Genetics, Vol. 168, 1111-1117, November 2004, Copyright © 2004
doi:10.1534/genetics.103.023077

Instructors' Practices in and Attitudes Toward Teaching Ethics in the Genetics Classroom

Joan M. Booth and Jinnie M. Garrett1

Department of Biology, Hamilton College, Clinton, New York 13323

1 Corresponding author: Department of Biology, Hamilton College, 198 College Hill Rd., Clinton, NY 13323.
E-mail: jgarrett{at}hamilton.edu

There is strong consensus among educators that training in the ethical and social consequences of science is necessary for the development of students into the science professionals and well-rounded citizens needed in the future. However, this part of the curriculum is not a major focus of most science departments and it is not clear if, or how, students receive this training. To determine the current status of bioethics education of undergraduate biology students in the United States, we surveyed instructors of introductory genetics. We found that there was support for more ethics education both in the general curriculum and in the genetics classroom than is currently being given. Most instructors devote <5% of class time to ethical and social issues in their genetics courses. The majority feels that this is inadequate treatment of these topics and most cited lack of time as a major reason they were unable to give more attention to bioethics. We believe biology departments should take the responsibility to ensure that their students are receiving a balanced education. Undergraduate students should be adequately trained in ethics either within their science courses or in a specialized course elsewhere in the curriculum.