Ethical Landscapes in Ethical Landscapes in Puerto Rico: Resituating the Puerto Rico: Resituating the

Ethics BowlEthics Bowl

William J. FreyWilliam J. Frey

Center for Ethics in the Center for Ethics in the ProfessionsProfessions

University of Puerto Rico at University of Puerto Rico at MayaguezMayaguez

Three questionable claims impede those who Three questionable claims impede those who teach ethics and do research on teaching ethicsteach ethics and do research on teaching ethics

Ethics cannot be taught at the university levelEthics cannot be taught at the university level Our moral views and behavior are hard wired into Our moral views and behavior are hard wired into

us by early adolescenceus by early adolescence Studying the teaching of ethics is not Studying the teaching of ethics is not

research but pedagogyresearch but pedagogy Teaching ethics does not raise issues that are Teaching ethics does not raise issues that are

intellectually challenging and intellectually intellectually challenging and intellectually satisfyingsatisfying

Teaching ethics is not interdisciplinaryTeaching ethics is not interdisciplinary Only philosophers are qualified to teach ethics Only philosophers are qualified to teach ethics

since it is a branch of philosophysince it is a branch of philosophy

The view that ethics can’t be taught has led The view that ethics can’t be taught has led students in Puerto Rico to oppose ethics courses students in Puerto Rico to oppose ethics courses

In a recent article in the UPR magazine, Dialogo, students In a recent article in the UPR magazine, Dialogo, students opposed requiring ethics courses by stating that teaching opposed requiring ethics courses by stating that teaching ethics was impossibleethics was impossible

In class this semester, we considered three of these arguments:In class this semester, we considered three of these arguments: Religious dogma and moral values are not taught but Religious dogma and moral values are not taught but

assimilated through one’s childhood environmentassimilated through one’s childhood environment Ethical views are set in early childhood and can’t be Ethical views are set in early childhood and can’t be

changedchanged Ethical relativism is the (absolute) truth. Therefore, to Ethical relativism is the (absolute) truth. Therefore, to

attempt to teach certain ethical values restricts our attempt to teach certain ethical values restricts our autonomy (our right to hold whatever values we want to autonomy (our right to hold whatever values we want to hold). Teaching ethics, on this view, is nothing but hold). Teaching ethics, on this view, is nothing but indoctrination.indoctrination.

UPRM faculty rejected a code of ethics on the same UPRM faculty rejected a code of ethics on the same groundsgrounds The student arguments may reflect widespread faculty The student arguments may reflect widespread faculty

doubts about the feasibility of ethics and ethics instructiondoubts about the feasibility of ethics and ethics instruction

A proposal to implement the Ethics A proposal to implement the Ethics Bowl was turned downBowl was turned down

Among the commentsAmong the comments ““This is not research”This is not research” Assessing the results of the ethics bowl is not Assessing the results of the ethics bowl is not

research but merely evaluating the results of research but merely evaluating the results of projects already carried outprojects already carried out

These comments have their presuppositions:These comments have their presuppositions: Research and Pedagogy are separate: one can Research and Pedagogy are separate: one can

teach the results of one’s research, but teaching teach the results of one’s research, but teaching itself is not the subject of systematic, ordered itself is not the subject of systematic, ordered inquiryinquiry

Rigorous assessment is not an integral part of Rigorous assessment is not an integral part of research and teaching activity, but an research and teaching activity, but an afterthoughtafterthought

Nursing Ethics is no longer taught at UPRM Nursing Ethics is no longer taught at UPRM because of the third questionable claimbecause of the third questionable claim In a meeting between the nursing In a meeting between the nursing

department and department and somesome humanities faculty, a humanities faculty, a philosopher argued that nurses couldn’t philosopher argued that nurses couldn’t teach ethics because…teach ethics because… ““ethics is a normative discipline while nursing is ethics is a normative discipline while nursing is

merely empirical”merely empirical” ““only philosophers trained in ethical theory can only philosophers trained in ethical theory can

understand and teach normative ethics”understand and teach normative ethics” On these grounds, humanities opposed the On these grounds, humanities opposed the

nursing ethics course and nursing withdrew nursing ethics course and nursing withdrew itit

These comments and claims ignore These comments and claims ignore nearly 40 years of researchnearly 40 years of research

Psychologists (influenced by Piaget) Psychologists (influenced by Piaget) have carried out research projects have carried out research projects into moral development and moral into moral development and moral pedagogypedagogy

