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Introduction to Ethics Across the Curriculum for Business Faculty
University of Puerto Rico – Mayagüez
College of Business AdministrationJosé A. Cruz, William J. Frey, Halley D. Sánchez
Teaching Business Ethics Conference 2006
June 7-9, 2006© 2003-2006 by Cruz, Frey & Sanchez
Agenda
UPR-Mayagüez EAC at UPRM AACSB Accreditation Statement of Values EAC Toolkit Discussion
Agenda
UPR-Mayagüez EAC at UPRM AACSB Accreditation Statement of Values EAC Toolkit Discussion
The University of Puerto Rico
www.upr.edu
• Created through an act of law by the Puerto Rico Legislative Assembly on March 12, 1903
• Public institution• 11 Campuses• More than 70,000
students
The University of Puerto Rico at Mayagüez
• Established in 1911• Land-Grant, Sea-Grant & Space-Grant
Institution• Four Colleges
– Engineering– Agricultural Sciences– Arts & Sciences– Business Administration
• SMET campus of the UPR System• Research and Development Center• Agricultural Experiment Stations• Agricultural Extension Service
(offices in 65 of 78 municipalities)uprm.edu
UPR Mayagüez• Academic Staff
– 1,064– 799 faculty
members– 38% female– 12 credit-hours
academic load
• Administrative Staff– 1,909
2004
• Student Body (2005-2006)– Registered
•12,338 students•49.4% female
– Undergraduate students•11, 258
– Graduate students•1080•300+ are foreign students
• Class of 2005•1385 undergraduates •172 Master’s degree•7 Ph.D. degrees
Research at UPRM Research Funding (2004-2005)
• $24 million of external funding– 202 proposals submitted– Agencies: NSF, DOD, NASA, NOAA, USCoE, NIH, DOE,
etc.– Industries: Texas Instruments, Amgen, Pfizer,
Microsoft, Merck Sharp, Eastman Kodak, HP, Boeing and others
• Students benefited by the research projects– 862 graduate assistantships– 436 undergraduate assistantships – 304 were employed on research projects
• 18 Patents– 8 in the last five years
Agenda
UPR-Mayagüez
EAC at UPRM AACSB Accreditation Statement of Values EAC Toolkit Discussion
Ethics Across the Curriculum at UPRM
What do we mean by EAC? Ethics across the curriculum is an approach
to ethics education that relies heavily on ethics modules integrated directly into mainstream business, science, and engineering courses.
Example: Students in a seminar or capstone class discuss the ethical implication or impact of their proposed solution or design.
Faculty Development Workshops
Resources (Cases, Exercises, Modules, &
Instructor Manuals)
Special Activitiese.g. Ethics Bowl
Stand Alone Course
EAC
EAC: A Hybrid ApproachEAC: A Hybrid Approach Interrelated Activities to place ethics Interrelated Activities to place ethics
into and across the Curriculuminto and across the Curriculum
EAC can enhance the role of the standalone ethics course
Engineering Ethics at UPRM Taken by only 25% of the (5000+) students
Empowers ethically motivated students to serve as ethics mentors in other EAC projects Mechanical Engineering Capstone Course in Design
Standalone course serves as ethics “intellectual commons” where new EAC modules are designed, tested, and refined Freshman and Senior engineering EAC modules were
derived from the elective engineering ethics course
EAC requires building an interdisciplinary foundation
Faculty Development Workshops Interdisciplinary and based on Co-Mentoring
Interdisciplinary Community empowered in EAC collaborating to develop modules & resources committed to continuity and continual
improvement
Support for Community, Collaboration and Continuity is important cases, frameworks, instructor manuals, exercises,
modules, syllabi, assessment materials EAC Toolkit: an online approach to C-C-C
15/85 EAC Concept:A Dual Lens Metaphor
Faculty
Faculty Committed
to EAC
Train/Mentor 15% of Faculty in EAC
Magnify efforts with a Toolkit
Students with Ethics Awareness
(85+ %)
Students
Objective Activity
Introduce Ethics Across the Curriculum
Introductory Presentation & Pre-test
Learn to Use Ethics Tests Gray Matters: ethics scenarios with solution alternatives evaluated and ranked by participants
