Exploring Bioethics - NIH Office of Science Education - National ...

3. Ask a representative from each group to share the group’srecommendation to the class.1If a group cannot reach consensus, it’s fine to entertain a minorityreport, in which people who were not persuaded by the dominantargument state their opposition to the majority view.4. Assign the final assessment (below) as homework.ClosureReview with students that it’s normal to have an initial gut reactionto an ethical question. To reach a thoughtful response, people mustexamine the scientific facts of the case and the ethical considerationsinvolved. Then, policy recommendations can be made that reflect anunderstanding of the facts and this reasoned approach.2HomeworkHave each student complete an essay or poster containing his or her policyrecommendation and reasoning for it. This will serve as the final assessment(see below).3Final AssessmentThe final assessment is the homework assigned at the end of Day 3.In a well-written essay or poster presentation, each student should makea recommendation for the policy position he or she feels is best suitedto Alba’s case, selecting from among the choices on the decision-makingcontinuum. In justifying their recommendations, students should clearlyarticulate the key scientific facts, identify all the stakeholders, and takeinto account the ratio of animal harm to human benefit, available alternatives,and respect. The group work and full-class discussion of Days 2 and3 should have served as an opportunity for students to clarify their thinkingfor this assignment.See theIntroductionConsider referring to Table 1,Assessing Student Justifications,on pages 10–11 of the Introduction.This table will help youevaluate how comprehensivelyand rigorously students handledthe Final Assessment assignment.45Module 6 6-256