Philosophers were initially opposedPhilosophers were initially opposed This opposition was based on the claim This opposition was based on the claim

that the normative and the empirical that the normative and the empirical were separatewere separate

But recently philosophers have But recently philosophers have begun to study moral psychologybegun to study moral psychology

Owen Flanigan: Minimal Psychological RealismOwen Flanigan: Minimal Psychological Realism ““Make sure when constructing a moral Make sure when constructing a moral

theory or projecting a moral ideal that the theory or projecting a moral ideal that the character, decision processing, and character, decision processing, and behavior prescribed are possible, or are behavior prescribed are possible, or are perceived to be possible, for creatures like perceived to be possible, for creatures like us.”us.”

Hence moral philosophy needs to formulate Hence moral philosophy needs to formulate its normative content within the limits of its normative content within the limits of the humanly possible which is exposed the humanly possible which is exposed through the empirical studies of psychologythrough the empirical studies of psychology

Considerable research has been Considerable research has been done on moral developmentdone on moral development

KohlbergKohlberg Individuals progress through different stages of moral Individuals progress through different stages of moral

developmentdevelopment Neo-KohlbergiansNeo-Kohlbergians

Simplified Kohlberg’s stagesSimplified Kohlberg’s stages Tied to cognitive scienceTied to cognitive science Empirical Studies charting adult moral development and Empirical Studies charting adult moral development and

assessing the effectiveness of programs in moral assessing the effectiveness of programs in moral instruction at university levelinstruction at university level

Colby, Damon, Oliners have studied moral Colby, Damon, Oliners have studied moral exemplars (highly virtuous people)exemplars (highly virtuous people)

Recently Haidt has identified two relatively Recently Haidt has identified two relatively independent processes at play in moral judgment independent processes at play in moral judgment Intuitive processing and conscious processingIntuitive processing and conscious processing

Moral judgment is moderately Moral judgment is moderately correlated with moral behaviorcorrelated with moral behavior

But according to Agusto Blasi, it is But according to Agusto Blasi, it is how moral judgment is incorporated how moral judgment is incorporated into self-concept that is importantinto self-concept that is important For most, moral behavior is a part of For most, moral behavior is a part of

one’s self-conceptone’s self-concept But for some (e.g., moral exemplars) But for some (e.g., moral exemplars)

moral behavior is central to self-concept, moral behavior is central to self-concept, that is, central to their sense of identifythat is, central to their sense of identify

This has brought virtue ethics into the This has brought virtue ethics into the picturepicture

Research into moral development has led to Research into moral development has led to a richer conception of moral educationa richer conception of moral education

Moral JudgmentMoral Judgment Long considered the only teachable aspect of moral Long considered the only teachable aspect of moral

developmentdevelopment Approached by first teaching then applying theoryApproached by first teaching then applying theory

Moral SensitivityMoral Sensitivity Taught by discussing casesTaught by discussing cases Role-playingRole-playing Moral ImaginationMoral Imagination

Moral MotivationMoral Motivation Looking at factors that motivate moral actionLooking at factors that motivate moral action Content rich, real world cases also help to develop moral Content rich, real world cases also help to develop moral

motivationmotivation Moral CharacterMoral Character

Can be developed by studying good news/little news casesCan be developed by studying good news/little news cases Moral Exemplars and Professional CommunitiesMoral Exemplars and Professional Communities

We also know what situations foster We also know what situations foster moral developmentmoral development

Likona: We foster moral development Likona: We foster moral development through situations that…through situations that… encourage seeing things from another’s encourage seeing things from another’s

point of viewpoint of view encourage reasoned argumentation and encourage reasoned argumentation and

comparison of alternativescomparison of alternatives encourage taking responsibilityencourage taking responsibility set forth moral controversyset forth moral controversy foster participation in building and foster participation in building and

sustaining professional and moral sustaining professional and moral communitiescommunities

Classroom discussion of cases Classroom discussion of cases creates these situationscreates these situations

Cases can be constructed so that students Cases can be constructed so that students take up multiple perspectivestake up multiple perspectives

Ending the narrative abruptly before an Ending the narrative abruptly before an action is taken helps students to practice action is taken helps students to practice decision-makingdecision-making

Setting up small groups to discuss cases Setting up small groups to discuss cases broadens student participation, helps broadens student participation, helps students practice taking responsibility, and students practice taking responsibility, and provides insight and experience into provides insight and experience into community buildingcommunity building

