2024 ASM Conference for Undergraduate Educators

Ethical reasoning and navigating often inevitable and complex power dynamics in research settings are critical skills for developing researchers. Thus, training and developing scholars through effective and adaptable interventions is critical. Case studies and argument analysis have been used to engage participants in analyzing scenarios that address the responsible conduct of research in various contexts. We developed a 200-level biotechnology and sustainability course that leverages the How We Argue adaptive course modules (developed by ThinkerAnalytix) and scaffolded case study analyses through a template reflection to promote a deeper understanding of complex ethical scenarios. We incorporated discussion forums for learners to share their interpretation of custom-tailored e-waste recycling case studies. Through this approach, participants completed the How We Argue module and transferred their reasoning skills to potential ethical dilemmas in biotechnology and the sustainability of electronic waste reuse. We hypothesized that argument analysis and open discussion of ethical scenarios would promote ethical reasoning skills. Mixed methods, pre-post surveys, and thematic analysis indicated that participants can identify ethical dilemmas yet vary in their ability to articulate the issues and their corresponding impact on power dynamics. Analyses of additional student responses and feedback will aid in the refinement of the case studies and more effective implementation of argumentation training and ethical reasoning in course-based research experiences.