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
| Item | Details |
|---|---|
| University | University of Maryland Global Campus (UMGC) |
| Course code | BIOL 328 |
| Credits | 3 |
| Level | Upper-level undergraduate |
| Subject area | Bioethics: science and philosophy |
| Typical work | Position papers, case analyses, structured debates in discussions |
What BIOL 328 Covers
| Area | Example questions |
|---|---|
| Reproductive issues | Assisted reproduction, embryo screening, gene editing of embryos |
| Biological research | Informed consent, research on humans and animals, use of genetic data |
| Healthcare | End-of-life decisions, allocation of scarce resources, patient autonomy |
| Ways of thinking | Scientific 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:
- Thesis: a clear, specific position.
- Science: the accurate facts the issue depends on.
- Framework: the principle or theory you apply and why.
- Argument: two or three reasons, each supported by evidence.
- Objection and reply: the strongest counter-argument, answered fairly.
- 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 type | What it tests | How to approach it |
|---|---|---|
| Position paper | Argument quality and evidence | Thesis, framework, reasons, objection, reply |
| Case analysis | Applying principles to a dilemma | Facts, stakeholders, principles in conflict, resolution |
| Discussion debate | Responding to others fairly | Engage 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.
- Scientific evidence: what a technology can and cannot do, with its risks.
- Policy and law: professional guidelines and regulations that already address the issue.
- Scholarly ethics literature: published arguments you can build on or respond to.
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.
- State the facts and what is uncertain.
- Identify the stakeholders and their interests.
- Name the principles or values in conflict.
- Consider the realistic options.
- Choose and justify one, answering the strongest objection.
Where Students Get Stuck
- Opinion without reasons. "I feel" is not an argument. Give reasons and evidence.
- Inaccurate science. Check the biology behind the issue before arguing about it.
- Straw-man objections. Answer the strongest counter-argument, not the weakest.
- Fence-sitting. Take a position, even a qualified one.
Study Tips for BIOL 328
- Learn the four principles and three main theories well enough to explain each in two sentences.
- For every case, list the stakeholders and what each stands to gain or lose.
- Read reputable bioethics commentary to see how experts structure arguments.
- Draft your objection-and-reply section first; it often sharpens your thesis.
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.
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Frequently Asked Questions
UMGC says it is to form defensible positions and carefully crafted arguments based on well-supported evidence.
UMGC names reproductive issues, biological research and healthcare.
Both. UMGC emphasizes scientific and philosophical thinking together.
Often reasonable people disagree. You are graded on the quality of your reasoning and evidence, not on agreeing with the instructor.
Use what your prompt asks for. If it is open, the four principles are a clear, widely recognized starting point.
Yes. We check thesis, argument, objection handling and accuracy and explain our suggestions.