We have developed a taxonomy of ethics We have developed a taxonomy of ethics cases to set forth teaching optionscases to set forth teaching options

Historical vs. HypotheticalHistorical vs. Hypothetical Ford Pinto vs. Mountain Terrorist CaseFord Pinto vs. Mountain Terrorist Case

Thick vs. ThinThick vs. Thin Challenger Case (see Pinkus et al) vs. email scenarioChallenger Case (see Pinkus et al) vs. email scenario

Good News vs. Bad News CasesGood News vs. Bad News Cases Time Magazine Whistle Blowers vs. Ford PintoTime Magazine Whistle Blowers vs. Ford Pinto

Big Cases vs. Small CasesBig Cases vs. Small Cases Exxon Valdez vs. Japanese EngineerExxon Valdez vs. Japanese Engineer

Evaluative Perspective Cases vs. Participant Evaluative Perspective Cases vs. Participant Perspective CasesPerspective Cases Aquaculture Case Version 1 vs. Aquaculture Case Aquaculture Case Version 1 vs. Aquaculture Case

Version 2Version 2

Cognitive Science research has Cognitive Science research has brought out the importance of moral brought out the importance of moral

imaginationimagination

Johnson, Johnson, Moral ImaginationMoral Imagination, 1993, 1993 Studies show how moral imagination Studies show how moral imagination

filters and structures the information filters and structures the information presented by complex situationspresented by complex situations

We frame situationsWe frame situations We structure by schematizingWe structure by schematizing We make sense of situations by imposing on We make sense of situations by imposing on

them certain narrative formsthem certain narrative forms

Moral imagination works its way Moral imagination works its way down into conceptualizationdown into conceptualization

Moral imagination accounts for the way we Moral imagination accounts for the way we formulate and understand intermediate formulate and understand intermediate moral concepts like safety, privacy, propertymoral concepts like safety, privacy, property

These open-ended concepts cannot be defined These open-ended concepts cannot be defined by listing necessary and sufficient conditionsby listing necessary and sufficient conditions

Rather we understand these concepts by moving Rather we understand these concepts by moving from non-problematic instances or prototypes from non-problematic instances or prototypes

Michael Pritchard in Michael Pritchard in Reasonable Children Reasonable Children shows shows how children extend prototypes by analogy to how children extend prototypes by analogy to problematic casesproblematic cases

Problem solving in ethics also Problem solving in ethics also involves moral imaginationinvolves moral imagination

Moral imagination also shows how we Moral imagination also shows how we integrate ethical considerations into integrate ethical considerations into decision making at different levelsdecision making at different levels

Ethical considerations do not merely evaluate Ethical considerations do not merely evaluate alternatives that we find ready-made in the alternatives that we find ready-made in the situationsituation

Rather they play the role of design Rather they play the role of design specifications in guiding the imagination specifications in guiding the imagination toward constructing solutionstoward constructing solutions

In other words, ethical considerations can In other words, ethical considerations can structure and channel the creative process of structure and channel the creative process of generating solution alternatives to problemsgenerating solution alternatives to problems

The Ethics Bowl makes sense in The Ethics Bowl makes sense in this richer view of moral educationthis richer view of moral education

Moral Reasoning Moral Reasoning Team 1 presents a position, justifies it, and defends Team 1 presents a position, justifies it, and defends

it it Team 2 makes a counter-proposalTeam 2 makes a counter-proposal

Decision-MakingDecision-Making Cases require that students propose and defend Cases require that students propose and defend

solutions to open-ended cases and problemssolutions to open-ended cases and problems Team WorkTeam Work

Students prepare cases together in groupsStudents prepare cases together in groups The debate requires that team members reach quick The debate requires that team members reach quick

consensusconsensus Role-Playing Role-Playing

During a debate one group asked another to act out During a debate one group asked another to act out their solutiontheir solution

It began as a competition It began as a competition developed through APPEdeveloped through APPE

Designed by Robert Ladenson at Designed by Robert Ladenson at Illinois Institute of TechnologyIllinois Institute of Technology

Presented in 1993 before the Presented in 1993 before the Association for Practical and Association for Practical and Professional EthicsProfessional Ethics

A nation-wide competition is held at A nation-wide competition is held at the annual meetings of APPEthe annual meetings of APPE

This year 40 teams competedThis year 40 teams competed

The structure promotes student The structure promotes student debate on ethics casesdebate on ethics cases

