Course Syllabus
HSci 2105: Current Issues in Bioethics
Note: this course is conducted entirely online, asynchronously. Students are expected to log in to the
course several times throughout every week to participate in class activities, as well as complete
independent work each week.
Spring 2015 (15-week session)
Shawneequa L. Callier, JD, MA
Assistant Professor
Department of Clinical Research and Leadership
School of Medicine and Health Sciences
The George Washington University
2100-W Pennsylvania Avenue
Suite 5055
Washington, DC 20037
Office: 202-994-4216
Fax: 202-994-0870
scallier@gwu.edu
Faculty Profile: http://tinyurl.com/bwevu54
Twitter: @SLCallier
Office Hours
Chat/Tel: By Appointment
Email: Anytime
Thomas (Tom) Harter, PhD
Adjunct Professor
Department of Clinical Research and Leadership
School of Medicine and Health Sciences
The George Washington University
Associate Clinical Ethicist
Medical Research
Gundersen Medical Foundation
1900 South Ave., C03-006B
La Crosse, WI 54601
Office: 608-775-0708
Fax: 608-775-1565
tdharter@gundersenhealth.org
Fax: 608-775-1565
tdharter@gundersenhealth.org
Office Hours:
Chat/Tel: Tuesday-Thursday: Noon-1pm CST
Email: Anytime
Course Description
Competing perspectives on various topics, including access to health care, the ethical conduct of
research on human subjects, genetic and stem cell research, and the morality of designing life and
permitting death–continue to make the field of bioethics interesting and dynamic. This course will
introduce students to the foundational theories that helped to form the field of bioethics, and offer an
opportunity to investigate general and specific ethical questions from both a personal and an
organizational perspective. Through class discussions and independent writing, students will be
expected to assess and apply theories of morality and to evaluate them within the context of modern
concerns and criticisms related to science and medicine.
Course Objectives
Page 1 of 8
Copyright © 2014, The George Washington University
Students who have successfully completed this course will be able to:
Compare and contrast basic ethical theories, traditions, and perspectives.
Identify ethical issues within different research and clinical contexts.
Apply moral theories and reasoning tools in the resolution of ethical cases and
situations
4. Formulate positions on modern bioethical issues utilizing traditional ethical theories and
perspectives.
1.
2.
3.
Course Format
Each session's reading assignments and discussion topics will be posted to the respective links under
the "Weekly Sessions" tab in the course menu. Most class "sessions" will run from Thursday
morning at 12:01 A.M. until 11:59 P.M. the following Wednesday Eastern Standard Time. While
most sessions are a week long, the first session is longer so that we can transition smoothly into a
Thurs-Wed format.
We will use Announcements to communicate important information and to direct you to various areas
of the virtual “classroom.” Please take the time to explore the classroom and become familiar with
it. During the semester, we expect you to access the classroom several times each week to stay
current with and active in what's going on in our classroom.
Although we are making all of the class sessions available to you at the start of semester, we may
come up with additions/modifications to individual class sessions over the course of the semester. For
this reason, we must reserve the right to make changes to class sessions up until the start date of
each respective session.
Course Requirements
Your final course grade will be based on the following:





