Teaching and Assessing PUL 6: Values and EthicsThis tip sheet focuses on the sixth of the six PULs. Descriptions of all six PULs can be located at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning. General planning considerations for incorporating and assessing PULs in your class can be found here.
Definition of PUL 6: Ethics and Values
The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics.
Outcomes for PUL 6
Understanding values and ethics is demonstrated by the students’ ability to
- make informed and principled choices and to foresee consequences of these choices;
- explore, understand, and cultivate an appreciation for beauty and art; and
- understand ethical principles within diverse cultural, social, environmental, and personal settings.
Example of Instructional Activities for PUL 6
- Apply values and ethics directly to the course.
- Link specific values and ethics to course objectives.
- Have these clearly stated in the syllabus.
- Create this part of the syllabus with your students.
- Formally refer to these values and ethics throughout the curriculum as a way to introduce or apply closure to concepts, practices, or sections within the course.
- Create a code of ethics for the course with your students.
- Let students discuss why (or why not) a code of ethics is needed.
- Use this activity as a learning tool. When appropriate, refer to ethics in other areas of the course, posing the question to your students, “Is a code of ethics needed here? Why or why not?”
- Have students engaged in problem solving.
- Case studies that give students practice in applying professional skills or competencies or assist them in learning problem-solving or application skills.
- Use an integrated case series family tree across the curriculum to enhance students’ cognitive, cultural, and ethical competence in preparation for clinical practice. (Loghmani & Bayliss, 2008).
- Have students involved in journal writing.
- Students can reflect on the ethical underpinnings within readings, discussions, assignments or lectures.
- Use problem-based learning.
- Incorporate experiential learning with reflection.
- Organized community field experiences.
- Service learning.
- Internship or practicum.
- Have students involved in role-playing.
References and Resources
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.). San Francisco: Jossey-Bass.
Begley, P., & Stefkovich, J. (2007). Integrating values and ethics into post secondary teaching for leadership development. Journal of Educational Administration. 45, 4, 398-412.
Loghmani, T., & Bayliss, A. (2008). An integrated case family series as a curriculum strategy to enhance cognitive, cultural, and ethical competence in the classroom and clinic. Presentation at IUPUI Edward C. Moore Symposium, Indianapolis, IN.
Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
Walvoord, B.E. & Anderson, V.J. (2009). Effective grading: A tool for learning and assessment in college. 2nd Ed. San Francisco: Jossey-Bass.
Authored by Mona Kheiry (August, 2010)
Revised by Terri Tarr (July, 2011)
Revised by Anusha Rao (October 2015)