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Learning objectives

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

    Content objectives described below come from the aacsb ethics education task force report

  • Ethical Leadership (EL) : "Expanding ...awareness to include multiple stakeholder interests and ...developing and applying...ethical decision-making skills to organizational decisions in ways that are transparent to...followers." (b) "Executives become moral managers by recognizing and accepting their responsibility for acting as ethical role models."
  • Decision-Making (DM) : "Business schools typically teach multiple frameworks for improving students' ethical decision-making skills. Students are encouraged to consider multiple stakeholders and to assess and evaluate using different lenses and enlarged perspectives."
  • Social Responsibility (SR) : "Businesses cannot thrive in environments where societal elements such as education, public health, peace and personal security, fidelity to the rule of law, enforcement of contracts, and physical infrastructures are deficient."
  • Corporate Governance (CG) :(a) "Knowing the principles and practices of sound, responsible corporate governance can also be an important deterrent to unethical behavior." (b) "Understanding the complex interdependencies between corporate governance and other institutions, such as stock exchanges and regulatory bodies, can be an important factor in managing risk and reputation."

    Below are three different sets of skills objectives:

  • Skill objectives used at UPRM in various EAC efforts
  • The Hastings Center List
  • A list presented by Huff and Frey (referenced below) that combines recent research in moral psychology with skills useful for students learning the practice and profession of computing that includes computer science, computer engineering, and software engineering

    Uprm ethical empowerment skills list

  • UPRM Objectives are described in the context of faculty development workshops in the Science and Engineering Ethics article by Cruz and Frey referenced below:
  • Ethical Awareness : “the ability to perceive ethical issues embedded in complex, concrete situations. It requires the exercise of moral imagination which is developed through discussing cases that arise in the real world and in literature.”
  • Ethical Evaluation : “ the ability to assess a product or process in terms of different ethical approaches such as utilitarianism, rights theory, deontology, and virtue ethics.” This skill can also be demonstrated by ranking solution alternatives using ethics tests which partially encapsulate ethical theory such as reversibility, harm, and publicity.
  • Ethical Integration : “the ability to integrate—not just apply—ethical considerations into an activity (such as a decision, product or process) so that ethics plays an essential, constitutive role in the final results.”
  • Ethical Prevention : the ability to (a) uncover potential ethical and social problems latent in a socio-technical system and (b) develop effective counter-measures to prevent these latent problems from materializing or to minimize their harmful or negative impact. "Ethical" is an adjective that modifies “prevention”; hence ethical prevention does not mean the "prevention of the ethical" but the "prevention of the unethical", i.e., the harmful, the untoward, the incorrect, and the bad.
  • Value Realization : “the ability to recognize and exploit opportunities for using skills and talents to promote community welfare, enhance safety and health, improve the quality of the environment, and (in general) enhance wellbeing.

    Hastings center goals

  • Stimulate the moral imagination of students
  • Help students recognize moral issues
  • Help students analyze key moral concepts and principles
  • Elicit from students a sense of responsibility
  • Help students to accept the likelihood of ambiguity and disagreement on moral matters, while at the same time attempting to strive for clarity and agreement insofar as it is reasonably attainable (from Pritchard, Reasonable Children, 15)

    Goals for ethical education in science and engineering derived from psychological literature (huff and frey)

  • Mastering a knowledge of basic facts and understanding and applying basic and intermediate ethical concepts.
  • Practicing moral imagination (taking the perspective of the other, generating non-obvious solutions to moral problems under situational constraints, and setting up multiple framings of a situation)
  • Learning moral sensitivity
  • Encouraging adoption of professional standards into the professional self-concept
  • Building ethical community

Instructional / pedagogical strategies

Assessment / assurance of learning

Muddiest point exercise

This file contains a handout in Word format called the "Muddiest Point" Exercise or a "Muddy Point" exercise. It encourages students to reflect on an activity and identify its strongest and weakest points.

Eac module assessment form

This Word file consists of a handout that allows students to assess ethics integration exercises. It has been modified from a form used by Michael Davis at the Illinois Institute of Technology to assess EAC modules developed during NSF-funded EAC workshops.

Eac matrix for aacsb

This EAC Matrix helps users to model activities and gaps in EAC programs. It maps courses onto EAC objectives, and AACSB accreditation criteria. It helps both to recognize existing, ongoing EAC Integration projects and to identify gaps for which new EAC Integration Projects can be designed.

Ethics bowl rubric

The Ethics Bowl activity has been modified and adapted for the classroom at UPRM in Practical and Professional Ethics classes. The modified score sheets used at UPRM have been reworked into rubric form. They concentrate on intelligibility, integration of ethical considerations, treatment of feasibility issues, and demonstration of moral imagination and creativity.

Ethics test rubric

This rubric helps assess success in integrating the ethics tests of reversibility, harm/beneficence, and public identification into a decision-making exercise. It identifies common pitfalls and set up problems.

Ethical considerations rubric

This rubric can be found at http://academic.scranton.edu/department/assessment/ksom/. This uploaded version has minor modifications to fit the UPRM context.

Pedagogical commentary

Any comments or questions regarding this module? (For example: suggestions to authors, suggestions to instructors (how-to), queries or comments directed o EAC community, pitfalls or frustrations, novel ideas/approaches/uses, etc.)

Appendix (annotated)

Additional information or annotations for instructors regarding the Student Module Appendix

Questions & Answers

Do somebody tell me a best nano engineering book for beginners?
s. Reply
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
how to fabricate graphene ink ?
for screen printed electrodes ?
What is lattice structure?
s. Reply
of graphene you mean?
or in general
in general
Graphene has a hexagonal structure
On having this app for quite a bit time, Haven't realised there's a chat room in it.
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
many many of nanotubes
what is the k.e before it land
what is the function of carbon nanotubes?
I'm interested in nanotube
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
what is system testing
what is the application of nanotechnology?
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
anybody can imagine what will be happen after 100 years from now in nano tech world
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
silver nanoparticles could handle the job?
not now but maybe in future only AgNP maybe any other nanomaterials
I'm interested in Nanotube
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Ethics across the curriculum modules for eac toolkit workshops. OpenStax CNX. May 07, 2007 Download for free at http://cnx.org/content/col10414/1.2
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