Proposal Title

Teaching and Learning Ethics at the University: What Do Students Learn?

Presenters

Juny MontoyaFollow

Proposal Abstract

The University of Los Andes (Bogotá, Colombia) has included Ethics as a transcurricular component for Undergraduate students. The project, called “courses epsilon” has started with a pilot of 25 courses. In this session, we present partial results of an onging survey of students attending courses epsilon in different disciplines and the analysis of their answers in terms of what they are learning and what teaching strategies they find more effective related to those leaning outcomes. Beyond perceptions, actual learning is assessed through the analysis of students' portfolios in one of the participating courses, Participants at this session will enagage in the discussion about suitable learning goals for teaching ethics at the undergraduate level and what teaching strategies seem to be more effective for those goals. Implications for designing courses aimed at teaching ethics within the disciplines will be discussed.

Location

Room 2002

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 2:00 PM Mar 26th, 2:45 PM

Teaching and Learning Ethics at the University: What Do Students Learn?

Room 2002

The University of Los Andes (Bogotá, Colombia) has included Ethics as a transcurricular component for Undergraduate students. The project, called “courses epsilon” has started with a pilot of 25 courses. In this session, we present partial results of an onging survey of students attending courses epsilon in different disciplines and the analysis of their answers in terms of what they are learning and what teaching strategies they find more effective related to those leaning outcomes. Beyond perceptions, actual learning is assessed through the analysis of students' portfolios in one of the participating courses, Participants at this session will enagage in the discussion about suitable learning goals for teaching ethics at the undergraduate level and what teaching strategies seem to be more effective for those goals. Implications for designing courses aimed at teaching ethics within the disciplines will be discussed.