0.1 Eac toolkit instructor module: practical and professional ethics  (Page 42/5)

Reference or link to student module

• Link or Reference to the corresponding student module in Connexions® (cnx.org)
• Reference or Link to the corresponding student module. For example:
  • Link (URL) to a module or resource available online
  • Reference to a textbook case or exercise
  • Reference to a magazine or journal article
  • Reference to a news story
  • Reference to a movie or show
  • Etc.

Instructor resources(sharing best practices in eac!)

This section contains information related to the above referenced Student Module. The intent and expectation is that the information contained in this section will evolve over time based on the experiences and collaborations of the authors and users of the Student Module and this Instructor Module. For example, the authors, collaborators or users can provide the following kind of information (mainly directed at or intended for instructors).

Module-background information

Originally, this exercise was presented in a textbook by Gary B. Shelly, Thomas J. Cashman, Misty E. Vermaat entitled, Discovering Computers 2005: A Gateway to Information, Web Enhanced-Complete,Shelly Cashman Series, Course Technology: Boston, MA. P. 589. In its initial form, it prompted students to reflect on the distinction between legal and illegal, criminal and legitimate in the context of short scenarios taken from the area of computing. However, Dr. Cruz has redesigned this exercise to introduce basic ethical issues and skills in computing. While its first instantiation occured in a presentation in a retreat held in Marciao, Puerto Rico in 1999, other instantiations include its being a regular feature in introduction to computers classes, engineering ethics classes, faculty development workshops, and special ethics across the curriculum integration efforts in Electrical Engineering. In the last version, Luis Jimenez and Efrain O'Neill used this exercise as a pre- and a post-test activity to assess the effectiveness of their more expansive module for introducing engineering ethics to students in electrical engineering capstone design courses.

This Pre-Test has been developed and refined through a variety of National Science Foundation supported grants in ethics across the curriculum in practical and professional ethics, especially NSF SBR-09810253 (1998-2000) and NSF SES 0551779 (2006-2008).

Learning objectives

What are the intended learning objectives or goals for this module? What other goals or learning objectives are possible?