Skip to main content

Advertisement

SpringerLink
Log in

Stakeholder Views of Nanosilver Linings: Macroethics Education and Automated Text Analysis Through Participatory Governance Role Play in a Workshop Format

  • Original Paper
  • Published:
Science and Engineering Ethics Aims and scope Submit manuscript

Abstract

The Nanosilver Linings role play case offers participants first-person experience with interpersonal interaction in the context of the wicked problems of emerging technology macroethics. In the fictional scenario, diverse societal stakeholders convene at a town hall meeting to consider whether a nanotechnology-enabled food packaging industry should be offered incentives to establish an operation in their economically struggling Midwestern city. This original creative work was built with a combination of elements, selected for their established pedagogical efficacy (e.g. active learning, case-based learning) and as topical dimensions of the realistic scenario (e.g. nanosilver in food packaging, occupational safety and health). The product life cycle is used as a framework for integrated consideration of scientific, societal, and ethical issues. The Nanosilver Linings hypothetical case was delivered through the format of the 3-hour workshop Ethics when Biocomplexity meets Human Complexity, providing an immersive, holistic ethics learning experience for STEM graduate students. Through their participation in the Nanosilver Linings case and Ethics when Biocomplexity meets Human Complexity workshop, four cohorts of science and engineering doctoral students reported the achievement of specific learning objectives pertaining to a range of macroethics concepts and professional practices, including stakeholder perspectives, communication, human values, and ethical frameworks. Automated text analysis of workshop transcripts revealed differences in sentiment and in ethical framework (consequentialism/deontology) preference between societal stakeholder roles. These resources have been recognized as ethics education exemplars by the U.S. National Academy of Engineering .

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Andre, J. (1991). Role morality as a complex instance of ordinary morality. American Philosophical Quarterly, 28(1), 73–80.

    Google Scholar 

  • Artiaga, G., Ramos, K., Cámara, C., & Gómez-Gómez, M. (2015). Migration and characterization of nanosilver from food containers by AF4-ICP-MS. Food Chemistry, 166(1), 76–85.

    Article  Google Scholar 

  • Baier, K., & Rescher, K. (1969). Values and the future. New York: Free Press.

    Google Scholar 

  • Benoit, C., & Mazijn, B. (Eds.). (2009). Guidelines for social life cycle assessment of products. Paris: United Nations Environment Programme.

    Google Scholar 

  • Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet allocation. Journal of Machine Learning Research, 3, 993–1022.

    Google Scholar 

  • Boehreer, J., & Linsky, M. (1990). Teaching with cases: Learning to question. In M. D. Syinicki (Ed.), The changing face of college teaching. San Francisco: Jossey-Bass.

    Google Scholar 

  • Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. AEHE-ERIC higher education report no. 1. Washington, DC: Jossey-Bass.

    Google Scholar 

  • Brown, K. (1994). Using role play to integrate ethics into the business curriculum a financial management example. Journal of Business Ethics, 13(2), 105–110.

    Article  Google Scholar 

  • Browning, L. M., Lee, K. J., Nallathamby, P. D., & Xu, X.-H. N. (2013). Silver nanoparticles incite size- and dose-dependent developmental phenotypes and nanotoxicity in zebrafish embryos. Chemical Research in Toxicology, 26, 1503–1513.

    Article  Google Scholar 

  • Brummel, B., Gunsalus, C., Anderson, K., & Loui, M. (2010). Development of role-play scenarios for teaching responsible conduct of research. Science and Engineering Ethics, 16, 573–589.

    Article  Google Scholar 

  • Canary, H. E., Taylor, J. L., Herkert, J. R., Ellison, K., Wetmore, J. M., & Tarin, C. A. (2014). Engaging students in integrated ethics education: A communication in the disciplines study of pedagogy and students’ roles in society. Communication Education, 63(2), 83–104.

    Article  Google Scholar 

  • Cech, E. (2014). Culture of disengagement in engineering education? Science, Technology and Human Values, 39(1), 42–72.

    Article  Google Scholar 

  • DesJardins, J. R., & Diedrich, E. (2003). Learning what it really costs: Teaching business ethics with life-cycle case. Journal of Business Ethics, 48, 33–42.

