Ethics bowl for environments of the organization--instructor module  (Page 3/3)

Iii. strategies suggested in order to achieve learning objectives (it is expected that these learning strategies will bring about the global development of the student)

• This module should be assigned to the students at the beginning of the quarter or semester in a way that allows them to prepare properly for the activity. Students need time to learn the skills necessary for realizing activities, studying cases and learning how ethically to analyze case studies. They also need time to organize themselves as a group and to familiarize themselves with the instructions offered in the corresponding student module(s).
• Students are divided into two groups: A and B. Each group is divided into two further groups (A) 1 and 2 and (B) 1 and 2.
• Each team gives a presentation and defends their positions in the face of questions and challenges on the part of another team, the instructor, and other students. (a) One team presents its case analysis in seven minutes; (b) the other team comments on this presentation (which requires active listening and argumentative skills); (c) the first team concludes by responding to the commentary of the other team (which requires additional clarification of their position); (d) finally, the first team answers questions put forth by the instructor and the other students.
• Students should not compete unless they have thoroughly prepared the pool of cases as well as the accompanying decision-making tests and frameworks.
• Students should be motivated to utilize the provided analytical tools for making ethical decisions.

Iv. roles del instructor/a y del estudiante en la actividad del tazón de la ética en ambientes de la organización

Iv. instructor and student roles for the ethics bowl for the environments of the organization

Instructor

• Establece las reglas de la competencia (Se incluyen en el módulo de estudiantes): Límites de tiempo en la presentación, orientación a los competidores, criterios de evaluación.
• El instructor es el anfitrión de la competencia; asume una posición seria y de liderato; es buena idea que su vestimenta para esta ocasión sea una formal, relacionada con su rol de anfitrión.
• Sigue al pie de la letra las reglas de la competencia.
• Administra el tiempo para cumplir con normas establecidas.
• Estructura un diálogo, de la forma preguntas/ respuestas, con los equipos que presentan y con los demás estudiantes.
• Ofrece retroalimentación al equipo que estuvo a cargo de la presentación al final de la clase.
• Ofrece comentarios y sugerencias a los equipos que así lo ameriten.

Instructor

• Set forth the competition's rules as given in the student module. Limit the time for each presentation, orient the competing teams, and establish evaluation criteria.
• The instructor hosts the competition and assumes a position of leadership. It is even a good idea to dress up for the occasion with formal wear.
• She or he is responsible for making sure that students follow the rules of the competition to the letter.
• She or he administers the time in order to comply with established norms.
• The instructor structures a dialogue through questions and short commentaries with the teams and with the audience.
• The instructor provides feedback to the presenting team after the competition.
• Finally, the instructor offers commentaries and suggestions to the teams as these are required.

Estudiantes (recordemos que en esta dinámica el trabajo colaborativo entre los estudiantes es esencial para maximizar su propia enseñanza)

• Asumirán una participación activa en el proceso de los debates.
• Serán los jueces de las controversias donde se confronten los valores éticos.
• Ofrecerán estrategias que permitan remediar alguna situación ética.
• Escucharán con atención las ponencias y estarán preparados para argumentar utilizando sus conocimientos adquiridos.
• Evaluarán a sus pares por medio de unas formas que le administra su instructor/a y, además, podrán autoevaluarse.(Esto para que el instructor pueda llevar el progreso del estudiante de forma ágil y organizada)

Students

• Students will assume active participation in the debates.
• Students will be judges in controversies where ethical values conflict with one another.
• Students will offer strategies that permit the remediation of any ethical situation.
• Students will listen attentively to the commentaries of their peers and will be prepared to offer arguments that make use of their acquired knowledge.
• Students will evaluate their peers by means of forms provided by the instructor and, in addition, will carry out self-evaluations. (This last so that the instructor can bring about student progress in an agile and organized form.)

Eac toolkit project

This module is a WORK-IN-PROGRESS; the author(s) may update the content as needed. Others are welcome to use this module or create a new derived module. You can COLLABORATE to improve this module by providing suggestions and/or feedback on your experiences with this module.

Funded by the National Science Foundation: "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779