Two teams, two rounds, two casesTwo teams, two rounds, two cases Team one is presented with a case, asked to Team one is presented with a case, asked to

take a position, and justify that positiontake a position, and justify that position Team one gives an initial presentation of its Team one gives an initial presentation of its

positionposition Judges ask team one questionsJudges ask team one questions Team two makes a counter-proposal Team two makes a counter-proposal Team one responds to this counter-proposalTeam one responds to this counter-proposal The roles are reversed for the second halfThe roles are reversed for the second half

Judges score each team according Judges score each team according to four criteriato four criteria

IntelligibilityIntelligibility—Has the team stated and —Has the team stated and defended its position in a way that is logically defended its position in a way that is logically consistent?consistent?

DepthDepth—Does the team’s statement and defense —Does the team’s statement and defense of its position indicate an awareness and of its position indicate an awareness and understanding of the issues ethically central to understanding of the issues ethically central to the case?the case?

FocusFocus—Does the team’s statement, and defense —Does the team’s statement, and defense of, its position avoid discussing issues that the of, its position avoid discussing issues that the judge considers ethically irrelevant to the case? judge considers ethically irrelevant to the case? Does it respond to what is ethically relevant?Does it respond to what is ethically relevant?

JudgmentJudgment—Has the team made a careful and —Has the team made a careful and reasonable comparative assessment of the reasonable comparative assessment of the considerations it identifies as ethically relevant in considerations it identifies as ethically relevant in its statement and defense?its statement and defense?

This year the organizers revised This year the organizers revised the judge’s scoring criteriathe judge’s scoring criteria

Clarity and IntelligibilityClarity and Intelligibility stated and defended its position in a logically consistent stated and defended its position in a logically consistent

way that makes clear the team’s line of reasoningway that makes clear the team’s line of reasoning Focus on Ethically Relevant FactorsFocus on Ethically Relevant Factors

identified and discussed the ethically relevant factors in the identified and discussed the ethically relevant factors in the casecase

Avoidance of Ethical IrrelevanceAvoidance of Ethical Irrelevance stayed on track by avoiding preoccupation with issues that stayed on track by avoiding preoccupation with issues that

are ethically irrelevant or have only minor ethical relevanceare ethically irrelevant or have only minor ethical relevance Deliberative ThoughtfulnessDeliberative Thoughtfulness

the team has made a careful and reasonable comparative the team has made a careful and reasonable comparative assessment of the considerations identified as ethically assessment of the considerations identified as ethically relevant in the statement and defense of its positionrelevant in the statement and defense of its position

In Puerto Rico, we have sought to In Puerto Rico, we have sought to contextualize the Ethics Bowlcontextualize the Ethics Bowl

Into the Engineering CurriculumInto the Engineering Curriculum Modify the competition to cover basic Modify the competition to cover basic

issues in engineering ethicsissues in engineering ethics Into Puerto RicoInto Puerto Rico

Prepare a Spanish Language versionPrepare a Spanish Language version Focus on issues that arise in engineering Focus on issues that arise in engineering

practice in Puerto Ricopractice in Puerto Rico

An important but difficult part of this An important but difficult part of this contextualization is case selectioncontextualization is case selection

Projects with the NSF in issue identification and Projects with the NSF in issue identification and case development (NSF SBR-9810253)case development (NSF SBR-9810253) We had workshops where BSE faculty and practitioners We had workshops where BSE faculty and practitioners

identified key ethical issuesidentified key ethical issues In other workshops BSE faculty and practitioners wrote In other workshops BSE faculty and practitioners wrote

and refined cases based on these issues (50 cases and refined cases based on these issues (50 cases posted at www.uprm.edu/ethics )posted at www.uprm.edu/ethics )

We have used this issues list to write cases in We have used this issues list to write cases in other projects (40 cases in engineering ethics in other projects (40 cases in engineering ethics in ABET workshops)ABET workshops)

We want to develop more cases that integrate We want to develop more cases that integrate technical and ethical content technical and ethical content

The following grid has helped us to select The following grid has helped us to select cases for the Ethics Bowlcases for the Ethics Bowl

Topic/Source of Topic/Source of CaseCase

UPRM Ethics CasesUPRM Ethics Cases NSPE BER CasesNSPE BER Cases

ConfidentialityConfidentiality Peer Review—Peer Review—Confidentiality Confidentiality Agreements 96-8Agreements 96-8

