A Dilemma-based Approach to Teaching Ethics: Life Lessons for Family and Consumer Sciences College Seniors

Abstract

In a capstone course for family and consumer sciences (FCS) college seniors, students used a dilemma-based approach to evaluate and articulate their personal and professional values as well as those of others. Qualitative data were collected across four years to examine the impact of course content and pedagogical approach on student definitions of the terms “ethics” and “morals” as well as their identification of personal and professional values. Content analysis of data suggests that students may adopt more complex social values and demonstrate an improved ability to articulate their values as an outgrowth of their involvement in ethics education. The pedagogical framework appears to have increased student appreciation for diverse opinions, openness to alternative positions in the reasoning process, and a more invested sense of professional and social responsibility.