Hastings center goals
- Stimulate the moral imagination of students
- Help students recognize moral issues
- Help students analyze key moral concepts and principles
- Elicit from students a sense of responsibility
- Help students to accept the likelihood of ambiguity and disagreement on moral matters, while at the same time attempting to strive for clarity and agreement insofaras it is reasonably attainable
(from Pritchard, Reasonable Children, 15)
Goals for ethical education in science and engineering derived from psychological literature (huff and frey)
- Mastering a knowledge of basic facts and understanding and applying basic and intermediate ethical concepts.
- Practicing moral imagination (taking the perspective of the other, generating non-obvious solutions to moral problems under situational constraints, and setting up multiple framings of a situation)
- Learning moral sensitivity
- Encouraging adoption of professional standards into the professional self-concept
- Building ethical community
Instructional / pedagogical strategies
Which pedagogical or instructional strategies are used or suggested for this module. (For example: Discussion/Debate, Decision-Making Exercise, Presentation, Dramatization or Role Playing, Group Task, Formal or Informal Writing, Readings, among others)
This module employs the following pedagogical strategies:
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Formal Presentation : Instructor presents IEEE Guidelines to students along with cases. Presentation can include other experiences that students and instructors have had concerning situations that arise in job searches, interviews, and negotiations over employment contracts.
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Case Discussion : Students discuss cases as a class or in small groups. The advantage of having students break into smaller groups is that there is more opportunity for individual discussion.
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Informal Writing : This module can be organized to allow for informal writing. For example, students could begin the module by writing informally over whether they think there are ethical problems that arise in job candidacy and, if so, what are the problems they have experienced. If students work through the decision points posed by the cases, the discussion groups could prepare written debriefing summaries.
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Cooperative Learning : Students are divided into teams to discuss different cases, conceptual difficulties, respond to decision points, and evaluate the solution alternatives given after some of the cases.
- Other possibilities lie in converting this module into Pre-Test or Gray Matters form. This would allow for different pedagogical strategies. Also, some of these cases have been successfully used in the UPRM Practical and Professional Ethics Bowl debates.
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Eliciting Knowledge : Skillly led discussions with questions and just-in-time comments can help to elicit knowledge from students and lead them to reflect on and structure better their knowledge and experience.
Assessment / assurance of learning
What assessment or assurance of learning methods are used or suggested for this module? (For example: 1-minute paper, Muddiest Point, Quiz/Test Items, Oral Presentation, Student Feed-back, among others). What did or didn't work?