Conflict of InterestConflict of Interest Expert Witness CaseExpert Witness Case

Inkjet Cartridge CaseInkjet Cartridge CaseParticipation in Participation in Protest Action as Part Protest Action as Part of a Political of a Political Campaign 84-6Campaign 84-6

Objectivity of Objectivity of Engineer Retained as Engineer Retained as Expert 85-4Expert 85-4

Environmental Environmental ConcernsConcerns

Inkjet Cartridge CaseInkjet Cartridge Case Public Welfare—Public Welfare—Hazardous Waste 92-Hazardous Waste 92-66

Product LiabilityProduct Liability Pacemaker CasePacemaker Case Signing of Drawings Signing of Drawings by Engineer in by Engineer in Industry 88-5Industry 88-5

Safety and HealthSafety and Health Pacemaker CasePacemaker Case Public Welfare—Public Welfare—Hazardous Waste 92-Hazardous Waste 92-66

These topics are more particularized to These topics are more particularized to Puerto RicoPuerto Rico

Topic/Source of Topic/Source of CaseCase

UPRM Ethics CasesUPRM Ethics Cases NSPE BER CasesNSPE BER Cases

Puerto Rican Women in Puerto Rican Women in EngineeringEngineering

Japanese Engineer CaseJapanese Engineer Case

Engineers as Expert Engineers as Expert WitnessesWitnesses

Expert Witness CaseExpert Witness Case Objectivity of Engineer Objectivity of Engineer Retained as Expert, 85-4Retained as Expert, 85-4

Public Criticism by an Public Criticism by an EngineerEngineer

Japanese Engineer CaseJapanese Engineer Case

Pacemaker Case Pacemaker Case Participation in Protest Participation in Protest Action as Part of a Political Action as Part of a Political Campaign 84-6Campaign 84-6

Questionable Practices in Questionable Practices in Engineering in Puerto RicoEngineering in Puerto Rico

Inserting Change Orders Inserting Change Orders CaseCase

Expert Witness CaseExpert Witness Case

Signing off on documents Signing off on documents prepared by othersprepared by others

Blueprints CaseBlueprints Case Use of CADD System 90-6Use of CADD System 90-6

Certification of Work Certification of Work Performed by Technician Performed by Technician 91-891-8

Performing within area of Performing within area of competencecompetence

Blueprints CaseBlueprints Case Use of CADD System 90-6Use of CADD System 90-6

Certification of Work Certification of Work Performed by Technician Performed by Technician 91-891-8

We made special efforts to have We made special efforts to have interdisciplinary judge teamsinterdisciplinary judge teams

Seven Judges from Engineering College Seven Judges from Engineering College Industrial, Electrical, MechanicalIndustrial, Electrical, Mechanical

Five Judges from HumanitiesFive Judges from Humanities French Literature, Humanities/Music, PhilosophyFrench Literature, Humanities/Music, Philosophy

Difficulty with pairing engineer and non-Difficulty with pairing engineer and non-engineerengineer Competition coincided with ABET visit at UPRMCompetition coincided with ABET visit at UPRM

Judges brought different perspectives into the Judges brought different perspectives into the competitioncompetition Students challenged to respond to different, Students challenged to respond to different,

unanticipated questionsunanticipated questions

We changed the structure of the We changed the structure of the competition to allow each team to compete competition to allow each team to compete

twicetwice

Ethics Bowl (National Level) is set up as an Ethics Bowl (National Level) is set up as an NCAA Basketball tournament-type NCAA Basketball tournament-type competition: several rounds where winners competition: several rounds where winners advance and losers drop outadvance and losers drop out

Each team competes twice. Scores Each team competes twice. Scores totaled. Highest total score wins class totaled. Highest total score wins class competition.competition.

Raised problem of uniformity in judge’s Raised problem of uniformity in judge’s scoring.scoring.

Students were asked to assess the Students were asked to assess the Ethics Bowl last semesterEthics Bowl last semester

He desarrollado mis destrezas en liderazgo y llegar He desarrollado mis destrezas en liderazgo y llegar a acuerdos trabajando en equipo para el Ethics a acuerdos trabajando en equipo para el Ethics BowlBowl

No somos ingenieros solo para dar resultados No somos ingenieros solo para dar resultados calculados (2 x 2 = 4) y ya! Hay impactos, calculados (2 x 2 = 4) y ya! Hay impactos, primarios y secundarios; pero todos afectan de una primarios y secundarios; pero todos afectan de una manera positiva, negativa, colectiva y/o individual. manera positiva, negativa, colectiva y/o individual. Ayudo a considerar todos esos puntos de vista.Ayudo a considerar todos esos puntos de vista.