Introduce Case Writing Modeling cases in Pre-test and Gray Matters ActivitiesShort Presentation on Case Writing
Write Cases Participants form teams, write cases, and debrief on cases
Introductory EAC Workshop
Objectives Activities
Introduce Ethical Theory to veterans and rookies (first day participants)
Decapsulation: Mountain Terrorist Debate—In theory presentations on Ethical Dilemma
Document and disseminate ongoing ethics integration projects
Documentation: Veterans presentations on their EAC integration projects
Build mentoring relations between EAC “veterans” and “rookies”
Mentoring: Veteran-rookie teams write new EAC Modules
Co-Mentoring EAC Workshop: Veterans and Rookies
Results 74 BSE Ethics Cases
22 EAC modules for BSE classes
181 faculty participants from Puerto Rico, U.S., Canada, & Dominican Republic
Online: www.computingcases.org www.uprm.edu/ethics
Grants NSF SBR 9810252 & NSF SES 0551779 2 UPR – Central Administration Grants 4 Puerto Rico Humanities Foundation Grants
Summarizing, EAC empowers Business, Science and Eng. Faculty Involves BSE faculty in ethics instruction, and BSE
faculty turn out to be excellent ethics mentors Makes the most sense pedagogically speaking
Rest: students need to examine real world cases (which requires the integration of technical and ethical expertise)
Damon and Colby: morally exemplary professionals integrate ethical principles into sense of self
Huff: ethics pedagogy requires practice/coaching in basic skills such as moral imagination, moral creativity, reasonableness, and perseverance.
Agenda
UPR-Mayagüez EAC at UPRM
AACSB Accreditation Statement of Values EAC Toolkit Discussion
EAC is an effective approach to meet the ethics dimension of AACSB accreditation
Standards Specifically Address Ethics A heightened and explicit emphasis on integrity
Ethics Education in Business Schools Report of the Ethics Education Task Force to AACSB
International’s Board of Directors(see www.aacsb.edu )
Highlights 4 Broad Themes the responsibility of business in society ethical decision-making ethical leadership corporate governance
Where do students learn about the responsibility of business in society? (#5)
Where do students learn and practice ethical decision making? (#6)
Where do students learn about their responsibilities for ethical leadership in organizations? (#7)
What assurance is there that these learning opportunities are effective?
Suggested Questions About Ethics Education for Business School Leaders
Where do students learn about specific ethical issues and guidelines relating to other content areas? (#9)
This implies integration of ethics across the curriculum or EAC
EAC Plan of Action for the new UPRM Business School Curriculum
Intro. to Business, Management & Ethics about 6 hours (two weeks) in year one
EAC Modules within business courses about 12-15 hours in years 2, 3 and 4 Accumulate at least 45 hours (“a full course”)
Motivate students to take the elective freestanding course A Business Ethics course or similar course
EAC Matrix for Business Courses
Recognition and Documentation of Modules what we're doing, gaps and opportunities
AACSB ETHICS THEMES
COURSE SocialResponsibilit
y
EthicalDecision-Making
EthicalLeadership
Corp.Governance
SICI 3### MOD-X
ADMI 3### MOD-Y
CONT 3### MOD-A MOD-B
FINA 4### MOD-C MOD-Z
EAC Matrix Provides feedback and supports assessment
RECONITION (What you are doing?)
Complete Course-AACSB Themes Matrix Document Modules
IDENTIFY GAPS/OPPORTUNITIES What courses might incorporate Ethics? Which AACSB Theme(s)? Identify or develop a modules to “fill” the
gaps
A key objective of EAC is to promote moral development skills
Ethical Awareness Ethical Evaluation Ethical Integration Ethical Prevention Value Realization
These levels they form sequence where the more complex skills build upon simpler skills
First, it promotes Ethical Awareness
Objective:
Ability to perceive ethical issues embedded in complex, concrete situations
Outcomes: Using a moral problem classification
framework, students can classify the moral problems that arise in a real world scenario.
