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Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators Papers and Summary from a Workshop December 12, 2012 (2013) / Chapter Skim
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Assessing Ethics Education in Programs and Centers: Challenges and Strategies--HEATHER E. CANARY and JOSEPH R. HERKERT
Pages 38-43

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From page 38...
... . Our experience with assessment in ethics centers is limited; we draw instead on our leadership and participation in the ethics-across-the-curriculum program sponsored by the Lincoln Ethics Teaching Fellows Program of the Arizona State University (ASU)
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From page 39...
... Assessment strategies constructed too broadly do not effectively measure anything, or simply tap what would be considered "common knowledge." On the flip side, those constructed too narrowly for specific courses or delivery modes cannot be compared across contexts. A second assessment challenge is how to tap differing foci and goals represented by components of programs and centers.
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From page 40...
... After the workshop, the research team met to refine workshop ideas into manageable instructional goals and realistic student outcomes that we could assess across both different instructional models and the entire research project. We worked as a team and with input from a panel of experts to develop multiple assessment strategies that would reliably and validly evaluate learning and achievement of the identified goals.
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From page 41...
... For instance, the ASU Lincoln Ethics Teaching Fellowship required each fellow to provide a final report to the Lincoln Center. These reports included each fellow's major activities as well as personal reflections and evaluations of future contributions to ethics education that might result from those activities.
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From page 42...
... Clearly there are multiple ways to reach students, engage their thinking about ethics and social responsibility, and guide them toward improving their knowledge, sensitivity, and judgment concerning these issues. Practical Guidance By reviewing other published accounts of ethics education assessment and assessing ethics education in two multiyear research programs and an ethics center teaching fellows program, we have garnered experiential knowledge that we share here as practical guidance.
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From page 43...
... We wish to acknowledge the contributions of our project collaborators: Karin Ellison, Jameson Wetmore, and Karen Wellner. Additional support for this work was provided by the Center for Teaching and Learning Excellence and Department of Communication, both at the University of Utah; and the School of Letters and Sciences, Lincoln Center for Applied Ethics, Consortium for Science, Policy and Outcomes, and Center for Biology and Society, all at Arizona State University.
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Key Terms

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  • teaching fellows
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  • instructional goals

  • instructional models
  • ethical judgment
  • ethical sensitivity
  • assessment strategies
  • fellows program

  • assessing ethics
  • engineering ethics
  • assessment challenges
  • instructional contexts
  • asu lincoln

  • lincoln center
  • issues test
  • arizona state
  • relevant standards
  • moral judgment

  • applied ethics
  • instructional materials
  • instructional methods
  • education assessment
  • matching assessment

  • assessment challenge
  • ethical decision
  • ethical behavior
  • teaching fellowship
  • macrociti project


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