Me ha ayudando grandemente a desarrollar mis Me ha ayudando grandemente a desarrollar mis destrezas en comunicaciondestrezas en comunicacion

I hated working in groups before this competition. I hated working in groups before this competition. And I also used to do all the work by myself, but I And I also used to do all the work by myself, but I like to work in groups now. like to work in groups now.

We also formed some conclusions We also formed some conclusions based on observing the competitionbased on observing the competition Benefits resulted from bringing humanities and Benefits resulted from bringing humanities and

engineering faculty together as judges.engineering faculty together as judges. Students learned from preparing casesStudents learned from preparing cases

Prepared 14 case summaries and one in-depth analysisPrepared 14 case summaries and one in-depth analysis The competition promoted team workThe competition promoted team work Debating promotes moral imagination: Debating promotes moral imagination:

identifying and framing problems, brainstorming identifying and framing problems, brainstorming solutions, defining intermediate concepts through solutions, defining intermediate concepts through prototypes, designing win-win solutionsprototypes, designing win-win solutions

The Ethics Bowl elicits broad student participationThe Ethics Bowl elicits broad student participation Students divided labor and worked together as teams to Students divided labor and worked together as teams to

prepare for competition and during competitionprepare for competition and during competition Students uncomfortable with commenting in class were Students uncomfortable with commenting in class were

given another, different opportunity to participate given another, different opportunity to participate

The first stage brought forth some The first stage brought forth some challengeschallenges

Involving the rest of the classInvolving the rest of the class The students not participating in the debate The students not participating in the debate

were not content with the role of passive were not content with the role of passive observersobservers

Difficulty with 50 minute formatDifficulty with 50 minute format The competition requires an additional 15 The competition requires an additional 15

minutes to generate debate between teams and minutes to generate debate between teams and to provide teams with feedbackto provide teams with feedback

Variation in judge scoringVariation in judge scoring The need to keep renewing the case The need to keep renewing the case

repositoryrepository

Sometimes the students got bad Sometimes the students got bad advice from outside the classroomadvice from outside the classroom

NSPE BER Case: An engineer provides a NSPE BER Case: An engineer provides a safety analysis report in support of the safety analysis report in support of the plaintiff in a personal injury caseplaintiff in a personal injury case

The engineer’s findings do not support the The engineer’s findings do not support the plaintiff so he is paid and dismissedplaintiff so he is paid and dismissed

The attorney for the defendant hires the The attorney for the defendant hires the engineer to do a report for his clientengineer to do a report for his client

Question: “Was it ethical for the engineer Question: “Was it ethical for the engineer to provide the second attorney with a to provide the second attorney with a separate report?”separate report?”

The students presented the case to an The students presented the case to an engineer who misunderstood itengineer who misunderstood it

The engineer thought that the engineer had been The engineer thought that the engineer had been subpoenaed by the defense attorney to testifysubpoenaed by the defense attorney to testify

Hence he told the students that it was a dilemma, Hence he told the students that it was a dilemma, a forced choice between the law and ethicsa forced choice between the law and ethics

Moreover, the law should winMoreover, the law should win When a judge (an experienced engineer expert When a judge (an experienced engineer expert

witness) took exception, the students remained witness) took exception, the students remained fixed in their belief in the authority of the fixed in their belief in the authority of the engineer with whom they consultedengineer with whom they consulted

The time demands of the competition did not The time demands of the competition did not allow us to sort out the issueallow us to sort out the issue

The students had several ideas to The students had several ideas to improve the processimprove the process

Ethics Bowl veterans could be judges in Ethics Bowl veterans could be judges in future competitionsfuture competitions

Create a one credit hour courseCreate a one credit hour course Saturday seminar to learn how to judge and Saturday seminar to learn how to judge and

score a competitionscore a competition Saturday seminar to learn how to develop Saturday seminar to learn how to develop

cases for future competitioncases for future competition ChallengeChallenge

Providing recognition for this effort (Socio-Providing recognition for this effort (Socio-Humanistic Credit? Certificate?)Humanistic Credit? Certificate?)