Page 2 of 8
30% - Active participation/leadership in online discussions (see
description/expectations below)
o DB1-2 4%
o DB3-8 13%
o DB 9-15 13%
25% - Reflection Journal
o Qs1-3 18%
o Q4
7%
20% - Presentation
5% - Syllabus Quiz
20% - Other Course Quizzes
o Belmont 10%
o Informed Consent 10%
Copyright © 2014, The George Washington University
Complete descriptions of each of these assignments as well as links to submit them can be found
under session tabs in the course menu.
Required Textbooks
1. Purtillo, R. B. & Doherty, R. (2010). Ethical Dimensions in the Health Professions (5th ed.).
Missouri: Saunders.
2. American Psychological Association. (2010). Publication Manual of the American Psychological
Association (APA). Sixth edition. Washington, DC: American Psychological Association. ISBN 14338-0561-8
Grading Policies
The Department of Clinical Research and Leadership follows the grading policy of the School of
Medicine and Health Sciences. Students will receive a letter grade rather than a grade based on a
100-point scale. In undergraduate courses, grades range from A to F, where A=Excellent; B=Good;
C=Satisfactory; D=Low Pass; F=Fail. '+' or '-' grades may also be assigned. Faculty are responsible
for evaluating the performance of students in a meaningful, useful and timely manner and for
assigning grades on a basis that is rational, just and unbiased.
Late Work
In general, late work is not accepted. We realize there may be times you have conflicts and
unexpected events that may interfere with regularly scheduled assignment submissions. Students
need to take the initiative to contact their professor by email prior to the scheduled due date so
alternate arrangements can be made. Your professor will decide if the excuse is acceptable or not,
but in most cases there will be a penalty. Typically, acceptable excuses are limited to major
emergencies.
Assignments
1. Quizzes - DUE BEFORE THE MONDAY OF THE NEXT SESSION
Multiple choice quizzes are open book and do not have a time limit, but they must be completed by
the due date.
2. Presentations - DUE at NOON on the Saturday before the NEXT SESSION
To successfully complete this course, every student must prepare a PowerPoint Presentation that is
assigned to them based on the first letter of their last names. Scroll down to the chart summarizing
the weekly assignments to identify the week that you are on call to present. Everyone else should
engage with the presenters. Presenters are expected to engage with all classmates who comment
on their presentations during the weeklong session and on at least two other presentations.
Page 3 of 8
Copyright © 2014, The George Washington University
Expectations:

No more and No less than 10 slides.

Slide 1: Name and Title

Slide 2: Bullet Point Summary of Scenario

Slides 3-4: Explain the ethical dilemma(s) using bullet points and notes in the notes
section.

Slides 5-7 Explain and apply the relevant ethical principles and theories discussed in
previous weeks. Include references to the assigned reading only in the notes.

Slides 8 Answer the scenario question and/or provide a recommended course of action

Slide 9 conclusion
Advice: Use bullet points and quotes, but do not fill the slide with text. Add explanatory text and
references in the notes section. Do not copy text as an explanation. We will be evaluating how well
you understand the theories and principles so you should use your own language.
If you have deep issues with your presentation topic and want to present on another topic, please
also let me know that as soon as possible. Please be open to presenting on a topic that has nothing
to do with your line of work. The class will benefit if you instead facilitate detailed discussion in
response to another student’s presentation on a topic in your field (sonography, pharmacy, laboratory
services, emergency medicine) by applying your current and expected experiences to the topic.
Share war stories and explain why a student's suggestions would or would not work in your
field. Health care requires interdisciplinary collaboration so it is important that you understand the
issues that will arise on health care teams and among your peers.
3. Reflection Journal Entries –DUE BEFORE THE MONDAY OF THE NEXT
SESSION
Many of the issues that we will cover throughout the semester will resonate with you in very personal
ways. You will have strong responses and feel pulled in a range of different directions, often for
subjective and emotional reasons. I urge you to practice applying the approaches to problem solving
and the tools of ethical reasoning that we will discuss throughout the course to any intuitive
responses you have to the material. Of course, the biases, traditions, and diverse influences that we
bring to the course are inherently important to the bioethics discourse. It is therefore important that
you take an opportunity to observe how your perspective, feelings, and background can influence
problem solving and communication within a real world setting. Accordingly, to successfully complete
this course, one of your tasks is to reflect on the assigned activities and questions in your reflection
journal by demonstrating an understanding of the pros and cons of your arguments and that your
understanding goes beyond cultural beliefs and values.
Grading Rubric:
Page 4 of 8
Copyright © 2014, The George Washington University



