• This module has been developed for a workshop in ethics across the curriculum that will be held May 9, 2007. It recommmends EAC as an effective and efficient strategy for AACSB ethics compliance. It also recommends the EAC Toolkit (situated in Connexions) as a ideal place to develop, refine, and disseminate best practices in EAC.:
• Links to rubrics posted in Business Administraiton at Scranton University and a Toolkit Rubric module have been included to provide a broad range of assessment instruments that can aid in charting continuous improvement in EAC.
• The rubrics and assessment forms developed below come from a variety of sources including a DOLCE workshop (Doing Online Computer Ethics sponsored by the NSF), and an Illinois Institute of Technology EAC workshop led by Michael Davis and sponsored by the NSF. Finally, some of the rubrics have been modified from rubrics used in practical and professional ethics taught at the University of Puerto Rico - Mayaguez.

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