The Ethics Bowl at UPRM:The Ethics Bowl at UPRM:A Capstone Experience for A Capstone Experience for
Engineering Ethics Engineering Ethics StudentsStudents
William J. Frey, Halley D. Sanchez & José A. CruzWilliam J. Frey, Halley D. Sanchez & José A. Cruz Center for Ethics in the ProfessionsCenter for Ethics in the Professions
University of Puerto Rico at MayagüezUniversity of Puerto Rico at Mayagüez
February 28, 2004February 28, 2004APPE - CincinnatiAPPE - Cincinnati
Our Engineering Ethics Our Engineering Ethics Course is not a theoretical Course is not a theoretical ethics course, but a true ethics course, but a true
practical and professional practical and professional ethics course ethics course
Our Engineering Ethics Our Engineering Ethics Course is not a theoretical Course is not a theoretical ethics course, but a true ethics course, but a true
practical and professional practical and professional ethics course ethics course
EmphasisEmphasis on on
Ethical Decision Ethical Decision Making SkillsMaking Skills
EmphasisEmphasis on on
Ethical Decision Ethical Decision Making SkillsMaking Skills
Black BeltBlack Beltvs.vs.
Basic Self-Defense Basic Self-Defense SkillsSkills
Black BeltBlack Beltvs.vs.
Basic Self-Defense Basic Self-Defense SkillsSkills
Just in Time Just in Time TheoryTheory
Just in Time Just in Time TheoryTheory
Three TestsThree TestsThree TestsThree Tests
►HarmHarm►ReversibilityReversibility►Publicity/OwnershipPublicity/Ownership
►HarmHarm►ReversibilityReversibility►Publicity/OwnershipPublicity/Ownership
Tests encapsulate fundamental Tests encapsulate fundamental ethical theoriesethical theories
Tests encapsulate fundamental Tests encapsulate fundamental ethical theoriesethical theories
►Harm – utilitarian/consequentialismHarm – utilitarian/consequentialism►Reversibility – DeontologyReversibility – Deontology►Publicity/Ownership – Virtue EthicsPublicity/Ownership – Virtue Ethics
►Harm – utilitarian/consequentialismHarm – utilitarian/consequentialism►Reversibility – DeontologyReversibility – Deontology►Publicity/Ownership – Virtue EthicsPublicity/Ownership – Virtue Ethics
Engineering Ethics Engineering Ethics CourseCourse
Engineering Ethics Engineering Ethics CourseCourse
►Basic Ethical Self-DefenseBasic Ethical Self-Defense►Hands onHands on►Communication skillsCommunication skills►Team workTeam work
►Basic Ethical Self-DefenseBasic Ethical Self-Defense►Hands onHands on►Communication skillsCommunication skills►Team workTeam work
Ethics Bowl Ethics Bowl highlights all these featureshighlights all these features
Ethics Bowl Ethics Bowl highlights all these featureshighlights all these features
What we wish to share …What we wish to share …What we wish to share …What we wish to share …
►How? When? Why? – EB emerges in How? When? Why? – EB emerges in EEEE
►Preparing for the competition in a Preparing for the competition in a course course
►Quick overview of the EB ExperienceQuick overview of the EB Experience►StudentsStudents►JudgesJudges►AssessmentAssessment
►How? When? Why? – EB emerges in How? When? Why? – EB emerges in EEEE
►Preparing for the competition in a Preparing for the competition in a course course
►Quick overview of the EB ExperienceQuick overview of the EB Experience►StudentsStudents►JudgesJudges►AssessmentAssessment
How? When? Why? the Ethics Bowl How? When? Why? the Ethics Bowl emerges in Engineering Ethics at emerges in Engineering Ethics at
UPRMUPRM
How? When? Why? the Ethics Bowl How? When? Why? the Ethics Bowl emerges in Engineering Ethics at emerges in Engineering Ethics at
UPRMUPRM► We sought use for the pool of cases developed in We sought use for the pool of cases developed in
workshopsworkshops
