UPRM Objectives have been taken from SEE, 546-547:
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 modified “prevention”; hence ethical prevention does not mean the prevention of the ethical.
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 insofaras 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
The figure below provides an EAC Matrix used at the University of Puerto Rico at Mayaguez in the College of Business Administration. It also separates the objectives mentioned above into primary and secondary areas of focus. Finally, it imports information as to whether the actual outcomes meet the objectives.
Ethics bowl student module matrix
This Matrix identifies the learning objectives of the corresponding student module by cross referencing the moral development objectives, accreditation criteria and the curricular "space" the the module fills.
