University of Maryland Global Campus

BIOL 328: Bioethics

A study guide to UMGC's BIOL 328, an introduction to ethical decision-making about human life and health, built on evidence-based argument.

Updated October 2026 · 5 min read

BIOL 328 is UMGC's three-credit introduction to ethical decision-making related to human life and health.

The University of Maryland Global Campus states the aim as forming defensible positions and carefully crafted arguments based on well-supported evidence. The course examines reproductive issues, biological research and healthcare, emphasizing both scientific and philosophical ways of thinking.

Students often expect bioethics to be a matter of opinion. The course expects more: a clear position, accurate science, a recognized ethical framework and a fair response to the strongest objection.

Course at a Glance

ItemDetails
UniversityUniversity of Maryland Global Campus (UMGC)
Course codeBIOL 328
Credits3
LevelUpper-level undergraduate
Subject areaBioethics: science and philosophy
Typical workPosition papers, case analyses, structured debates in discussions

What BIOL 328 Covers

AreaExample questions
Reproductive issuesAssisted reproduction, embryo screening, gene editing of embryos
Biological researchInformed consent, research on humans and animals, use of genetic data
HealthcareEnd-of-life decisions, allocation of scarce resources, patient autonomy
Ways of thinkingScientific evidence combined with philosophical reasoning

Key Concepts Explained

The Four Principles

A widely used framework in biomedical ethics rests on four principles: respect for autonomy, beneficence (doing good), non-maleficence (avoiding harm) and justice (fairness). Many dilemmas arise when two principles conflict.

Example: A competent adult refuses a blood transfusion on religious grounds. Respect for autonomy supports the refusal; beneficence pulls towards treatment. A strong answer names the conflict, explains why autonomy usually prevails for competent adults, and notes the limits (for example, decisions made for children).

Ethical Theories

Consequentialism judges actions by outcomes; deontology by duties and rights; virtue ethics by what a good person would do. Using one theory consistently, and testing it against another, makes an argument more rigorous.

Informed Consent

Valid consent requires disclosure of relevant information, understanding, voluntariness and capacity. Historical abuses such as the Tuskegee syphilis study show why these safeguards exist.

Writing a Defensible Position

UMGC's stated aim is defensible positions built on evidence, so position papers are a natural assessment format. This structure works for most prompts:

  1. Thesis: a clear, specific position.
  2. Science: the accurate facts the issue depends on.
  3. Framework: the principle or theory you apply and why.
  4. Argument: two or three reasons, each supported by evidence.
  5. Objection and reply: the strongest counter-argument, answered fairly.
  6. Conclusion: the position restated with any conditions or limits.

Example thesis: "Germline gene editing should not be used clinically until long-term safety can be assessed, because the risk of heritable harm falls on future people who cannot consent." It is specific, arguable and linked to a principle.

Typical Assignments and How to Approach Them

Assignment typeWhat it testsHow to approach it
Position paperArgument quality and evidenceThesis, framework, reasons, objection, reply
Case analysisApplying principles to a dilemmaFacts, stakeholders, principles in conflict, resolution
Discussion debateResponding to others fairlyEngage the best version of the opposing view

Using Evidence in Bioethics

UMGC stresses well-supported evidence, which means ethical arguments still need sources. Three types are especially useful.

Cite each claim of fact. Where evidence is uncertain, say so; acknowledging uncertainty often makes a position more defensible, not less.

Applying Principles to a Case

Case analyses are common in bioethics. Working through a fixed sequence keeps your reasoning clear.

  1. State the facts and what is uncertain.
  2. Identify the stakeholders and their interests.
  3. Name the principles or values in conflict.
  4. Consider the realistic options.
  5. Choose and justify one, answering the strongest objection.

Where Students Get Stuck

Study Tips for BIOL 328

How We Help with BIOL 328

Send the prompt, rubric, readings and any feedback. A writer with science and ethics experience can explain a framework, prepare a referenced model position paper, or review your draft for argument quality and accuracy. Our argumentative essay help guide covers argument structure in more depth.

GradeEssays is independent of the University of Maryland Global Campus. Our work is a study aid: use it to learn, then write and submit your own under UMGC's academic integrity policy. Free revisions within the scope of your original request are included.

Build a Defensible Bioethics Argument

Share your BIOL 328 assignment and readings. A writer with science and ethics experience prepares a custom paper or reviews your draft.

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Frequently Asked Questions

What is the aim of BIOL 328?

UMGC says it is to form defensible positions and carefully crafted arguments based on well-supported evidence.

Which issues does BIOL 328 cover?

UMGC names reproductive issues, biological research and healthcare.

Is BIOL 328 more science or philosophy?

Both. UMGC emphasizes scientific and philosophical thinking together.

Is there a right answer in bioethics?

Often reasonable people disagree. You are graded on the quality of your reasoning and evidence, not on agreeing with the instructor.

Which ethical framework should I use?

Use what your prompt asks for. If it is open, the four principles are a clear, widely recognized starting point.

Can you review my bioethics paper?

Yes. We check thesis, argument, objection handling and accuracy and explain our suggestions.