► Our participation in Ethics Bowls at APPE leads to the idea Our participation in Ethics Bowls at APPE leads to the idea of running a similar but smaller competition at UPRMof running a similar but smaller competition at UPRM
► Robert Ladenson at IIT suggested that we introduce the Robert Ladenson at IIT suggested that we introduce the Ethics Bowl into UPRM ethics classesEthics Bowl into UPRM ethics classes
► Deciding Factor:Deciding Factor: through careful case selection, we through careful case selection, we could cover the full range of topics of engineering ethicscould cover the full range of topics of engineering ethics
► Added BonusAdded Bonus: We can assess our outcomes by student : We can assess our outcomes by student performance on ethics questions in licensing exams (BER)performance on ethics questions in licensing exams (BER)
► We sought use for the pool of cases developed in We sought use for the pool of cases developed in workshopsworkshops
► Our participation in Ethics Bowls at APPE leads to the idea Our participation in Ethics Bowls at APPE leads to the idea of running a similar but smaller competition at UPRMof running a similar but smaller competition at UPRM
► Robert Ladenson at IIT suggested that we introduce the Robert Ladenson at IIT suggested that we introduce the Ethics Bowl into UPRM ethics classesEthics Bowl into UPRM ethics classes
► Deciding Factor:Deciding Factor: through careful case selection, we through careful case selection, we could cover the full range of topics of engineering ethicscould cover the full range of topics of engineering ethics
► Added BonusAdded Bonus: We can assess our outcomes by student : We can assess our outcomes by student performance on ethics questions in licensing exams (BER)performance on ethics questions in licensing exams (BER)
Identify Issues & Prepare Identify Issues & Prepare CasesCases
Identify Issues & Prepare Identify Issues & Prepare CasesCases
► Issue Identification WorkshopsIssue Identification Workshops Practitioners present on the issues in the Practitioners present on the issues in the
workplaceworkplace► Business/Science/Engineering Faculty Workshops Business/Science/Engineering Faculty Workshops ► ABET Workshops (cases by engineering faculty)ABET Workshops (cases by engineering faculty)► Textbooks & LiteratureTextbooks & Literature► News MediaNews Media► Surveys, statistics and similar reportsSurveys, statistics and similar reports
““Mind the Gap” Survey (McGinn, S&EE, Oct. 2003)Mind the Gap” Survey (McGinn, S&EE, Oct. 2003)
► Students & PeersStudents & Peers
► Issue Identification WorkshopsIssue Identification Workshops Practitioners present on the issues in the Practitioners present on the issues in the
workplaceworkplace► Business/Science/Engineering Faculty Workshops Business/Science/Engineering Faculty Workshops ► ABET Workshops (cases by engineering faculty)ABET Workshops (cases by engineering faculty)► Textbooks & LiteratureTextbooks & Literature► News MediaNews Media► Surveys, statistics and similar reportsSurveys, statistics and similar reports
““Mind the Gap” Survey (McGinn, S&EE, Oct. 2003)Mind the Gap” Survey (McGinn, S&EE, Oct. 2003)
► Students & PeersStudents & Peers
Ethics Bowl Cases Cross-Ethics Bowl Cases Cross-ReferenceReference
Ethics Bowl Cases Cross-Ethics Bowl Cases Cross-ReferenceReference
Topic/ Topic/ IssueIssue
UPRM UPRM Ethics Ethics CasesCases
NSPE BER CasesNSPE BER Cases
ConfidentialityConfidentiality Peer Review/Confidentiality Peer Review/Confidentiality Agreements 96-8Agreements 96-8
Conflict of Conflict of InterestInterest
Expert Witness Expert Witness CaseCase
Inkjet Cartridge Inkjet Cartridge CaseCase
Participation in Protest Participation in Protest Action as Part of a Political Action as Part of a Political Campaign 84-6Campaign 84-6