    Article  Google Scholar 

  • Diekmann, S., & Peterson, M. (2013). The role of non-epistemic values in engineering models. Science and Engineering Ethics, 19(1), 207–218.

    Article  Google Scholar 

  • Drake, P. L., & Hazelwood, K. J. (2005). Exposure-related health effects of silver and silver compounds: A review. Annals of Occupational Hygiene, 49(7), 585–587.

    Google Scholar 

  • Duncan, T. V. (2011). Applications of nanotechnology in food packaging and food safety: Barrier materials, antimicrobials and sensors. Journal of Colloid and Interface Science, 363(1), 1–24.

    Article  Google Scholar 

  • Echegoyen, Y., & Nerin, C. (2013). Nanoparticle release from nano-silver antimicrobial food containers. Food and Chemical Toxicology, 62, 16–22.

    Article  Google Scholar 

  • Eggleson, K., & Dempsey, J. (2015). Ethics when biocomplexity meets human complexity role play workshop and Nanosilver Linings case. In Ethics CORE (Collaborative Online Resource Environment) National Center for Professional and Research Ethics. https://nationalethicscenter.org/resources/7811.

  • Ekvall, T., Tillman, A.-M., & Molanders, S. (2005). Normative ethics and methodology for life cycle assessment. Journal of Cleaner Production, 13, 1225–1234.

    Article  Google Scholar 

  • Evers, C. (2011). A case-based graduate course in engineering ethics and professional responsibility. In American Society for Engineering Education (pp. 926–928).

  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.

    Article  Google Scholar 

  • Gorman, M., Hertz, M., Louis, G., Mappili, L., et al. (2000). Integrating ethics and engineering: A graduate option in systems engineering, ethics, and technology studies. Journal of Engineering Education, 89(4), 461–463.

    Article  Google Scholar 

  • Greenwood, M., & Van Buren, H. J, I. I. I. (2010). Trust and stakeholder theory: Trustworthiness in the organization-stakeholder relationship. Journal of Business Ethics, 95, 425–438.

    Article  Google Scholar 

  • Habermas, J. (1971). The scientization of politics and public opinion. In: Toward a rational society: student protest, science, and politics. Beacon Press, Boston.

  • Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.

    Article  Google Scholar 

  • Hansen, S. F., & Baun, A. (2015). DPSIR and stakeholder analysis of the use of nanosilver. Nanoethics, 9, 297–319.

    Article  Google Scholar 

  • Harris, C. E., Pritchard, M. S., Rabins, M. J., James, R., & Englehardt, E. (2014). Engineering ethics: Concepts and cases (5th ed.). Boston: Wadsworth Cenage Learning.

    Google Scholar 

  • Hennen, L. (2012). Why do we still need participatory technology assessment? Poiesis & Praxis, 9(1), 27–41.

    Article  Google Scholar 

  • Herkert, J. P. (1997). Collaborative learning in engineering ethics. Science and Engineering Ethics, 3, 447–462.

    Article  Google Scholar 

  • Herkert, J. (2005). Ways of thinking about and teaching ethical problems: Microethics and macroethics in engineering. Science and Engineering Ethics, 11, 373–385.

    Article  Google Scholar 

  • Heyward, P. (2010). Emotional engagement through drama: Strategies to assist learning through role-play. International Journal of Teaching and Learning in Higher Education, 22(2), 197–204.

    Google Scholar 

  • Jarmon, L., & Keating, E. (2008). NANO SCENARIO: Role-playing to appreciate the societal effects of nanotechnology. Simulation and Gaming, 39(2), 282–301.

    Article  Google Scholar 

  • Jenkins, W. (2013). Sustainability science and the ethics of wicked problems. In The future of ethics: Sustainability, social justice, and religious creativity (pp. 149–189) Washington: Georgetown University Press.

  • Johnson, D. G. (2009). Computer ethics (4th ed.). Upper Saddle River, New Jersey: Prentice Hall.

    Google Scholar 

  • Kalichman, M. W. & Plemmons, D. K. (2007) Reported Goals for responsible conduct of research courses. Academic Medicine 82(9), 846–852.

