Students looking for information about flags should visit the UGS Flags page.
Below are the questions exactly as you will see them in the Flag Proposal System when you propose your course for an Ethics and Leadership flag. Your responses to these questions should allow the faculty flag committee to make an informed decision regarding your proposal.
Please describe specifically how students will learn about what is involved in making real-life ethical choices.
Responses should clearly identify how ethics is an explicit component of your course. Here is a sample response, submitted by a faculty member from the Department of English:
At least a third of the course will be devoted to practical ethics. In that regard, we will be focusing on real-life ethical choices concerning our treatment of animals (for food, clothing, pets, etc.) especially as our sympathies conflict with our preference for meat, the profit motive, etc.
What are typical readings or other materials in the course or class related to Ethics and Leadership?
When answering this question, include examples of readings that demonstrate how students in your class will learn about ethical reasoning or the study of ethical issues. A faculty member in the Computer Science Department submitted the following description of required readings:
“Blown to Bits” by Hal Abelson, Ken Ledeen and Harry Lewis. Additional readings include “A Very Short History of Computer Ethics” and “Norbert Weiner’s Foundation of Computer Ethics” by Terrell Ward Bynum, the ACM’s “Total Information Awareness” letter, “Why the Future Doesn’t Need Us” by Bill Joy, and “The Future Needs Us!” by Freeman Dyson.
Describe typical assignments related to Ethics and Leadership.
Use your answer to illustrate how practical ethics figures into the graded work your students are asked to complete. A College of Pharmacy faculty member describes the course assignments as follows:
Case studies would focus on the student identifying ethical dilemmas associated with practice, addressing professional standards and code of conduct that pertain to the issue(s), address how other professions would view the same or related issues, and come to a resolution on how to deal with the dilemma, personally, professionally, and interprofessionally. Students provide their perspectives both in terms of discussions and ePortfolio reflections.
Please explain how at least one-third of the course grade is based on content related to Ethics and Leadership.
It is helpful for the faculty flag committee to see how grading breaks down for your course since the percentage of graded content is an explicit part of the criteria. The following example was submitted by a faculty member in the Department of Kinesiology and Health Education:
50% of the graded material in this class relates to ethics.
1. Paper Three (Paper on Ethics) = 20% of final grade
2. Exam 2 (Over Readings in Ethics) = 20% of final grade
3. Debates on Ethical Topic = 10% of final grade.
In the Spring Semester of 2009, we spent 7 weeks on content related to sport ethics.
Attach up to three optional supporting documents, such as syllabi.
You can use this space to include a syllabus, course description, sample assignments, or any other documents to supplement the information you provide on the proposal. These documents should not take the place of answering the questions above.