Objectivity of Engineer Objectivity of Engineer Retained as Expert 85-4Retained as Expert 85-4
Environmental Environmental ConcernsConcerns
Inkjet Cartridge Inkjet Cartridge CaseCase
Public Welfare—Hazardous Public Welfare—Hazardous Waste 92-6Waste 92-6
Product LiabilityProduct Liability Pacemaker CasePacemaker Case Signing of Drawings by Signing of Drawings by Engineer in Industry 88-5Engineer in Industry 88-5
Safety and Safety and HealthHealth
Pacemaker CasePacemaker Case Public Welfare—Hazardous Public Welfare—Hazardous Waste 92-6Waste 92-6
Cases support local (PR) Cases support local (PR) issuesissues
Cases support local (PR) Cases support local (PR) issuesissues
Topic/Source of Topic/Source of CaseCase
UPRM Ethics UPRM Ethics CasesCases
NSPE BER CasesNSPE BER Cases
Women in EngineeringWomen in Engineering Japanese Engineer Japanese Engineer CaseCase
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 Japanese Engineer CaseCase
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 Questionable Practices in Practices in Engineering in PREngineering in PR
Inserting Change Inserting Change Orders CaseOrders Case
Expert Witness CaseExpert Witness Case
Signing off on Signing off on documents prepared documents prepared by othersby 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 Performing within area of competencearea of competence
Blueprints CaseBlueprints Case Use of CADD System 90-6Use of CADD System 90-6
Certification of Work Certification of Work Performed by Tech. 91-8Performed by Tech. 91-8
Building the Foundation: Building the Foundation: Learning OutcomesLearning Outcomes
Building the Foundation: Building the Foundation: Learning OutcomesLearning Outcomes
►SkillsSkills Ethical AwarenessEthical Awareness
Ethical EvaluationEthical Evaluation
De-capsulation (practice to De-capsulation (practice to theory)theory)
Ethical IntegrationEthical Integration
Group/Teamwork SkillsGroup/Teamwork Skills
Communications SkillsCommunications Skills
►SkillsSkills Ethical AwarenessEthical Awareness
Ethical EvaluationEthical Evaluation
De-capsulation (practice to De-capsulation (practice to theory)theory)
Ethical IntegrationEthical Integration
Group/Teamwork SkillsGroup/Teamwork Skills
Communications SkillsCommunications Skills
Preparing for the Ethics BowlPreparing for the Ethics BowlPreparing for the Ethics BowlPreparing for the Ethics Bowl
SkillSkill Activity/ExerciseActivity/ExerciseEthical AwarenessEthical Awareness Watch Your Language!Watch Your Language!
Ethical EvaluationEthical Evaluation (Introduce (Introduce and Practice Ethics Tests)and Practice Ethics Tests)
Engineering Ethics Pre-Engineering Ethics Pre-TestTest
Gray Matters in Gray Matters in EngineeringEngineering
De-capsulationDe-capsulation (Practice to (Practice to Theory)Theory)
Debating Mt. Terrorist Debating Mt. Terrorist ScenarioScenario
Ethical IntegrationEthical Integration (Ethical (Ethical considerations guide DM)considerations guide DM)
Midterm Exam: Essay on Midterm Exam: Essay on ScenarioScenario
Teamwork & ResponsibilityTeamwork & Responsibility (goals, obstacles, participation)(goals, obstacles, participation)
EB Team Self-Evaluation EB Team Self-Evaluation ProcessProcess
Communication SkillsCommunication Skills (engineers as ethics advocates)(engineers as ethics advocates)
Scenario DramatizationsScenario Dramatizations
Engineering Topics/ActivitiesEngineering Topics/ActivitiesEngineering Topics/ActivitiesEngineering Topics/Activities
► Defining ActivitiesDefining Activities Class definition of ethicsClass definition of ethics Class definition of engineering (science, art, design, business, technology, Class definition of engineering (science, art, design, business, technology,
math)math)