    Article  Google Scholar 

  • Keefer, M. G., & Ashley, K. D. (2001). Case-based approaches to Professional Ethics: A systematic comparison of students’ and ethicists’ moral reasoning. Journal of Moral Education, 30(4), 377–398.

    Article  Google Scholar 

  • Kim, B., Park, C.-S., Murayama, M., & Hochella, M. F. (2010). Discovery and characterization of silver sulfide nanoparticles in final sewage sludge products. Environmental Science and Technology, 44, 7509–7514.

    Article  Google Scholar 

  • Kohlberg, L. (1984). The psychology of moral development. San Francisco: Harper & Row.

    Google Scholar 

  • Kumar, N., Palmer, G. R., Shah, V., & Walker, V. K. (2014). The effect of silver nanoparticles on seasonal change in arctic tundra bacterial and fungal assemblages. PLoS One, 9(6), e99953.

    Article  Google Scholar 

  • Laas, K., & Weil, V. (2014). Taking a proactive approach towards responsibility: Indications of nano policy-making around the world, 2001–2008. Annals of Economics and Statistics, 115–116, 255–275.

    Article  Google Scholar 

  • Landsdown, A. B. G. (2006). Silver in health care: Antimicrobial effects in safety and use. Current Problems in Dermatology, 33, 17–34.

    Article  Google Scholar 

  • Liebert, W. J. (2013). Preparing to understand and use science in the real world: Interdisciplinary study concentrations at the Technical University of Darmstadt. Science and Engineering Ethics, 19(4), 1533–1550.

    Article  Google Scholar 

  • Liu, J., Sonshine, D. A., Shervani, S., & Hurt, R. H. (2010). Controlled release of biologically active silver from nanosilver surfaces. ACS Nano, 4(11), 6903–6913.

    Article  Google Scholar 

  • Loui, M. C. (2009). What can students learn in an extended role-play simulation on technology and society? Bulletin of Science, Technology & Society, 29(1), 37–47.

    Article  Google Scholar 

  • MacNaghten, P. (2010). Researching technoscientific concerns in the making: Narrative structures, public responses, and emerging nanotechnologies. Environment and Planning A, 42, 23–37.

    Article  Google Scholar 

  • MacNaghten, P., Kearnes, M., & Wynne, B. (2005). Nanotechnology, governance, and public deliberation: What role for the social sciences. Science Communication, 27(2), 1–24.

    Article  Google Scholar 

  • McShan, D., Ray, P. C., & Yu, H. (2014). Molecular toxicity mechanism of nanosilver. Journal of Food and Drug Analysis, 22, 116–127.

    Article  Google Scholar 

  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

    Google Scholar 

  • Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.

    Article  Google Scholar 

  • Moodie, R., Stuckler, D., Sheron, N., Neal, B., Thamarangsi, T., Lincol, P., et al. (2013). Profits and pandemics: Prevention of harmful effects of tobacco, alcohol, and ultra-processed food and drink industries. Lancet, 481, 670–679.

    Article  Google Scholar 

  • Morgan, R. L., Whorton, J. E., & Gunsalas, C. (2000). A comparison of short term and long term retention: Lecture combined with discussion versus cooperative learning. Journal of Instructional Psychology, 27, 53–58.

    Google Scholar 

  • Murdock, J., & Allen, C. (2015). Visualization techniques for topic model checking. In Proceedings of the 29th AAAI conference on artificial intelligence (AAAI-15). Austin, Texas, USA, 25–29 Jan 2015. http://inphodata.cogs.indiana.edu/.

  • Myyry, L., & Helkama, K. (2007). Socio-cognitive conflict, emotions, and complexity of thought in real-life morality. Scandinavian Journal of Psychology, 48(3), 247–259.

    Article  Google Scholar 

  • National Academy of Engineering. (2008). Grand challenges for engineering. Washington, DC: National Academies Press.

    Google Scholar 

  • National Academy of Engineering. (2016). Infusing ethics into the development of engineers: Exemplary education activities and programs. Washington: National Academies Press.

    Google Scholar 

  • Olusegun, A. S. (2004). Efficacy of role-playing pedagogy in training leaders: Some reflections. The Journal of Management Development, 23(3), 355–371.

