MAN 2062 Ethical Issues – CRN 80879 Monday/Wednesday/Friday 2:30 p.m. – 3:20 p.m. Lutgert Hall 1201

Fall 2017, 3 Credit Hours

Instructor: Chrissann Ruehle, M.B.A., C.P.M.

Instructor of Management

Phone: (239) 590-7840

Email: cruehle@fgcu.edu

LinkedIn: www.linkedin.com/in/ChrissannRuehle

Twitter: @ChrissannRuehle We will use the course hashtag #MAN 2062MWF to share articles and posts of

interest to the class.

Office Location: Room 3315, Lutgert Hall

Office Hours: Mon. 1:00 – 2:00pm, 3:30 – 4:30pm; Tues. 11:00am – 12:00pm, 1:30 – 2:30pm; Wed. 1:00 – 2:00pm; Fri. 1:00 – 2:00pm; and by appointment.

Course Quote:

A. COURSE DESCRIPTION

Study of the fundamentals of moral reasoning in a business context designed for business and non‐ business majors. Focus will be placed on the basic conceptual tools for ethical decision‐making,

recognition of situations which call for ethical decision‐making, commonly used ethical theories

and second level principles, and use of a decision procedure for applying ethical theories and

principles in practical situations.

The more that you read, the more things you will know. The more that you learn,

the more places you’ll go. ~ Dr. Seuss

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B. KEY TOPICS COVERED IN THIS COURSE

MAN 2062 Ethical Issues will cover ten main themes:

1. Professionalism

2. Working with Others

3. Promise Keeping and Truth Telling

4. Courage and Integrity

5. Dignity and Compassion

6. Mercy and Forgiveness

7. Fairness and Justice

8. Accountability and Responsibility

9. Honesty and Authenticity

10. Friendship and Loyalty

C. TEXTBOOK AND READINGS and other required materials

Required:

The Four Agreements: A Toltec Wisdom Book by Don Miguel Ruiz (1997) ISBN: 9781878424938

Making a Change for Good: A Guide to Compassionate Self Discipline by Cheryl Huber (2007)

ISBN: 9781590302088

One subject notebook

Optional: MAN 2062 Course Pack (available for purchase at the FGCU Bookstore in the Cohen Center)

D. GRADING, ASSIGNMENTS AND COURSE REQUIREMENTS

Your grade is determined as follows:

Course Assignment Max. Points Percentage

Ethical Dilemmas Group

Project

100 10%

Exams 200 20%

Class participation/Attendance 200 20%

My Journey Portfolio* 500 50%

TOTAL 1000 100%

*My Journey Portfolio

Components

Max. Points Percentage

Reflection Journals (4) 100 10.0%

CRASH Paper 100 10.0%

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Huber 30-day Retreat and

Reflection

100 10.0%

Current Events (3) 75 7.5%

“This I Believe” statement 50 5.0%

SMART Goalsetting Exercise 25 2.5%

Friendship and Loyalty

Reflection

25 2.5%

Group Project Individual

Reflection

25 2.5%

TOTAL 500 50.0%

GRADING SCALE:

93-100 A

90-92.9 A-

87-89.9 B+

83-86.9 B

80—82.9 B-

77-79.9 C+

70-76.9 C

67-69.9 D

60-62.9 D-

00-59.9 F

You will be able to monitor your grades and progress via the gradebook in Canvas.

Important Note Regarding the Course’s Grading Scale:

Final numeric course grades will be converted into letter grades based on the aforementioned grading

scale, which means, for example that a grade of 69.9% falls within the 67 – 69.9% range and will

therefore be converted into a D+ grade. No individual exceptions will be made to this grade

conversation in order to be fair and equitable to all other students and to ensure consistent application

of the rules specified in this syllabus. Likewise, no extra credit or extra work will be given to satisfy

course requirements, missed assignments, or to help improve a final grade. There are plenty of

opportunities available within existing assignments to earn a good grade in the course.

ASSIGNMENT COMPLETION DEADLINES

Please read the “Course Schedule” portion of this syllabus to see work due dates and times. Deadlines

indicate the latest possible time that work must be successfully received–not the latest possible time

students can send or submit their work. Since due dates are known well in advance, late assignments

or assessments will not normally be accepted. Students must submit their work early when a course

deadline is in conflict with their other obligations or commitments.

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Submit work through Canvas (http://canvas.fgcu.edu/) using the appropriate “Submit Assignment”

button on the Sidebar by uploading a single Microsoft Word DOC/DOCX file or a single Adobe

Acrobat PDF file.

Students are strongly encouraged to verify that their particular technology systems are compatible

with the university’s systems. It is always the student’s responsibility to ensure that work is

successfully submitted and successfully received—technology-related issues are not an acceptable

excuse for late, incomplete, inaccessible, non-submitted, or non-received work.

Please make extensive use of the tools within Canvas to make sure that your work has been

successfully submitted, successively received, and is ready to be graded.