A Range: Answers all of the questions and responds to professor’s comments. Refers
to the application of concepts, principles, and ethical theories discussed in the assigned
reading. Uses topic sentences and clear and concise language. Provides an analysis
by explaining how the facts and issues specific to the question apply to what is learned
in class. Provides well-reasoned opinions and counter arguments. Provides a
concluding opinion and supports it. Supplies references to the assigned reading with
page numbers.
B Range: Misses elements described in A
C Range or below: Does not answer all of the questions. Provides and opinion without
an ethical analysis. Does not clearly demonstrate application of the reading material.
Participation/Leadership in Online Discussions
The discussion board and your participation therein is a critical element of this course. To earn a "C"
grade in participation, you will be expected to make at least one entry for each question posed in the
weekly discussion board and interact with at least two of your colleagues. In other words, if you
expect to earn a "C" in participation, you should post at least one original thread in each forum and
then respond substantively (we add or contribute to the discussion and not simply write, "I agree") to
at least two of your colleagues' entries.
Expectations: How to get an A
Since we’re assuming that some of you will want to maximize your grades in every part of the course,
we'll provide you with further guidance as to how each of you can earn an "A" in participation. After
you have posted your initial comments, read and react to those posted by your colleagues. Ask
questions or seek clarification, elaboration or examples. In other words, do your part to expand the
online exchange of ideas to greater depths and higher levels of thought. Be sure to respond or react
to those questions that have been posted in response to your initial comments. Be sure to respond to
the initial question and questions posted by your professor as well.
Demonstrating leadership in the online discussion is your ultimate goal. You can do this by:
o
o
o
o
moving the group towards a goal. In this case, that goal is learning.
communicating your ideas in a way that shows regard for others. One way that you can
demonstrate respect for all who will be reading your discussion posts and written
assignments is to take the time to proofread your work so that it is presented in a way
that is well-organized and free from spelling and grammatical errors.
creating an environment where diverse ideas are solicited and listened to. You can
foster such an environment by asking probing questions, seeking clarification, and
elaboration so as to better understand others' points of view, playing devil's advocate,
integrating multiple perspectives, comparing and contrasting your classmates' ideas,
etc.
demonstrating respect for others by posting your comments early in the week so others
have the chance to read and respond, and responding to questions posed by others.
In order to be a leader in the online classroom, you must be a full and active participant. A grade for
participation will be assigned at the end of the semester. If you have any questions or concerns
during the semester about your performance in this area, please do not hesitate to ask.
Page 5 of 8
Copyright © 2014, The George Washington University
Writing Standards
Students are expected to use correct English in all course communications. Grades on all
assignments will reflect the extent to which the student has correctly applied principles of grammar,
mechanics, punctuation, spelling and effective sentence structure. Any deficiencies in these areas will
result in either a grade penalty.
Plagiarism and Academic Integrity
The George Washington University's Code of Academic Integrity applies to all work done for this
course including written assignments and discussion postings.
Using someone else's words, ideas, phrases, or data, and representing them as your own, either
intentionally or unintentionally, is known as PLAGIARISM. Plagiarism is a serious form of academic
dishonesty and is a violation of the University's Code of Academic Integrity. Plagiarism can be
grounds for a failing grade in an assignment or even in a course.
It is expected that all students read and be familiar with the University's Code of Academic Integrity.
For more information on student rights and responsibilities, go to http://gwired.gwu.edu/osjs/Policies/
where you will find a link to the University's Guide to Student Rights and Responsibilities.
For more information about plagiarism and how to avoid it, click on this link to GW's Gelman
Library. If you have questions throughout the semester, please email your professor.
Statement on Disabilities
Any student who may need an accommodation based on the potential impact of a disability should
contact the Disability Support Services office at 202-994-8250 to establish eligibility and to coordinate
reasonable accommodations. For additional information, please refer to http://gwired.gwu.edu/dss/.
Health Sciences Student Handbook
For further information about your educational experience in the School of Medicine and Health
Sciences, please see the Health Sciences Student Handbook.
Page 6 of 8
Copyright © 2014, The George Washington University
Course Overview
Topic
Major Assignment Due Dates





