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Contemporary Ethical Issues Focus
Who should complete the proposal form? Faculty members who want to
request a Focus designation for their section and who do not have an active approval
for the course.
Faculty members with current, active approvals do not need to
submit a proposal form; however, they need to notify the department secretary
that they will teach the course with the Focus designation.
SUMMER 2008 FOCUS PROPOSAL FORMS
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-for UHM faculty members-
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Focus Designation Proposal Form for Individual
Instructors |
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-for Department Chairpersons only-
| Focus Designation Proposal Form for a
"STAFF" Section |
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For a SPRING 2008 Focus form,
click here.
Hallmarks of Contemporary Ethical Issues
Classes
The faculty on the Contemporary Ethical Issues Focus Board use these Hallmarks when
evaluating proposals for the "E" designation.
E1.
Contemporary ethical issues will
be presented and studied in a manner that is fully integrated into the main course
content.
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E2. The disciplinary approach(es)
used in the class will give students tools for the development of
responsible deliberation and ethical judgment.
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E3. Students will achieve basic
competency in analyzing and deliberating upon contemporary ethical
issues to help them make ethically determined judgments.
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E4. The equivalent
of one semester credit-hour or 30% of a 3-credit course will be devoted to contemporary ethical issues.
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E5. A minimum of 8 hours of
class time will be spent in discussing contemporary ethical issues.
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E6. The course will
be numbered at the 300- or 400-level.
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Explanatory Notes
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The goal of E courses, at
least in part, must be to equip students with some degree of
proficiency in ethical deliberation. These courses should not be
purely descriptive, merely characterizing, for example, the moral
beliefs of person or peoples. Nor is it intended that the pedagogy
be value-free, using approaches that maintain an “arms-length”
relationship with current ethical issues.
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· Course
materials must be pertinent to the ethical issues under review.
While well-selected philosophical and literary texts would serve, so
would case studies, judicial opinions, statutes, codes of ethics
(and commentaries), film, works of art, performances, as well as a
broad range of other readings.
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· Different
academic approaches and methodologies can be used to give students
tools for the development of responsible ethical judgments.
Approaches might include small group discussions, formal debate,
round-table discussions, Socratic questioning, etc.
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· E
course may be associated with particular disciplines, professions,
and larger enterprises: the ethics of human and animal research,
medical ethics, bioethics, biotechnology, business ethics,
engineering ethics, ethics in government, and journalistic ethics,
for example. Still others might look at ethical issues that emerge
at cultural interfaces, such as war, evangelism, colonialism and
multi-cultural societies, etc. Contemporary ethical issues must be
fully integrated into the main course content and must be tied to
activities that develop students’ proficiency in forming sound
ethical judgments.
Teacher Resources
Resources available:
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Requirements for Students
| NON-TRANSFER STUDENTS
Students are required to complete 1 Contemporary
Ethical Issues ("E" or "ETH") class. |
| TRANSFER STUDENTS Transfer students may have reduced
requirements, based on the number of accepted transfer credits. |
| Number of accepted credit hours |
Contemporary
Ethical Issues |
Oral Communication |
| 0-54 |
1 |
1 |
| 55-88 |
1 E or 1 O |
| 89+ |
0 |
0 |
Assessment
Student survey form, survey results,
outcomes statements.
Updated December 28, 2007 |