► Preparatory ModulesPreparatory Modules Pre-test (issues and ethics tests)Pre-test (issues and ethics tests) Gray Matters (evaluating and ranking solutions in terms of ethics tests)Gray Matters (evaluating and ranking solutions in terms of ethics tests)
► IntegrationIntegration Making and defending decision in essaysMaking and defending decision in essays
► Professional EthicsProfessional Ethics Students draft their own codes to challenge the CIAPR code of ethicsStudents draft their own codes to challenge the CIAPR code of ethics Ethical Foundations of CIAPR CodeEthical Foundations of CIAPR Code
► Ethics BowlEthics Bowl
► Ethics Bowl DebriefingEthics Bowl Debriefing
► Defining ActivitiesDefining Activities Class definition of ethicsClass definition of ethics Class definition of engineering (science, art, design, business, technology, Class definition of engineering (science, art, design, business, technology,
math)math)
► Preparatory ModulesPreparatory Modules Pre-test (issues and ethics tests)Pre-test (issues and ethics tests) Gray Matters (evaluating and ranking solutions in terms of ethics tests)Gray Matters (evaluating and ranking solutions in terms of ethics tests)
► IntegrationIntegration Making and defending decision in essaysMaking and defending decision in essays
► Professional EthicsProfessional Ethics Students draft their own codes to challenge the CIAPR code of ethicsStudents draft their own codes to challenge the CIAPR code of ethics Ethical Foundations of CIAPR CodeEthical Foundations of CIAPR Code
► Ethics BowlEthics Bowl
► Ethics Bowl DebriefingEthics Bowl Debriefing
Covering the IssuesCovering the IssuesCovering the IssuesCovering the Issues
► Students prepare summaries of Ethics Bowl Students prepare summaries of Ethics Bowl CasesCases
9 decision scenarios9 decision scenarios 6 NSPE BER cases6 NSPE BER cases Summaries: Team Position/Best Counter-Summaries: Team Position/Best Counter-
Argument/Response to Best Counter-ArgumentArgument/Response to Best Counter-Argument Turn in before competitionTurn in before competition
► The teams, judges or moderators will not The teams, judges or moderators will not know in advance which of the cases will be know in advance which of the cases will be utilized during the competitions or what the utilized during the competitions or what the moderator questions will bemoderator questions will be
► Students prepare summaries of Ethics Bowl Students prepare summaries of Ethics Bowl CasesCases
9 decision scenarios9 decision scenarios 6 NSPE BER cases6 NSPE BER cases Summaries: Team Position/Best Counter-Summaries: Team Position/Best Counter-
Argument/Response to Best Counter-ArgumentArgument/Response to Best Counter-Argument Turn in before competitionTurn in before competition
► The teams, judges or moderators will not The teams, judges or moderators will not know in advance which of the cases will be know in advance which of the cases will be utilized during the competitions or what the utilized during the competitions or what the moderator questions will bemoderator questions will be
Accommodating the Accommodating the Competition to the Competition to the
Classroom…Classroom…
For the Engineering Ethics For the Engineering Ethics ClassClass
► The The moderatormoderator will announce the case for team one ( will announce the case for team one (T1T1))► The The moderatormoderator will read the question to be answered ( will read the question to be answered (MQMQ))
► The The moderatormoderator will announce the case for team one ( will announce the case for team one (T1T1))► The The moderatormoderator will read the question to be answered ( will read the question to be answered (MQMQ))
Round OneRound OneRound OneRound One
Team
1 Team
2
Judges MQ
?