To provide feedback, I developed To provide feedback, I developed an Ethics Bowl rubrican Ethics Bowl rubric

Criteria Criteria Degree of Degree of FulfillmentFulfillment

ExplanatioExplanation of n of CriteriaCriteria

Needs Needs improvemeimprovementnt

Meets Meets ExpectationExpectationss

Exceeds Exceeds ExpectationsExpectations

Score Score CommenCommentsts

IntelliIntelligibilitgibilityy

Has the Has the team team stated and stated and defended defended its position its position in a way in a way that is that is logically logically consistent?consistent?

1. Logical 1. Logical consistencconsistency needs y needs improvemeimprovementnt

2. 2. Response Response could be could be more clear more clear and preciseand precise

3. Presen-3. Presen-tation parts tation parts were not were not completely completely explained explained or justifiedor justified

1. Logical 1. Logical consistency consistency maintainedmaintained

2. Response 2. Response was clear was clear and preciseand precise

3. Presenta-3. Presenta-tions were tions were readily readily understand-understand-ableable

11. Special and . Special and successful successful efforts were efforts were made to show made to show logical logical consistency consistency and to expose and to expose inconsistenciesinconsistencies

2. Response 2. Response was unusually was unusually clear and clear and preciseprecise

3. Presentation 3. Presentation advanced the advanced the understanding understanding of judges and of judges and participantsparticipants

This part of the rubric focuses on This part of the rubric focuses on integration of ethics contentintegration of ethics content

Criteria / Criteria / Degree of Degree of FulfillmentFulfillment

ExplanatioExplanation of n of Criteria Criteria

Needs Needs ImprovemeImprovementnt

Meets Meets ExpectationExpectationss

Exceeds Exceeds ExpectationExpectationss

Score / Score / CommenCommentsts

DeptDepthh

To what To what extent does extent does the team’s the team’s statement statement and defense and defense of its of its position position indicate an indicate an awareness awareness and and understandinunderstanding of the g of the issues that issues that the judge the judge views as views as ethically ethically central to central to the case?the case?

1. The ethics 1. The ethics and code and code tests were tests were not fully not fully appliedapplied

2. The ethics 2. The ethics tests were tests were incorrectly incorrectly appliedapplied

3. The ethics 3. The ethics tests were tests were confused with confused with one anotherone another

4. The ethics 4. The ethics tests were tests were not fully not fully integrated integrated into the into the responsesresponses

1. The ethics 1. The ethics tests were tests were used to justify used to justify and evaluate and evaluate responsesresponses

2. The ethics 2. The ethics were were correctly correctly employedemployed

3. The ethics 3. The ethics tests were tests were not confused not confused with one with one anotheranother

4. The ethics 4. The ethics tests were tests were integrated integrated into the into the responses.responses.

1. The ethics 1. The ethics tests justified tests justified and evaluated and evaluated the responses in the responses in an exemplary an exemplary way.way.

2. The ethics 2. The ethics tests tests illuminated the illuminated the analysisanalysis

3. The ethics 3. The ethics tests were tests were clearly and clearly and explicitly explicitly distinguisheddistinguished

4. The ethics 4. The ethics were were constitutive of constitutive of the responsesthe responses

This part considers how well the This part considers how well the students focused their commentsstudents focused their comments

Criteria / Criteria / Degree of Degree of FulfillmentFulfillment

ExplanatioExplanation of n of Criteria Criteria

Needs Needs ImprovemeImprovementnt

Meets Meets ExpectationExpectationss

Exceeds Exceeds ExpectationExpectationss

Score / Score / CommenCommentsts

FocusFocus To what To what extent does extent does the team’s the team’s statement statement and defense and defense of its of its position position avoid avoid discussing discussing issues that issues that the judge the judge considers considers ethically ethically irrelevant to irrelevant to the case?the case?

1. Little 1. Little relevance to relevance to the case at the case at handhand

2. Brought in 2. Brought in matters that matters that were not were not relevant to relevant to the central the central ethical issuesethical issues

3. Failed to 3. Failed to bring out bring out issues that issues that were relevant were relevant to the central to the central ethical issueethical issue

4. Not well 4. Not well organized organized and focusedand focused

1. Relevant to 1. Relevant to the ethical the ethical considerationconsiderations raised in the s raised in the casecase

2. Did not 2. Did not inject inject irrelevant irrelevant matters into matters into the the discussiondiscussion

3. Touched 3. Touched on all the on all the centrally centrally ethical issuesethical issues

4. Well 4. Well organized organized and focusedand focused

1. Highly 1. Highly relevantrelevant

2. Raised 2. Raised and and illuminated illuminated all the all the centrally centrally ethical ethical issuesissues

3. 3. Extremely Extremely well well organized organized and sharply and sharply focusedfocused

