Exploring Information Ethics with Undergraduate STEM Students

Abstract

Observation of students in a for-credit Information Literacy course demonstrates response to information ethics in all its forms. This poster session will explore the literature and provide ideas for further analysis. What are the tools provided to help undergraduates gain knowledge and experience in understanding information ethics? A literature review provides articles on coursework and assignments that help STEM-undergraduates learn about information ethics and application directed specifically to science majors. This poster explores possible interactions and assignments designed to challenge student thinking. Students need to separate fact from opinion, an important critical thinking goal in higher education and scientific work. In the new information environment, opinion is represented as fact, and scientific concepts are represented as opinion. The concept of peer-reviewed literature is sometimes difficult for undergraduates to grasp. As educator’s we provide definitions and examples, but what learning methods assure understanding for all students in a course or program? The assignments have students: define the concepts of opinion and fact by reviewing controversial issues from different perspectives; explore the context of citations; explore copyright and plagiarism; develop individual literature-research plans; and analyze the peer review process using examples of misconduct to explore the effects and outcomes. Questions include: How do STEM students perceive information ethics? Will structured ethics assignments impact learning? How do new methods of information sharing impact student’ understanding of information ethics? Are students who are aware of information ethics able to apply that to future research assignments?