T1
T1
T1
T2
T2
T2
JX JY
► T1T1: team members confer ( 2 minutes ): team members confer ( 2 minutes )► T1T1: a spokesperson will respond to : a spokesperson will respond to MQMQ ( 5 minutes ) ( 5 minutes )
► T1T1: team members confer ( 2 minutes ): team members confer ( 2 minutes )► T1T1: a spokesperson will respond to : a spokesperson will respond to MQMQ ( 5 minutes ) ( 5 minutes )
► T2T2: the opposing team members confer ( 2 minutes ): the opposing team members confer ( 2 minutes )► T2T2: a spokesperson will counter-present ( 5 minutes ): a spokesperson will counter-present ( 5 minutes )
It may include the posing of a question to T1It may include the posing of a question to T1..
► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )► T1T1: responds to : responds to T2’sT2’s counter-presentation (3 minutes ) counter-presentation (3 minutes )
► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )► T1T1: responds to : responds to T2’sT2’s counter-presentation (3 minutes ) counter-presentation (3 minutes )
► JXJX & & JYJY: confer (briefly): confer (briefly)► JXJX: asks a question of T1: asks a question of T1
► JXJX & & JYJY: confer (briefly): confer (briefly)► JXJX: asks a question of T1: asks a question of T1
Round One - cont’dRound One - cont’dRound One - cont’dRound One - cont’d
Team
1 Team
2
Judges MQ
T1
T1
T1
T2
T2
T2
JX JY
?
► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )► T1T1: team responds to question by : team responds to question by JXJX ( 3 minutes ) ( 3 minutes )
► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )► T1T1: team responds to question by : team responds to question by JXJX ( 3 minutes ) ( 3 minutes )
► JYJY: asks a question of : asks a question of T1T1► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )
► JYJY: asks a question of : asks a question of T1T1► T1T1: team members confer ( 1 minute ): team members confer ( 1 minute )
► T1T1: team responds to question by : team responds to question by JYJY ( 3 minutes ) ( 3 minutes )► JX/JYJX/JY: may ask follow-up questions: may ask follow-up questions
► T1T1: team responds to question by : team responds to question by JYJY ( 3 minutes ) ( 3 minutes )► JX/JYJX/JY: may ask follow-up questions: may ask follow-up questions
?
► Total time for Q&A with judges should not exceed 15 minutesTotal time for Q&A with judges should not exceed 15 minutes► JX/JYJX/JY: will complete score sheets independently: will complete score sheets independently
► Total time for Q&A with judges should not exceed 15 minutesTotal time for Q&A with judges should not exceed 15 minutes► JX/JYJX/JY: will complete score sheets independently: will complete score sheets independently
Judge Selection Goals Judge Selection Goals Judge Selection Goals Judge Selection Goals
► Select judges to simulate the Select judges to simulate the interdisciplinary audience students will interdisciplinary audience students will face in the workplaceface in the workplace
► Provide students with feedbackProvide students with feedback Interdisciplinary judge teams represent code Interdisciplinary judge teams represent code
stakeholders (public, client, peer, profession)stakeholders (public, client, peer, profession)
► Provide ethics teacher with feedbackProvide ethics teacher with feedback Issues that need to be coveredIssues that need to be covered How convincing are student arguments to non-How convincing are student arguments to non-
ethicistsethicists
► To expose faculty (H & E) to the ethical To expose faculty (H & E) to the ethical issues that arise in engineering practiceissues that arise in engineering practice
► Select judges to simulate the Select judges to simulate the interdisciplinary audience students will interdisciplinary audience students will face in the workplaceface in the workplace
► Provide students with feedbackProvide students with feedback Interdisciplinary judge teams represent code Interdisciplinary judge teams represent code
stakeholders (public, client, peer, profession)stakeholders (public, client, peer, profession)
► Provide ethics teacher with feedbackProvide ethics teacher with feedback Issues that need to be coveredIssues that need to be covered How convincing are student arguments to non-How convincing are student arguments to non-
ethicistsethicists
► To expose faculty (H & E) to the ethical To expose faculty (H & E) to the ethical issues that arise in engineering practiceissues that arise in engineering practice
Preparing the JudgesPreparing the JudgesPreparing the JudgesPreparing the Judges
►Judge PacketJudge Packet
Rules and ProceduresRules and Procedures
Ethics Tests GuidelinesEthics Tests Guidelines
CasesCases
Scoring Criteria and Scoring SheetScoring Criteria and Scoring Sheet
►Judge PacketJudge Packet
Rules and ProceduresRules and Procedures
Ethics Tests GuidelinesEthics Tests Guidelines
CasesCases
Scoring Criteria and Scoring SheetScoring Criteria and Scoring Sheet
