The authors offer an epidemiology of ethics for a large, metropolitan, high-research-activity university in the United States. The goal of this project is to argue for ethics as a necessary component of institutional health. The methodology used in this project can readily be taken up by other institutions, with much to be learned from inter-institutional comparisons about the distribution of ethics across the curriculum and within the disciplines. These issues make assessment of where ethics is taught all the more difficult.
“soft” skills within curricula), connotation (differences in meaning of “ethics” among and within disciplines), and collaboration (tensions between Ethics-Across-the-Curriculum and Ethics-In-the-Disciplines approaches to ethics). The authors argue that pro-ethics inoculation at research institutions is shaped by issues of complexity (space given to “hard” vs. These data also tell a story about the ethical health of institutions: to what extent its members are empowered to cultivate a culture of ethics and inoculated against ethical missteps. Their hypothesis is that knowing more about how undergraduates are exposed to ethics will help us understand to what extent they are infected with interest in ethics literacy, and potentially what immunity they develop against unethical and unprofessional conduct. Where epidemiology of a pandemic looks at quantifiable data on infection and exposure rates, control, and broad implications for public health, an epidemiology of ethics looks to parallel data on those same themes. The authors offer an epidemiology of ethics for a large, metropolitan, very-high-research-activity (R1) university in the U.S.
The goal of this project is to argue for ethics as a necessary component of the institutional health.
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