    Google Scholar 

  • Pimple, K. D. (2002). Six domains of research ethics: A heuristic framework for the responsible conduct of research. Science and Engineering Ethics, 8, 191–205.

    Article  Google Scholar 

  • Podolsky, S. H. (2014). The antiobiotic era: Reform, resistance, and the pursuit of a rational therapeutics (p. 177). Baltimore: Johns Hopkins Press.

    Google Scholar 

  • Poorman, P. B. (2002). Biography and role-playing: Fostering empathy in abnormal psychology. Teaching of Psychology, 29(1), 32–36.

    Article  Google Scholar 

  • Popkin, B. M. (1993). Nutritional patterns and transitions. Population and Development Review, 19(1), 138–157.

    Article  Google Scholar 

  • Poynton, H. C., Lazorchak, J. M., Impellitteri, C. A., Blalock, B. J., Rogers, K., Allen, H. J., et al. (2012). Toxicogenomic responses of nanotoxicity in Daphnia magna Exposed to silver nitrate and coated silver nanoparticles. Environmental Science and Technology, 46, 6288–6296.

    Article  Google Scholar 

  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.

    Article  Google Scholar 

  • Prince, R. H. (2006). Teaching engineering ethics using role-playing in a culturally diverse student group. Science and Engineering Ethics, 12, 321–326.

    Article  Google Scholar 

  • R Core Team. (2014). R: A language and environment for statistical computing. Vienna: R Core Team.

    Google Scholar 

  • Raisner, J. (1997). Using the ethical environment paradigm to teach business ethics: The case of the maquiladoras. Journal of Business Ethics, 16(12), 1331–1346.

    Article  Google Scholar 

  • Rest, J. (1986). Moral development: Advances in research and theory. New York: Praeger.

    Google Scholar 

  • Robison, W. (2011). Nano-technology, ethics, and risks. Nanoethics, 5, 1–13.

    Article  Google Scholar 

  • Rogers, K. R., Bradham, K., Tolaymat, T., Thomea, D. J., Hartmann, T., Ma, L. Z., et al. (2012). Alterations in physical state of silver nanoparticles exposed to synthetic stomach fluid. Science of the Total Environment, 420, 334–339.

    Article  Google Scholar 

  • Rokeach, M. (1973). The nature of human values. New York: Free Press.

    Google Scholar 

  • Sadowski, J., Seager, T. P., Selinger, E., Spierre, S. G., & Whyte, K. P. (2013). An experiential, game-theoretic pedagogy for sustainability ethics. Science and Engineering Ethics, 19(3), 1323–1339.

    Article  Google Scholar 

  • Sarewitz, D. (2015). CRISPR: Science can’t solve it. Nature, 522, 413–414.

    Article  Google Scholar 

  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20 countries. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 1–65). New York: Academic Press.

    Google Scholar 

  • Seltenrich, N. (2013). Nanosilver: Weighing the risks and benefits. Environmental Health Perspectives, 121(7), A220–A225.

    Article  Google Scholar 

  • Sheetz, T., Vidal, J., Pearson, T. D., & Lozano, K. (2005). Nanotechnology: Awareness and societal concerns. Technology in Society, 27(3), 329–345.

    Article  Google Scholar 

  • Society of Environmental Toxicology and Chemistry (SETAC). (1993). Guidelines for life cycle assessment: A code of practice. Based upon a workshop at Sesimbra, Portugal, March 31–April 3, 1993, Brussels and Pensacola.

  • Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51.

    Article  Google Scholar 

  • Takahara, K., & Kajiwara, T. (2013). Engineering ethics education on the basis of continuous education to improve communication ability. Electrical Engineering in Japan, 183(3), 1–8.

    Article  Google Scholar 

  • Tsyusko, O. V., Harda, S. S., Shoults-Wilson, W. A., Starnes, C. P., Joice, G., Butterfield, D. A., et al. (2012). Short-term molecular-level effects of silver nanoparticle exposure on the earthworm, Eisenia fetida. Environmental Pollution, 171, 249–255.

