1. Introduction to Ethics Across the Curriculum for Business Faculty University of Puerto Rico – Mayagüez College of Business Administration José A. Cruz, William J. Frey, Halley D. Sánchez Teaching Business Ethics Conference 2006 June 7-9, 2006 © 2003-2006 by Cruz, Frey & Sanchez

2. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

3. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

4. University of Puerto Rico at Mayagüez The University of Puerto Rico www.upr.edu Created through an act of law by the Puerto Rico Legislative Assembly on March 12, 1903 Public institution 11 Campuses More than 70,000 students

5. University of Puerto Rico at Mayagüez The University of Puerto Rico at Mayagüez Established in 1911 Land-Grant, Sea-Grant & Space-Grant Institution Four Colleges –Engineering –Agricultural Sciences –Arts & Sciences –Business Administration SMET campus of the UPR System Research and Development Center Agricultural Experiment Stations Agricultural Extension Service ( offices in 65 of 78 municipalities ) uprm.edu

6. University of Puerto Rico at Mayagüez UPR Mayagüez Academic Staff –1,064 –799 faculty members –38% female –12 credit-hours academic load Administrative Staff –1,909 2004

7. University of Puerto Rico at Mayagüez Student Body (2005-2006) –Registered 12,338 students 49.4% female –Undergraduate students 11, 258 –Graduate students 1080 300+ are foreign students Class of 2005 1385 undergraduates 172 Master’s degree 7 Ph.D. degrees

8. University of Puerto Rico at Mayagüez Research at UPRM Research Funding (2004-2005) $24 million of external funding –202 proposals submitted –Agencies: NSF, DOD, NASA, NOAA, USCoE, NIH, DOE, etc. –Industries: Texas Instruments, Amgen, Pfizer, Microsoft, Merck Sharp, Eastman Kodak, HP, Boeing and others Students benefited by the research projects –862 graduate assistantships –436 undergraduate assistantships –304 were employed on research projects 18 Patents –8 in the last five years

9. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

10. Ethics Across the Curriculum at UPRM  What do we mean by EAC? Ethics across the curriculum is an approach to ethics education that relies heavily on ethics modules integrated directly into mainstream business, science, and engineering courses. Example: Students in a seminar or capstone class discuss the ethical implication or impact of their proposed solution or design.

11. EAC: A Hybrid Approach Interrelated Activities to place ethics into and across the Curriculum Interrelated Activities to place ethics into and across the Curriculum

12. EAC can enhance the role of the standalone ethics course  Engineering Ethics at UPRM Taken by only 25% of the (5000+) students  Empowers ethically motivated students to serve as ethics mentors in other EAC projects Mechanical Engineering Capstone Course in Design  Standalone course serves as ethics “intellectual commons” where new EAC modules are designed, tested, and refined Freshman and Senior engineering EAC modules were derived from the elective engineering ethics course

13. EAC requires building an interdisciplinary foundation  Faculty Development Workshops Interdisciplinary and based on Co-Mentoring  Interdisciplinary Community empowered in EAC collaborating to develop modules & resources committed to continuity and continual improvement  Support for Community, Collaboration and Continuity is important cases, frameworks, instructor manuals, exercises, modules, syllabi, assessment materials EAC Toolkit: an online approach to C-C-C

14. 15/85 EAC Concept: A Dual Lens Metaphor Faculty Faculty Committed to EAC Train/Mentor 15% of Faculty in EAC Magnify efforts with a Toolkit Students with Ethics Awareness (85+ %) Students

15. ObjectiveActivity Introduce Ethics Across the Curriculum Introductory Presentation & Pre- test Learn to Use Ethics TestsGray Matters: ethics scenarios with solution alternatives evaluated and ranked by participants Introduce Case WritingModeling cases in Pre-test and Gray Matters Activities Short Presentation on Case Writing Write CasesParticipants form teams, write cases, and debrief on cases Introductory EAC Workshop

16. ObjectivesActivities Introduce Ethical Theory to veterans and rookies (first day participants) Decapsulation: Mountain Terrorist Debate—In theory presentations on Ethical Dilemma Document and disseminate ongoing ethics integration projects Documentation: Veterans presentations on their EAC integration projects Build mentoring relations between EAC “veterans” and “rookies” Mentoring: Veteran-rookie teams write new EAC Modules Co-Mentoring EAC Workshop: Veterans and Rookies

17. Results  74 BSE Ethics Cases  22 EAC modules for BSE classes  181 faculty participants from Puerto Rico, U.S., Canada, & Dominican Republic  Online: www.computingcases.org www.uprm.edu/ethics  Grants NSF SBR 9810252 & NSF SES 0551779 2 UPR – Central Administration Grants 4 Puerto Rico Humanities Foundation Grants

18. Summarizing, EAC empowers Business, Science and Eng. Faculty  Involves BSE faculty in ethics instruction, and BSE faculty turn out to be excellent ethics mentors  Makes the most sense pedagogically speaking Rest: students need to examine real world cases (which requires the integration of technical and ethical expertise) Damon and Colby: morally exemplary professionals integrate ethical principles into sense of self Huff: ethics pedagogy requires practice/coaching in basic skills such as moral imagination, moral creativity, reasonableness, and perseverance.

19. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

20. EAC is an effective approach to meet the ethics dimension of AACSB accreditation  Standards Specifically Address Ethics A heightened and explicit emphasis on integrity  Ethics Education in Business Schools Report of the Ethics Education Task Force to AACSB International’s Board of Directors (see www.aacsb.edu )www.aacsb.edu  Highlights 4 Broad Themes the responsibility of business in society ethical decision-making ethical leadership corporate governance

21.  Where do students learn about the responsibility of business in society? (#5)  Where do students learn and practice ethical decision making? (#6)  Where do students learn about their responsibilities for ethical leadership in organizations? (#7) What assurance is there that these learning opportunities are effective? Suggested Questions About Ethics Education for Business School Leaders

22. Where do students learn about specific ethical issues and guidelines relating to other content areas? (#9)  This implies integration of ethics across the curriculum or EAC

23. EAC Plan of Action for the new UPRM Business School Curriculum  Intro. to Business, Management & Ethics about 6 hours (two weeks) in year one  EAC Modules within business courses about 12-15 hours in years 2, 3 and 4 Accumulate at least 45 hours (“a full course”)  Motivate students to take the elective freestanding course A Business Ethics course or similar course

24. EAC Matrix for Business Courses  Recognition and Documentation of Modules what we're doing, gaps and opportunities AACSB ETHICS THEMES COURSE Social Responsibility Ethical Decision- Making Ethical Leadership Corp. Governance SICI 3###MOD-X ADMI 3###MOD-Y CONT 3###MOD-AMOD-B FINA 4###MOD-CMOD-Z

25. EAC Matrix Provides feedback and supports assessment  RECONITION (What you are doing?) Complete Course-AACSB Themes Matrix Document Modules  IDENTIFY GAPS/OPPORTUNITIES What courses might incorporate Ethics? Which AACSB Theme(s)? Identify or develop a modules to “fill” the gaps

26. A key objective of EAC is to promote moral development skills  Ethical Awareness  Ethical Evaluation  Ethical Integration  Ethical Prevention  Value Realization  These levels they form sequence where the more complex skills build upon simpler skills

27. First, it promotes Ethical Awareness  Objective: Ability to perceive ethical issues embedded in complex, concrete situations  Outcomes: Using a moral problem classification framework, students can classify the moral problems that arise in a real world scenario.

28. Second, it fosters Ethical Evaluation  Objective: Ability to assess an action alternative, product, policy or process in terms of different ethical considerations Ethical considerations are derived from or telescope ethical approaches:  utilitarianism, deontology, virtue  Outcomes: Students (in Gray Matters exercise) use ethics tests (reversibility, publicity, and harm) to evaluate, compare, and rank alternative solutions to a real world moral problem  Bloom terms can be substituted for italicized words

29. Third, it develops Ethical Integration  Objective: Ability to integrate—not just apply—ethical considerations into an activity (or a decision, product, or process) so that ethics plays an essential and constitutive role in the final results  Outcomes: Students use ethics tests as guidelines to design solutions to Gray Matters scenarios  Additional outcome: Solutions are value integrative Students are able to design solutions that optimize, satisfice, or morally trade off conflicting values over multiple situational constraints

30. Fourth, it keys us into Preventive measures  Objective: Ability to recognize moral problems at early stages of their development Ability to design counter-measures that prevent these problems from developing into full-blown ethical dilemmas  Outcomes: Students can use a values table to identify values embedded in solutions and socio-technical systems Students can identify value mismatches between socio- technical systems and solutions Students can, by exercising moral creativity, generate realistic and developed solutions to these problems

31. Finally, EAC promotes Value Realization Skills  Objective: Ability to recognize and exploit opportunities for using skills and talents to promote moral value  Outcomes: Students are able to recognize opportunities for delivering value to the community through service learning projects. (Purdue University EPICS program)

32. EAC Matrix: Objectives vs. Activities vs. ”Sequence” Social Resp- ponsibility Ethical Dec.- Making Ethical Leadership Corp. Governance SICI ____ Mod-A ADMI ___ Mod-B CONT___ FINA____ Awareness Evaluation Integration Prevention ✔ ✔ ✔✔

33. Ethics Integration Module / Activity Recognition & Documentation Form CourseModule / Activity Description SRDMELCGEAEEEIEP ADMI 3007 Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention Time: 1.5hrs ✔✔ Level: (High, Med. Low) HH SR=Social Responsibility / DM=Ethical Decision-Making EL=Ethical Leadership / CG= Corporate Governance EA=Ethical Awareness / EE=Ethical Evaluation EI=Ethical Integration / EP=Ethical Prevention Skills

34. Ethics Integration Module / Activity Recognition & Documentation Form CourseModule / Activity Description SRDMELCGEAEEEIEP ADMI 3007 Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention Time: 1.5hrs ✔✔✔✔✔ ? Level: (High, Med. Low) H LL HH M SR=Social Responsibility / DM=Ethical Decision-Making EL=Ethical Leadership / CG= Corporate Governance EA=Ethical Awareness / EE=Ethical Evaluation EI=Ethical Integration / EP=Ethical Prevention Skills

35. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

36. A Statement of Values for UPRM-CBA  AACSB requires a code of conduct  In place of a code we have had University Regulations Faculty Rules and Regulations Regulations from the Gov. Ethics Office Mission and Vision Statements  These compliance based tools don’t cover key functions of a code of ethics

37. A opportunity to fulfill other functions beyond compliance  Codes can fulfill at least 5 functions Educate Inspire Promote Dialogue Empower and Protect Discipline  We initiated a process to develop a values-based code that led to a Statement of Values for the CBA

38. An overview of the UPRM process  Workshop Learning about ethics codes (embody values, serve different functions, solidify the community)  Committee Work Refining values list using template Result: Statement of Values as Working Document  End Result: Statement of Values

39. Workshop  Discuss Pirate Code of Ethics  Examine bona fide codes for values  Develop preliminary list of community values  Develop refined list after discussion and voting

40. Committee Work  Committee expands values into different dimensions using template  Template Value Description Principle Commitments  Generate a Dialogue  Emphasize that this is a process that requires revisiting and revising  Results in a document: Statement of Values that went through various drafts

41. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion

42. The EAC Toolkit Concept Puts 2 and 2 together Our experiences/pains + Insights from emerging technologies… = The EAC Toolkit Concept as a means to support… Collaboration Continuity Community

43. What is the EAC Toolkit?  A web-based online environment… for interactive dissemination of EAC resources and instructional best practices that complements existing online / offline resources  populated with modules… exercises, case studies, instructor support materials, games, assessment tools, etc. (links)  that gives rise to… communities where ethics educators interact and collaborate with BSE faculty (and professionals)  resulting in an EAC repository that is self sustaining through the collaborative efforts of the EAC community

44. EAC TOOLKIT Concept Guests Members Authors/Editors Community / Mentors Ethics Instructors BSE Instructors Students Professionals Industry / Government Users / Stakeholders Participation Levels =

45. Agenda  UPR-Mayagüez  EAC at UPRM  AACSB Accreditation  Statement of Values  EAC Toolkit  Discussion Questions? Comments? Suggestions?

46. References: Ethics Across the Curriculum  Cruz, J. A., Frey, W. J. (2003) “An Effective Strategy for Integration Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge,” Science and Engineering Ethics, 9(4): 543-568  Davis, M., Ethics and the University, Routledge, London & New York, 1999, pp. 111-142.  Drake, M.J., Griffin, P.M., Kirkman, R., and Swann, J.L., “Engineering Ethical Curricula: Assessment and Comparison of Two Approaches,” Journal of Engineering Education, April 2005: 223-231.  Jimenez, Luis O.., O’Neill, Efraín, & Marrero, Eddie, “Creating Ethical Awareness in Electrical and Computer Engineering Students: A Learning Module on Ethics,” Session T2D, 35th ASEE/IEEE Frontiers in Education Conference.  Jimenez, Luis O.., O’Neill, Efraín, Frey, William, Rodriguez-Solis, Rafael, Irizarry-Rivera, Agustín, & Hunt, Shawn, “Social and Ethical Implications of Engineering Design: A Learning Module Developed for ECE Capstone Design Courses, Session T1A, 36th

47. References: Ethics Across the Curriculum  Rabins, Michael S., “Teaching Engineering Ethics to Undergraduates: Why? What? How?”, Science and Engineering Ethics 4(3): 291-301.  Nicholas H. Steneck, “Designing Teaching and Assessment Tools for an Integrated Engineering Ethics Curriculum,” Session 12d6, 29th ASEE/IEEE Frontiers in Education Conference  Weil, Vivian, “How Can Philosophers Teach Professional Ethics? Journal of Social Philosophy, Vol. XX, Nos. 1 & 2, Spring/Fall 1989, pp. 131-136.  Frey, William J., Cruz-Cruz, José A., & Sanchez, Halley D., “Work in Progress – 15/85 & Toolkit Concepts: Ethics Across the Curriculum at UPRM,” Session S3D, 35th ASEE/IEEE Frontiers in Education Conference.

48. References: Moral Development  Blasi, A. (1991). The self as subject in the study of personality. In D. J. Ozer, J. M. Joseph, Jr. (Eds.), Perspectives in personality (Vol. 3), Part A: Self and emotion; Part B: Approaches to understanding lives (pp. 19-37). Bristol, PA: Jessica Kingsley Publishers.  Colby, A., & Damon, W. (1992). Some Do Care: Contemporary Lives of Moral Commitment. New York: Free Press.  Huff, C., and Frey, W., (2005), “Moral Pedagogy and Practical Ethics”, in Science and Engineering Ethics, 11(3), July 2005: 389- 408.  Callahan, D., “Goals in the Teaching of Ethics,” in Callahan, D. & Bok, S. (eds) Teaching Ethics in Higher Education, Plenum, New York, pp. 61-74.  Rest, James R., Narvaez, D., Bebeau, M.J., & Thoma, S.J. (1999) Postconventional MoralThinking: A Neo-Kohlbergian Approach, Lawrence Erlbaum Press, Hillsside, NJ