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?
Eac matrix for pre-test
This matrix maps the Pre-Test on three assessment spaces by (1) locating it within the ADEM curriculum, (2) identifying the targeted moral learning objectives, and (3) singling out the AACSB ethics criteria targeted in the exercise.
Muddiest point exercise
This short assessment exercise allows students to reflect on the strong and weak points of this module.
General eac module assessment form
This brief assessment form, adopted from one used in EAC workshops by Michael Davis of IIT, provides a general comprehensive survey of the different aspects of this activity.
Pedagogical commentary
Any comments or questions regarding this module? (For example: suggestions to authors, suggestions to instructors (how-to), queries or comments directed o EAC community, pitfalls or frustrations, novel ideas/approaches/uses, etc.)
Pre-test
This exercise provides students from a variety of disciplines who are in their first or second year of college with basic skills to help them develop arguments that support or refute ethical positions. Also, it will allow students to practice skills that can be applied outside the context of computing. A textbook exercise provides the template from which this activity has been developed. Originally, it asked students to consider whether the activity depicted in a scenario constituted a computer crime. This modification provides more room for discussion, helps illustrate that ethical issues are not just "black or white," and allows students to discuss related ethical issues outside the context of computers and information and technology.
Step 1: students individually evaluate and discuss whether scenarios are ethical
The first step of the exercise is to have students individually evaluate 8 to 10 scenarios using the following 3 questions:
1. Do you think this situation is common/realistic? (Yes or No)
2. Do you think this situation is ethical or unethical? (Ethical or Unethical)
3. Do you think others may disagree with you? (Yes or No)
The first question emphasizes the fact that we are considering real-world issues. The second question asks students to provide an intuitive answer by evoking an honest, anonymous opinion on the issue. The third question serves to illustrate that the issues are not "black or white".
Scenarios can be taken from a variety of sources: textbook exercises, newspapers, movies, and from any other source that suggests something provocative and realistic.
Step 2: informal discussion of scenarios
In step one, students begin by reflecting on the issues individually. In step two, the instructor leads an informal discussion of a few scenarios. For example, the class could consider whether using a computer at work to send e-mail to relatives is ethical. This simple statement can easily generate 20 to 30 minutes of lively discussion. Our experience has been that some students will advocate one extreme (that the action is unethical) while others will argue the other extreme (that the action is customary and ethically permissible). Many students will try to secure the middle ground by citing circumstances in which it is ethically permissible (when workers are taking a break) and when it is impermissible (when a worker spends too much time doing this).
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Source:
OpenStax, Ethics across the curriculum modules for eac toolkit workshops. OpenStax CNX. May 07, 2007 Download for free at http://cnx.org/content/col10414/1.2
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