    Article  Google Scholar 

  • Verano-Braga, T., Miethling-Graff, R., Wojdyla, K., Rorowska-Wrzesinska, A., Brewer, J. R., Erdmann, H., et al. (2014). Insights into the cellular response triggered by silver nanoparticles using quantitative proteomics. ACS Nano, 8(3), 2161–2175.

    Article  Google Scholar 

  • Walser, T., Demou, E., Lang, D. J., & Hellweg, S. (2011). Prospective environmental life cycle assessment of nanosilver T-shirts. Envrionmental Science and Technology, 45, 4570–4578.

    Article  Google Scholar 

  • Warner, J. C., Canon, A. S., & Dye, K. M. (2004). Green Chemistry. Environmental Impact Assessment Review, 24(7–8), 775–799.

    Article  Google Scholar 

  • Weil, M., Dura, H., Zimmermann, B., Simon, B., Ziemann, S., Baumann, M., et al. (2014). Constructive technology assessment for nano-enabled technologies. Presentation at American Chemical Society (ACS) “Nanotechnology for sustainable resources and environmental science” at 247nd ACS National Meeting and Exposition. Dallas, Texas, March 16–20.

  • Wender, B. A., Foley, R. W., Prado-Lopez, V., Ravikumar, D., Eisenberg, D. A., Hottle, T. A., et al. (2014). Illustrating anticipatory life cycle assessment for emerging photovoltaic technologies. Environmental Science and Technology, 48, 10531–10538.

    Article  Google Scholar 

  • Werhane, P. (1991). Engineers and management: The challenge of the challenger incident. Journal of Business Ethics, 10(8), 605–616.

    Article  Google Scholar 

  • Wickham, H. (2009). Ggplot2 elegant graphics for data analysis. Dordrecht; New York: Springer

  • Zandvoort, H., Børsen, T., Deneke, M., & Bird, S. J. (2013). Editor’s overview perspectives on teaching social responsibility to students in science and engineering. Science and Engineering Ethics, 19(4), 1413–1438.

    Article  Google Scholar 

  • Evers, C. T. (2011, June), A case study-based graduate course in engineering ethics and professional responsibility. In American Society for Engineering Education. American Society for Engineering Education.

  • Jenkins: not sure what is missing, Here is information about the book ISBN-10: 1626160171 ISBN-13: 978-1626160170 for book

Download references

Acknowledgments

The authors gratefully acknowledge the NSF (under Award 1338682 and 1623870) and the Center for Nano Science and Technology at the University of Notre Dame for sponsoring this project. The support of Indiana University School of Medicine-South Bend and Indiana University-Bloomington is greatly appreciated. We thank our collaborators at Northeastern University: Matthew Eckelman, Jacqueline Isaacs, Christopher Bosso, and John Basl. We also thank workshop participants at the University of Notre Dame, Northeastern University, Indiana University School of Medicine-South Bend, and Karlsruhe Institute of Technology-Institute for Technology Assessment and Systems Analysis. We acknowledge with appreciation the involvement and insights of external evaluator Michael Loui of Purdue University and the University of Illinois. We appreciate the expert guidance on automated text analysis we received from the Center for Social Research at the University of Notre Dame. Image Credits: Sabine Miniconi and Ezra Katz.

Author information

Authors and Affiliations

  1. University of Notre Dame, Notre Dame, IN, USA

    Joshua Dempsey

  2. Indiana University-Bloomington, Bloomington, IN, USA

    Justin Stamets

  3. Indiana University School of Medicine-South Bend, 1234 Notre Dame Avenue, South Bend, IN, 46617, USA

    Kathleen Eggleson

Authors
  1. Joshua Dempsey
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Justin Stamets
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kathleen Eggleson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kathleen Eggleson.

Ethics declarations

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Electronic supplementary material

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dempsey, J., Stamets, J. & Eggleson, K. Stakeholder Views of Nanosilver Linings: Macroethics Education and Automated Text Analysis Through Participatory Governance Role Play in a Workshop Format. Sci Eng Ethics 23, 913–939 (2017). https://doi.org/10.1007/s11948-016-9799-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11948-016-9799-5

Keywords

Search

Navigation