A pioneering program that transformed how scientists approach the ethical dimensions of their work
Imagine a classroom where philosophers, biologists, engineers, and agricultural researchers sit side-by-side, grappling with questions that have no easy answers: Should we patent genetically modified animals? What are our moral obligations to family farmers in an age of agricultural technology? How do we balance scientific progress with environmental sustainability?
This was the revolutionary learning environment created by Iowa State University's Model Bioethics Institutes, an innovative program that transformed how scientists approach the ethical dimensions of their work.
In 1986, an Iowa legislative statute established the Bioethics Advisory Committee at Iowa State University, recognizing early that emerging technologies would raise profound ethical questions 8 .
The ISU Bioethics Institutes represented a significant departure from traditional ethics education. Rather than treating ethics as an abstract philosophical exercise, the program embraced what today might be called "design bioethics" – an approach that emphasizes context, narrative, and embodiment in moral decision-making .
The primary goal was to train faculty to use discussions on ethics in their classes, creating a multiplier effect that reached thousands of students 8 .
The Institutes received funding from the National Science Foundation and United States Department of Agriculture, indicating high-level recognition of the program's value 8 .
The program created an "ethical provenance" for scientific knowledge, ensuring clear oversight and thoughtful consideration of implications 6 .
The 1994 Bioethics Institute serves as an excellent case study for understanding the program's approach. The methodology followed several key steps:
Approximately 25 faculty from diverse fields created deliberate cognitive diversity.
Participants engaged with fundamental ethical frameworks through expert-led seminars.
Real-world ethical dilemmas formed the heart of the learning experience, moving beyond the "applied ethics model" 2 .
Participants created concrete lesson plans and assignments for their specific courses.
| Measurement Category | Pre-Institute (1993) | Post-Institute (1995) | Change |
|---|---|---|---|
| Courses Incorporating Ethics | 38 | 89 | +134% |
| Students Reached Annually | ~1,800 | ~3,900 | +117% |
| Disciplines Represented | 12 | 19 | +58% |
| Academic Discipline | Percentage of Courses | Sample Ethics Topics Addressed |
|---|---|---|
| Life Sciences | 32% | Animal research ethics, biodiversity conservation |
| Agricultural Sciences | 28% | Family farm preservation, environmental sustainability |
| Engineering | 18% | Technological risk assessment, social responsibility |
| Social Sciences | 12% | Equity in technology access, policy implications |
| Other Disciplines | 10% | Ethics in science communication, historical context |
The Iowa State Model Bioethics Institutes developed and refined a collection of powerful teaching resources that became key to their success. These tools enabled faculty from technical fields to incorporate ethics effectively without needing to become professional philosophers.
"Should We Patent Life?" (1990), "Is Biotechnology Compatible With Sustainable Agriculture?" (1991) 8
Provide concrete scenarios for ethical analysisShort scenarios with variations in key moral factors
Isolate specific ethical variablesPurpose-built games and role-play scenarios
Create immersive ethical dilemmasSample syllabi, lesson plans, assessment rubrics
Reduce preparation burden for facultySimplified explanations of ethical approaches
Make philosophical traditions accessiblePurpose-built tools aligning with theoretical commitments
Context, narrative, and embodiment focusThe Iowa State Model Bioethics Institutes demonstrated remarkable longevity and evolution. When Gary Comstock left Iowa State in 2001, Dr. Kristen Hessler took over as Bioethics Outreach Coordinator, maintaining the program's momentum 8 .
The model was adopted by other institutions including Oregon State University, the University of Illinois, and the University of Nebraska 8 .
The program developed an International Bioethics Institute in Lisbon, Portugal through collaboration with FLAD and NSF 8 .
The Institutes continuously evolved their curriculum to address emerging technologies, maintaining relevance through decades of rapid change.
The Institutes proved that ethics can be scaled through strategic faculty development, creating ripple effects that extend through thousands of students. In an age of increasingly powerful technologies, this educational model may be one of the most important innovations to emerge from Iowa State University.
A simple but radical idea that the scientific mind needs both technical training and moral imagination to truly serve humanity.