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    For example some specific examples from our students are following:

  • "I don’t want to be treated as a slave or robot.”
  • “These people get paid well to work.”
  • “Some work hard, while others surf the Internet?”
  • “As long as my boss doesn’t see me …”
  • “I minimize the browser …”
  • “Maybe someone opens an e-mail with a virus …"
  • “Maybe the person doesn’t have a PC at home?”
  • “Isn’t this similar to using the phone to call a friend?”
  • “Everybody does it!”

This exercise gives students practice framing moral arguments. Students will offer analogies based on the telephone, fax, or regular mail. Many offer examples from their own real-world experiences. Discussing the scenarios familiarizes students with the complexity of the issues, gives them practice in drawing analogies with their own experiences, and helps them to frame moral arguments.

Step 3: ethical decision-making tests provide insight and focus

The informal group discussion sets up the next stage since students already have raised many relevant issues in their comments. In the third step, several intuitive ethical tests are applied to two or three of the scenarios.

    Ethics tests

  • Reversibility: Would I think this a good choice if I were among those affected by it?
  • Publicity: Would I want this action published in the newspaper?
  • Harm: Does this action do less harm than a possible alternative?
  • Code Test: Does this action violate a code provision?
  • These tests help students to formulate supporting arguments that evaluate the scenarios. Often during the informal group discussion, these tests have already been employed either by the students themselves or informally by the instructor. In either case, it is important for students to realize that they are thinking already in ethical terms and that their ethical reflection is complex and sophisticated. It is also helpful to use local idioms for expressing these notions (especially in Puerto Rico). For example, the expression, "putting yourself in someone else's shoes" is a good way of presenting the reversibility test. This helps students realize that their parents, teachers, and religious leaders have passed on much of this "wisdom" to them.
  • It is very helpful to refer to students’ remarks as a means to explain the tests and help them realize that they already incorporate these notions in their decision-making.

Step 4: student groups re-evaluate scenarios with ethics tests

The next step allows students to apply the ethics tests. In groups of three or four, the students select two or three scenarios and re-evaluate them using the tests to sharpen their ethical arguments. The results are impressive: students quickly reach a consensus, back their positions with well-constructed ethical arguments, and emerge from the discussion with more confidence. They are, in short, ethically empowered. A debriefing session follows in which students summarize their group results with the rest of the class. This, in turn, generates more discussion.

Step 5: brief discussion of the importance of ethics

At this stage of the exercise a brief discussion on the importance of ethics helps synthesize the exercise. Issues that can be raised: (1) awareness that ethics affects our behavior, (2) incorporating ethical considerations early into the decision-making process helps to avoid ethical dilemmas later on, (3) we can learn from past problems and adjust future actions to avoid their repetition, (4) everybody practices ethics, not just the so-called expert, and (5) generally speaking, "Good ethics is good business." We conclude the exercise with the slogan, "Be Ethical, be Wise."

Step 6: some students want to learn more…where to go from here?

Past experience indicates that this exercise has had an impact on students. Frequently, they ask for more information about ethics. We have made the following suggestions: take a formal course in engineering or business ethics, watch for ethical issues in the media, study professional and corporate codes of conduct, and do not ignore ethics-related chapters/excerpts available in many textbooks. Finally, we encourage them to discuss related situations (scenarios or experiences) with friends.


  • The goal is to promote ethical-empowerment in our students. What has impressed us most by this exercise is the way in which it changes the student's perspective on ethics in the direction of empowerment. In fact, it promotes ethical-empowerment in several ways:
  • Students learn to recognize ethical problems in the real-world.
  • Students discover that they unconsciously employ ethical concepts and principles in their thinking. Thus, using the ethics tests helps students to recognize and practice the ethics skills they already possess.
  • It gives students practice (and confidence) in formulating ethical arguments.
  • It excites an interest in ethics that often leads to follow-up activities.
  • Instructors who are not experts in ethics can use this exercise and integrate it into their classes. In fact, by carefully selecting scenarios, instructors can help students to see how ethics is a natural and essential part of real-world engineering practice.

Appendix (annotated)

Additional information or annotations for instructors regarding the Student Module Appendix

Questions & Answers

find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
I'm not sure why it wrote it the other way
I got X =-6
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
so you not have an equal sign anywhere in the original equation?
is it a question of log
Commplementary angles
Idrissa Reply
im all ears I need to learn
right! what he said ⤴⤴⤴
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
kkk nice
Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris 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
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele 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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