Assessment: Feedback in lieu of Assessment: Feedback in lieu of GradingGrading
Assessment: Feedback in lieu of Assessment: Feedback in lieu of GradingGrading
► Ethics Bowl is ideal for providing Ethics Bowl is ideal for providing students feedback on ethics skillsstudents feedback on ethics skills Judges employ different interpretations of criteria (just as Judges employ different interpretations of criteria (just as
students will encounter different standards in real world)students will encounter different standards in real world) Competing teams challenge one another and provide one Competing teams challenge one another and provide one
another feedbackanother feedback
► Students use feedback received in EB to Students use feedback received in EB to write an in-depth case study analysiswrite an in-depth case study analysis Students respond to judges’ comments and competitor’s Students respond to judges’ comments and competitor’s
arguments in a follow-up report and self-evaluationarguments in a follow-up report and self-evaluation Professor fills out a rubric giving students feedback on Professor fills out a rubric giving students feedback on
decision-making and use of tests; students respond to rubric decision-making and use of tests; students respond to rubric in final reportin final report
► Ethics Bowl is ideal for providing Ethics Bowl is ideal for providing students feedback on ethics skillsstudents feedback on ethics skills Judges employ different interpretations of criteria (just as Judges employ different interpretations of criteria (just as
students will encounter different standards in real world)students will encounter different standards in real world) Competing teams challenge one another and provide one Competing teams challenge one another and provide one
another feedbackanother feedback
► Students use feedback received in EB to Students use feedback received in EB to write an in-depth case study analysiswrite an in-depth case study analysis Students respond to judges’ comments and competitor’s Students respond to judges’ comments and competitor’s
arguments in a follow-up report and self-evaluationarguments in a follow-up report and self-evaluation Professor fills out a rubric giving students feedback on Professor fills out a rubric giving students feedback on
decision-making and use of tests; students respond to rubric decision-making and use of tests; students respond to rubric in final reportin final report
Formal Debriefing on Ethics Formal Debriefing on Ethics BowlBowl
Formal Debriefing on Ethics Formal Debriefing on Ethics BowlBowl
►Groups select one of the two ethics bowl Groups select one of the two ethics bowl cases they defended for final in-depth cases they defended for final in-depth case studycase study
►Workshops are held where groups Workshops are held where groups prepare…prepare…
Stakeholder TablesStakeholder Tables Options for resolving ethical disagreementsOptions for resolving ethical disagreements Problem Classification TablesProblem Classification Tables Self-Evaluation Preparation WorkshopsSelf-Evaluation Preparation Workshops
►Groups select one of the two ethics bowl Groups select one of the two ethics bowl cases they defended for final in-depth cases they defended for final in-depth case studycase study
►Workshops are held where groups Workshops are held where groups prepare…prepare…
Stakeholder TablesStakeholder Tables Options for resolving ethical disagreementsOptions for resolving ethical disagreements Problem Classification TablesProblem Classification Tables Self-Evaluation Preparation WorkshopsSelf-Evaluation Preparation Workshops
Formal Debriefing on Ethics Formal Debriefing on Ethics BowlBowl
Formal Debriefing on Ethics Formal Debriefing on Ethics BowlBowl
►Students prepare group self-Students prepare group self-evaluationsevaluations
Group Goals with ModificationsGroup Goals with Modifications
Success in Meeting GoalsSuccess in Meeting Goals
Obstacles Encountered and Modes of ResponseObstacles Encountered and Modes of Response
Individual Member EvaluationsIndividual Member Evaluations (Students rate (Students rate each other in terms of percent of contribution)each other in terms of percent of contribution)
►Students prepare group self-Students prepare group self-evaluationsevaluations
Group Goals with ModificationsGroup Goals with Modifications
Success in Meeting GoalsSuccess in Meeting Goals
Obstacles Encountered and Modes of ResponseObstacles Encountered and Modes of Response
Individual Member EvaluationsIndividual Member Evaluations (Students rate (Students rate each other in terms of percent of contribution)each other in terms of percent of contribution)
ConclusionConclusion
Ethics Bowl in the Ethics Bowl in the classroom incorporates classroom incorporates
many key features stressed many key features stressed by accreditation agencies by accreditation agencies
(ABET (ABET et alet al.) .)
