Hasting center skills
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Moral Imagination : Module allows students to practice and develop their moral imaginations. Students successfully employ reversibility test to view action alternative from the standpoint of one of the action’s targets.
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Moral Sensitivity :Module raises students’ sensitivity to the moral issues that arise in everyday situations. Students successfully identify moral issues embedded in scenario in pre-test or Gray Matters format.
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Moral Analysis : Students practice and develop ability to analyze moral concepts and principles. They successfully employ moral approaches and principles in debate of moral issues. (Ethics Bowl or chair debate)
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Moral Responsibility : Module elicits from students a sense of moral responsibility. They employ concepts in moral responsibility to assign praise or blame in a moral case or scenario.
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Tolerating ambiguity and disagreement : Module helps students tolerate moral ambiguity and disagreement while striving for moral clarity and agreement. Students debate a difficult and controversial moral case with clarity and civility.
IV. Relationship of student module to ethics requirements of targeted accreditation effort
AACSB
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Ethical Leadership : Helping students to “see the criticality of ethical leadership to effective and successful management.”
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Ethical Decision-Making : Learning experiences should expose students to cases and types of ethical issues that they are likely to face in the business world—both to enhance their abilities to recognize ethical issues and to increase their ethical sensitivity and awareness.”
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Responsibility of Business in Society : Students should “understand the symbiotic relationship between business and society, especially in terms of the moral dimensions of the power placed in the hands of owners and managers.”
Corporate governance
- Role and responsibilities of board of directors and audit committee.
- Internal controls and role responsibilities of management.
- Monitoring activities such as internal auditing.
- Element of an effective code of conduct.
- U.S. Federal Sentencing Guidance and Sarbanes-Oxly.
- Components of an effective corporate compliance program
- Role responsibilities of public accountants, counsel, and regulatory bodies (EETF 14)
Source: Ethics Education in Business Schools: Report of the Ethics Education Task Force to AACSB Internal’s Board of Directors
Relation to acreditation effort: abet
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Criterion 3c : Ethics (and others components) in design.
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Criterion 3d : Multidisciplinary Team Skills.
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Criterion 3f : Professional Ethical Responsibility.
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Criterion 3h : Understanding global and social impacts of engineering.
V. Pedagogical Strategies (This list is, by no means, exhaustive. Space provided for strategies not mentioned previously)
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Lecture : Providing summaries and explanation of materials in form of formal or informal class presentation by teacher.
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Reading / Pre-module Assignments : Students are assigned readings and other activities to help them prepare for module.
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Writing (Formal and Informal / Individual and Group) : Students prepare individually or in groups formal or informal written responses to module content.
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Discussion (Class and Group / Formal and Informal) : Teachers pose questions to student for discussion. Students give formal or informal presentations.
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Individual or group activities : Students are divided in groups to carry out different exercises. Students carry out exercises individually.
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Debate : A form of discussion where students take and defend a position.
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Framework-Driven : Module allows for practicing frameworks (heuristics like decision-making procedures) or tests (ethical approaches, ethics tests)
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Identifying and reinforcing “good move” moments : Teacher underlines / emphasizes student comments that advance the module’s learning objectives.
VI. Assurance of Learning (“Tools” and Descriptions)
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Muddiest Point : Students are asked to discuss or write on the parts of the module they found most difficult.
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Two Minute Paper (Informal class or out of class "writes") : Students write a short essay responding to and reflecting on the module and learning experience.
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Discussion Points : A formal or informal discussion is held with the class (or groups) reflecting on the module learning experience.
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Observer/Assessor Observations : An outside observer attends class while the module is presented and provides feedback.
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Feedback (Evaluation) Forms : Forms designed to elicit feedback on the module. (For example: forms that have students rate and rank different modules.)
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Connexions® EAC Toolkit Instructor Module : Assessment experiences can be integrated to develop a Toolkit Instructor Module.
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Formal Evaluation Forms (Student and Peer) : Forms used by department or university to gather formal evaluation data.
