Impact and persistence of ethical reasoning education on student learning: results from a module-based ethical reasoning educational program

Abstract

Ethical reasoning is a teachable skill that college students can (and should) learn (Sternberg 2012). Yet, despite the attention ethical reasoning (ER) education has garnered, institutions have delivered ethical reasoning programs with varied success. Improving students' ethical reasoning skills, and subsequently sustaining those gains throughout the undergraduate career, requires intensive educational curricula delivered over an extended period of time. Specifically, ER instruction should be a program of continuing education rather than a singular or solitary experience (LaGrone et al. 1996). To further examine ethical reasoning education efforts, this study reviewed current practice; piloted a novel, modular-based ethical reasoning program; and studied the new program's efficacy. Results suggest that the program may be effective, having a positive effect on students' lower-level and higher-level ER skills. Yet, only gains in students' lower-level ER skills were sustained for months after they completed the program. The next step is to proceed in continuing to implement additional programs