Ethics Bowl in the Ethics Bowl in the classroom incorporates classroom incorporates
many key features stressed many key features stressed by accreditation agencies by accreditation agencies
(ABET (ABET et alet al.) .) ►Basic Ethical Self-DefenseBasic Ethical Self-Defense►Hands on activitiesHands on activities►Communication skillsCommunication skills►Critical thinking skillsCritical thinking skills►TeamworkTeamwork
►Basic Ethical Self-DefenseBasic Ethical Self-Defense►Hands on activitiesHands on activities►Communication skillsCommunication skills►Critical thinking skillsCritical thinking skills►TeamworkTeamwork
Thank You!Thank You!Questions? / Comments? / Suggestions?Questions? / Comments? / Suggestions?
Similar Experiences?Similar Experiences?
Thank You!Thank You!Questions? / Comments? / Suggestions?Questions? / Comments? / Suggestions?
Similar Experiences?Similar Experiences?
If you try something like this, let us know about the If you try something like this, let us know about the results:results:
William J. Frey – William J. Frey – [email protected] [email protected] Halley D. Sanchez – hsanchezHalley D. Sanchez – [email protected]@uprm.edu
José A. Cruz – José A. Cruz – [email protected]@uprm.edu
Visit: www.uprm.edu/ethicsVisit: www.uprm.edu/ethics
If you try something like this, let us know about the If you try something like this, let us know about the results:results:
William J. Frey – William J. Frey – [email protected] [email protected] Halley D. Sanchez – hsanchezHalley D. Sanchez – [email protected]@uprm.edu
José A. Cruz – José A. Cruz – [email protected]@uprm.edu
Visit: www.uprm.edu/ethicsVisit: www.uprm.edu/ethics
Possible Brainstorming Possible Brainstorming Point:Point:
Lesson Learned?Lesson Learned?
Default EthicsDefault Ethicsvs.vs.
Using Tests (or Theories)Using Tests (or Theories)
Possible Brainstorming Possible Brainstorming Point:Point:
Lesson Learned?Lesson Learned?
Default EthicsDefault Ethicsvs.vs.
Using Tests (or Theories)Using Tests (or Theories)
What might this be telling us What might this be telling us about how persons learn and about how persons learn and
use ethical tests/theories?use ethical tests/theories?
What might this be telling us What might this be telling us about moral imagination?about moral imagination?
Perhaps the “tests” are not just Perhaps the “tests” are not just theory?theory?
What might this be telling us What might this be telling us about how persons learn and about how persons learn and
use ethical tests/theories?use ethical tests/theories?
What might this be telling us What might this be telling us about moral imagination?about moral imagination?
Perhaps the “tests” are not just Perhaps the “tests” are not just theory?theory?
What might this be telling What might this be telling us about the relationship us about the relationship between what is called between what is called
“ethics” and “practical and “ethics” and “practical and professional ethics”?professional ethics”?
What might this be telling What might this be telling us about the relationship us about the relationship between what is called between what is called
“ethics” and “practical and “ethics” and “practical and professional ethics”?professional ethics”?
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