Second, it fosters Ethical Evaluation
Objective: Ability to assess an action alternative, product,
policy or process in terms of different ethical considerations
Ethical considerations are derived from or telescope ethical approaches: utilitarianism, deontology, virtue
Outcomes: Students (in Gray Matters exercise) use ethics tests
(reversibility, publicity, and harm) to evaluate, compare, and rank alternative solutions to a real world moral problem Bloom terms can be substituted for italicized words
Third, it develops Ethical Integration Objective:
Ability to integrate—not just apply—ethical considerations into an activity (or a decision, product, or process) so that ethics plays an essential and constitutive role in the final results
Outcomes: Students use ethics tests as guidelines to design
solutions to Gray Matters scenarios Additional outcome:
Solutions are value integrative Students are able to design solutions that
optimize, satisfice, or morally trade off conflicting values over multiple situational constraints
Fourth, it keys us intoPreventive measures
Objective: Ability to recognize moral problems at early stages of
their development Ability to design counter-measures that prevent these
problems from developing into full-blown ethical dilemmas
Outcomes: Students can use a values table to identify values
embedded in solutions and socio-technical systems Students can identify value mismatches between socio-
technical systems and solutions Students can, by exercising moral creativity, generate
realistic and developed solutions to these problems
Finally, EAC promotes Value Realization Skills
Objective: Ability to recognize and exploit opportunities
for using skills and talents to promote moral value
Outcomes: Students are able to recognize opportunities
for delivering value to the community through service learning projects. (Purdue University EPICS program)
EAC Matrix:Objectives vs. Activities vs. ”Sequence”
Social Resp-
ponsibility
Ethical Dec.-
Making
Ethical Leadershi
p
Corp. Governan
ce
SICI ____ Mod-A
ADMI ___ Mod-B
CONT___
FINA____
Awareness
Evaluation
Integration
Prevention
✔
✔
✔✔
Ethics Integration Module / Activity Recognition & Documentation Form
Course Module / Activity Description SR DM EL CG EA EE EI EP
ADMI3007
Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention
Time:1.5hrs ✔ ✔
Level: (High,Med.Low)
H H
SR=Social Responsibility / DM=Ethical Decision-Making
EL=Ethical Leadership / CG= Corporate Governance
EA=Ethical Awareness / EE=Ethical Evaluation
EI=Ethical Integration / EP=Ethical Prevention Skills
Ethics Integration Module / Activity Recognition & Documentation Form
Course Module / Activity Description SR DM EL CG EA EE EI EP
ADMI3007
Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention
Time:1.5hrs ✔ ✔ ✔ ✔ ✔ ?
Level: (High,Med.Low)
H
L L
H HM
SR=Social Responsibility / DM=Ethical Decision-Making
EL=Ethical Leadership / CG= Corporate Governance
EA=Ethical Awareness / EE=Ethical Evaluation
EI=Ethical Integration / EP=Ethical Prevention Skills
Agenda
UPR-Mayagüez EAC at UPRM AACSB Accreditation
Statement of Values EAC Toolkit Discussion
A Statement of Values for UPRM-CBA
AACSB requires a code of conduct In place of a code we have had
University Regulations Faculty Rules and Regulations Regulations from the Gov. Ethics Office Mission and Vision Statements
These compliance based tools don’t cover key functions of a code of ethics
A opportunity to fulfill other functions beyond compliance
Codes can fulfill at least 5 functions Educate Inspire Promote Dialogue Empower and Protect Discipline
We initiated a process to develop a values-based code that led to a Statement of Values for the CBA
An overview of the UPRM process Workshop
Learning about ethics codes (embody values, serve different functions, solidify the community)
Committee Work Refining values list using template Result: Statement of Values as Working
Document
End Result: Statement of Values
Workshop Discuss Pirate Code of Ethics
Examine bona fide codes for values
Develop preliminary list of community values
Develop refined list after discussion and voting
Committee Work Committee expands values into different dimensions
using template
Template Value Description Principle Commitments
Generate a Dialogue
Emphasize that this is a process that requires revisiting and revising
Results in a document: Statement of Values that went through various drafts
Agenda
UPR-Mayagüez EAC at UPRM AACSB Accreditation Statement of Values
EAC Toolkit Discussion
The EAC Toolkit Concept
Puts 2 and 2 together
Our experiences/pains +
Insights from emerging technologies…=
The EAC Toolkit Concept as a means to support…
Collaboration Continuity Community
What is the EAC Toolkit?
