvandvhigherveducationvespecially.vHigherveducationvcanvh
elpvindividualsvclarifyvandvdevelopvtheirvunderstandingsvofvthemselve
svandvthevworldvinvwaysvthatvmanifestvprimarilyvinvtheirvpersonal,vrat
hervthanvprofessionalvorvcivic,vlives.vThevpursuitvofvexistentialvdevelop
mentvinvthevcontextvofvethicsveducationvmayvtakevavvarietyvofvformsvt
hatvarevunitedvinvtheirvfocusvonvimprovingvstudents’vcapacitiesvforvsel
f-definitionvandvthevcultivationvofvrewardingvpersonalvrelationships.
Examiningvethicsveducationvthroughvthevlensesvofvthesevthreevdo- 3