The rubric on judgment provides an overall The rubric on judgment provides an overall assessment of team’s performanceassessment of team’s performance

Criteria / Criteria / Degree of Degree of FulfillmentFulfillment

ExplanatioExplanation of n of Criteria Criteria

Needs Needs ImprovemeImprovementnt

Meets Meets ExpectatioExpectationsns

Exceeds Exceeds ExpectationsExpectations

Score / Score / CommenCommentsts

Judg-Judg-mentment

To what To what extent has extent has the team the team made a made a careful and careful and reasonable reasonable comparative comparative assessment assessment of the of the consideratioconsiderations it ns it identifies as identifies as ethically ethically relevant in relevant in its statement its statement and defense and defense of its of its position?position?

1. Has not taken 1. Has not taken a positiona position

2. Offers a 2. Offers a minimal minimal justification and justification and defense of its defense of its positionposition

3. Does not 3. Does not raise central raise central ethical issues in ethical issues in stating its stating its positionposition

4. Does not 4. Does not compare its compare its position with position with othersothers

5. Makes a 5. Makes a careless or careless or unreasonable unreasonable comparative comparative assessmentassessment

1. Took a clear 1. Took a clear positionposition

2. Offered a 2. Offered a reasonable and reasonable and careful defense careful defense of its positionof its position

3. Raised the 3. Raised the central ethical central ethical issues in issues in stating its stating its positionposition

4. 4. Comparatively Comparatively assessed its assessed its positionposition

5. Made a 5. Made a careful and careful and reasonable reasonable comparative comparative assessmentassessment

1. Took a clearly 1. Took a clearly enlightened enlightened positionposition

2. Carefully, 2. Carefully, reasonably, and reasonably, and insightfully insightfully defended its defended its positionposition

3. Raised and 3. Raised and illuminated the illuminated the central ethical central ethical issues of its issues of its positionposition

4. Comparative 4. Comparative assessment of assessment of position was position was clearly exemplary clearly exemplary in its explanation in its explanation of alternatives of alternatives and and demonstration of demonstration of its superiorityits superiority

Implementing the Ethics Bowl beyond Implementing the Ethics Bowl beyond the classroom also has its challengesthe classroom also has its challenges

Effort to involve individuals from Effort to involve individuals from private industryprivate industry

Funding for more ambitious effortsFunding for more ambitious efforts Working with crowded faculty Working with crowded faculty

schedulesschedules Generating maximum feedback for Generating maximum feedback for

students on debate and other students on debate and other activities activities

We are considering several We are considering several possibilities for future expansionpossibilities for future expansion

Competitions between classesCompetitions between classes Bioethics students have challenged the engineering Bioethics students have challenged the engineering

ethics students to a debateethics students to a debate Competition within the College of EngineeringCompetition within the College of Engineering University-wide competitionUniversity-wide competition Island-wide competition (Caribbean Ethics Bowl?)Island-wide competition (Caribbean Ethics Bowl?) Bring the Ethics Bowl to PR high school students Bring the Ethics Bowl to PR high school students

(preliminary discussion with high school teachers)(preliminary discussion with high school teachers) Developing a team for competition at the National Developing a team for competition at the National

Ethics Bowl (APPE)Ethics Bowl (APPE) Strong interest from the Puerto Rican Foundation Strong interest from the Puerto Rican Foundation

for the Humanities (service component)for the Humanities (service component)

Overall, the Ethics Bowl was a Overall, the Ethics Bowl was a dramatic successdramatic success

It responds well to the findings of moral It responds well to the findings of moral development theory and moral development theory and moral psychologypsychology

The students were enthusiastic about The students were enthusiastic about the processthe process

Faculty have found it important enough Faculty have found it important enough to take the time to serve as judgesto take the time to serve as judges

Administration is gradually recognizing Administration is gradually recognizing and supporting the competitionand supporting the competition

Thank YouThank You

Questions?Questions? Comments?Comments? Suggestions?Suggestions? Similar Experiences?Similar Experiences?

If you try something like this, let me know If you try something like this, let me know about the resultsabout the results

William J. FreyWilliam J. Frey W_Frey@rumac.uprm.eduW_Frey@rumac.uprm.edu