A web-based online environment… for interactive dissemination of EAC resources and
instructional best practices that complements existing online / offline resources
populated with modules… exercises, case studies, instructor support materials, games,
assessment tools, etc. (links) that gives rise to…
communities where ethics educators interact and collaborate with BSE faculty (and professionals)
resulting in an EAC repository that is self sustaining through the collaborative efforts of the EAC community
EAC TOOLKIT Concept
Guests
Members
Authors/Editors
Community / Mentors
Ethics Instructors
BSE Instructors
Students
Professionals
Industry / Government
Users / Stakeholders Participation Levels=
Agenda
UPR-Mayagüez EAC at UPRM AACSB Accreditation Statement of Values EAC Toolkit
Discussion Questions? Comments? Suggestions?
References:Ethics Across the Curriculum
Cruz, J. A., Frey, W. J. (2003) “An Effective Strategy for Integration Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge,” Science and Engineering Ethics, 9(4): 543-568
Davis, M., Ethics and the University, Routledge, London & New York, 1999, pp. 111-142.
Drake, M.J., Griffin, P.M., Kirkman, R., and Swann, J.L., “Engineering Ethical Curricula: Assessment and Comparison of Two Approaches,” Journal of Engineering Education, April 2005: 223-231.
Jimenez, Luis O.., O’Neill, Efraín, & Marrero, Eddie, “Creating Ethical Awareness in Electrical and Computer Engineering Students: A Learning Module on Ethics,” Session T2D, 35th ASEE/IEEE Frontiers in Education Conference.
Jimenez, Luis O.., O’Neill, Efraín, Frey, William, Rodriguez-Solis, Rafael, Irizarry-Rivera, Agustín, & Hunt, Shawn, “Social and Ethical Implications of Engineering Design: A Learning Module Developed for ECE Capstone Design Courses, Session T1A, 36th
References:Ethics Across the Curriculum
Rabins, Michael S., “Teaching Engineering Ethics to Undergraduates: Why? What? How?”, Science and Engineering Ethics 4(3): 291-301.
Nicholas H. Steneck, “Designing Teaching and Assessment Tools for an Integrated Engineering Ethics Curriculum,” Session 12d6, 29th ASEE/IEEE Frontiers in Education Conference
Weil, Vivian, “How Can Philosophers Teach Professional Ethics? Journal of Social Philosophy, Vol. XX, Nos. 1 & 2, Spring/Fall 1989, pp. 131-136.
Frey, William J., Cruz-Cruz, José A., & Sanchez, Halley D., “Work in Progress – 15/85 & Toolkit Concepts: Ethics Across the Curriculum at UPRM,” Session S3D, 35th ASEE/IEEE Frontiers in Education Conference.
References:Moral Development Blasi, A. (1991). The self as subject in the study of personality. In D.
J. Ozer, J. M. Joseph, Jr. (Eds.), Perspectives in personality (Vol. 3), Part A: Self and emotion; Part B: Approaches to understanding lives (pp. 19-37). Bristol, PA: Jessica Kingsley Publishers.
Colby, A., & Damon, W. (1992). Some Do Care: Contemporary Lives of Moral Commitment. New York: Free Press.
Huff, C., and Frey, W., (2005), “Moral Pedagogy and Practical Ethics”, in Science and Engineering Ethics, 11(3), July 2005: 389-408.
Callahan, D., “Goals in the Teaching of Ethics,” in Callahan, D. & Bok, S. (eds) Teaching Ethics in Higher Education, Plenum, New York, pp. 61-74.
Rest, James R., Narvaez, D., Bebeau, M.J., & Thoma, S.J. (1999) Postconventional MoralThinking: A Neo-Kohlbergian Approach, Lawrence Erlbaum Press, Hillsside, NJ