A Survey of Ethics Training in Undergraduate Psychology Programs at Jesuit Universities

Training in ethics is fundamental in higher education among both faith-based and secular colleges and universities, regardless of one’s academic major or field of study. Catholic colleges and universities have included moral philosophy, theology, and applied ethics in their undergraduate curricula for generations. The purpose of this investigation was to determine what, if anything, Jesuit college psychology departments are doing to educate psychology majors regarding ethical issues. A survey method was used to assess the psychology departments of all 28 Jesuits colleges and universities in the United States. A total of 21 of the 28 schools responded and completed the survey. Five schools (23%) reported that they offered a course specifically on ethics in psychology, and three (14%) additional schools offered related courses. Of the eight (38%) that offered ethics-related courses, only one required its majors to take it, and only if they were enrolled in the mental health or forensic psychology tracks. For two (10%) of the schools, the ethics in psychology course counted as a university core ethics requirement; for two others (10%), the class met an elective university ethics requirement for psychology majors

An Undergraduate Toxicology Seminar Focusing on Ethical Reasoning and Communication Skill Development

The development of an undergraduate major in toxicology at Nazareth College provided the opportunity to develop a one-credit Principles of Toxicology Seminar designed to address ethical reasoning skills and communication (both oral and written), areas which can be challenging to address in traditional courses and which have been noted to be areas of deficiency in toxicology graduates. The seminar is a co-requisite to Principles of Toxicology, the introductory course in the major, and is built around the study of 5-7 environmental issues selected by the students. The issues are introduced through readings, documentaries, and student small group oral “environmental issue presentations.” Students then write “policy papers” through which they survey the primary literature to determine the health effects of the chemical(s) implicated in the issue and make a determination of whether they believe the data support the current exposure limits set by regulatory agencies. Student evaluations of the seminar using the IDEA metric indicate substantial progress on objectives related to critical thinking and oral and written communication skill development, among others, as well as overall very positive views on the seminar itself and the field of toxicology. Thus, this seminar may serve as a pedagogical model of a course that engages students with real-world environmental issues of interest to them, while facilitating the development of the ethical reasoning and communication skills that can be challenging to address in the traditional curriculum

Amalgamating sustainable design strategies into architectural curricula

In the era of climate change, rising sea levels, the hole in the ozone layer and current food crisis, sustainability is no longer a matter of choice; it is a must. While the term sustainability manages to embed itself in all aspects of contemporary life, sustainability in the built environment requires special attention. Designs created by architects and planners play a fundamental part in shaping the way we live, behave and interact with our surroundings. Smith (2001) argued that instilling sustainable design in curricula at schools of architecture is a significant method of encouraging sustainable architectural design in practice. This is particularly important in non-sustainable societies such as those of the Middle East. For these reasons, this study aims at exploring ‘sustainability strategies,’ as they may be described, adopted in different schools of architecture. The research surveys architectural curricula at different Royal Institute of British Architects (RIBA) exempted schools of Architecture, at part 1 and 2 levels. Meanwhile, it also observes the contradiction and difficulties of teaching sustainable architectural design in Egyptian and Middle Eastern societies, whose cultural fabric does not encourage environmental awareness. Finally, the study attempts to investigate, in an increased level of detail, how sustainable design education fits into the undergraduate and postgraduate curricula of the Architectural Engineering and Environmental Design Department (AEED) at the Arab Academy for Science, Technology and Maritime Transport (AASTMT) in Alexandria, Egypt. The paper concludes that the proper application of sustainable design strategies at early stages of architecture education has developed architects with sturdy understanding of their environment, climate and local identity, which can never happen if this is addressed in postgraduate studies or at later stages of the Architecture career

Graduate Catalog, 1963

https://scholar.valpo.edu/gradcatalogs/1000/thumbnail.jp

Accelerating Curriculum Design: A Love It, Don\u27t Leave It Approach to Creative Process and Idealized Design

Purpose and Background: The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.https://jdc.jefferson.edu/nursingposters/1009/thumbnail.jp