Session 1: Mon Jan
12 to Wed Jan 21
(Extended
Session)
Introduction to
Morality and Ethics
Session 2: Thur Jan
22 to Wed Jan 28
Ethical Theories and
Approaches to
Decision-Making
Assigned Reading
Post an introduction
Discussion Board
Syllabus Quiz
Initial Discussion Board Posts are always due by
Saturday at Noon EST.
 Assigned Reading
 Discussion Board
 Belmont Report Quiz
Session 3: Thurs
Jan 29 to Wed Feb
4
Application of
Sessions 1-2.
Presentation
Discussing
Scenarios.
 Presentation (only if the first letter of your last name
begins with a letter A-F)
 Engage with classmates and presenters.
 Note: Presentations are due by Noon EST on the
Saturday, before the 5th
Session 4: Thurs
Feb 5 to Wed Feb
11
The PractitionerPatient Relationship
 Assigned Reading
 Discussion Board
Session 5: Thurs
Feb 12 to Wed Feb
18
Justice and Fairness
in Health Care
 Assigned Reading
Session 6: Thurs
Feb 19 to Wed Feb
25
Justice and Fairness
in Health Care
Continued
 Discussion Board (Initial post due on February 19th)
Session 7: Thurs
Feb 26 to Wed Mar
4
Reproductive
Choices
 Assigned Reading
 Discussion Board
Session 8: Thurs
Mar 5 to Mon Mar
9 SHORT
SESSION
Reflection Session /
Reflection Journal
Activities
 Respond to Reflection Journal Q1 (Interview a Friend
re their thoughts on confidentiality)
 Respond to Reflection Journal Q2 (Reproductive
Choices)
 Respond to Reflection Journal Q3 (Life and death
scenario)
Entries due by Monday the 16th because of Spring
Break
Page 7 of 8
Copyright © 2014, The George Washington University
Chronic and End-ofLife Care
 Assigned Reading
 Presentation (only if the first letter of your last name
begins with a letter G-O)
 Engage with classmates and presenters.
Note: Presentations are due by Noon EST on the
Saturday, before the 26th
Session 11: Thurs
Mar 26 to Apr 1
Genetics and Digital
Technology
 Assigned Reading
 Discussion Board
 Review professor comments on your reflection journal
entries and respond if necessary
Session 12: Thur
Apr 2 to Wed Apr
8
Justice and Fairness
in Research
 Assigned Reading
 Quiz due next week
Session 13: Thurs
Apr 9 to Wed Apr
15
Human Participation
in Research and
Informed Consent
 Discussion Board
 Common Rule & Informed Consent Quiz
Sessions 14: Thurs
Apr 16 to Wed Apr
22
Application of
Sessions 10-12
 Assigned Reading
 Presentation (only if the first letter of your last name
begins with a letter P-Z)
 Engage with classmates and presenters.
Session 9: Sunday
Mar 15 to Wed
Mar 25
Extended Session
Note: Presentations are due by Noon EST on the Saturday
before the 23rd.
Session 15: Thur
Apr 23 to Wed Apr
29
Ethical Dimensions
in Professional Life
 Respond to reflection Journal Entry Q4 (Must
complete by noon on April 29th to receive a strong
reflection journal grade for this course).
Copyright Notice
The Copyright Act (17 U.S.C. § 10) governs the rights attributed to owners of copyrighted work. Under certain
circumstances, educational institutions may provide copies of copyrighted works to students. The copies may not be
copied nor used for any other purpose besides private study, scholarship, or research. Users should not provide electronic
copies of any materials provided on this course's Blackboard site to unauthorized users. If a user fails to comply with Fair
Use restrictions, he/she may be held liable for copyright infringement. No further transmission or electronic distribution is
permitted.
Page 8 of 8
Copyright © 2014, The George Washington University