If you are having difficulty with Canvas, please contact FGCU’s helpdesk immediately and directly

at 239-590-7100 or itsprt@fgcu.edu.

Grading Issues:

My turnaround time for grading assignments is generally a week (7 days) from the deadline,

although larger assignments may take longer. I will post an announcement on canvas notifying

students that grades for an assignment have been posted. Questions about grades should be

discussed prior to Finals Week.

Students wishing to review their exams or other graded items or would like to request a grade

revision will be able to do so within seven (7) calendar days of general notification of grades for

that particular exam or graded assignment. Requests should be made in writing via email to me. If a

review for revision is requested, the entire assignment, or exam, will be regraded, which means the

overall grade might not change, might decrease, or might improve.

Course Communication:

Instructor Communication with students: I attempt to answer all e-mail within one business day,

excluding weekends and university class holidays. Likewise, with the exception of weekends and

university class holidays, you are expected to check your FGCU student e-mail daily and log into

the course on Canvas (http://canvas.fgcu.edu/) daily. You are expected to respond within 1 business

day to any communication from me that requires a response (excluding weekends and university

class holidays).

Your email username and password will also be necessary to log‐in to Canvas, the learning

management software (LMS) used by FGCU, which will be used significantly throughout the

semester. Any electronic communication for this course should be done via Canvas. Email and

Canvas will be an integral part of our class communication. Email communications sent via Canvas

will be delivered to the students’ Canvas Inbox as well as your Eagle Email Inbox. You are required

to reply to Canvas messages via the Canvas mail feature. If you are having difficulty accessing your

Eagle Email account or Canvas, please notify your instructor immediately.

Student responsibilities when dropped for the course for non-payment of tuition and/or fees:

Students who are dropped from the course by the university for non-payment of tuition and/or fees

are still responsible for completing all course activities and assignments by the deadlines stated in the

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course syllabus, associated handouts, and announcements in class while they work on reinstatement

of the course.

Disclaimer:

Ethical dilemmas sometimes deal with difficult subject matter. In this class, students may encounter

frank and/or uncomfortable discussions / assignments on topics that include (but are not limited to)

violence, sex, religion, science, and politics. If you have a high degree of sensitivity to these matters

you may wish to reconsider taking this class.

Cheating:

As a matter of policy, anyone engaging in academic dishonesty (cheating) will receive an automatic

grade of F for the class.

Classroom Technology Use:

Students are prohibited from video recording and/or audio recording classes. Student use of laptops

and/or tablets for class-related purposes, such as for taking notes or using a course eBook (if one is

available) is allowed, but these devices can only be used with their communications systems (e.g.,

Wi-Fi, Bluetooth, cellular, etc.) turned off. All other technology use including, but not limited to

cell phones, pagers, Google Glass, iPods, or gaming devices, or using laptops and tablets for reasons

other than approved class-related purposes, is prohibited.

F. ATTENDANCE POLICY:

Ethical Issues is a three‐credit course, graded A‐F. Given the objectives and student learning

outcomes of the course, class attendance and active participation are a primary means of evaluation.

It is expected that students will attend all classes, unless the absence is excused. Students can miss

three (3) unexcused classes without a penalty. Any absences beyond the allotted three (unexcused)

will result in a ten (10)‐point deduction from your class attendance grade for each additional

absence. Also, being late to class equals one‐half of an absence (being late twice equals one class

absence). For clarification: The penalty is equivalent to one (1) full point off of your final

percentage grade. For example, if your final grade is a 91%, and you have five absences (2 points

off) and were late four times (equals two absences, 2 points off), you will have 4 percentage points

taken off, and will earn an 87%. Excessive absences can result in a failing grade for the course.

Students are expected to contact the instructor prior to being absent from class (email is the

preferred method of contact for the purpose of documenting absences), so that the instructor can

plan for group activities, etc. If uncontrollable circumstances prevent the student from contacting

the instructor prior to the class absence, it is expected that the student will contact the instructor via

email within 48 hours of the missed class. Students are responsible for all assignments and

material covered in the missed class meeting through communication with their classmates. If

you miss a class you are still responsible for completing the assignments due the day of your

absence and for completing the assignments due for the next class meeting. Students will not

receive any credit for missed classes that include in‐class assignments, presentations, or

tests/quizzes. In the event of an absence, students should use their classmates and Canvas as a

resource for determining missed assignments and in‐class work. Due to the scheduled time of this

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course, it is important to be on time and prepared for each session. Students will be notified of any

emergency course cancellations via Eagle Email/Canvas Mail.

G: PROFESSOR BIOGRAPHY:

Chrissann R. Ruehle, MBA joined FGCU in the Fall of 2017 as an Instructor of Management. She

holds an M.B.A. in Applied Management from Indiana Wesleyan University. She teaches

International Business, Organizational Ethics, Management Principles and Business Ethics. Her

research interests include business analytics, business ethics, and international business.

Prior to joining FGCU, she was an Assistant Professor of Management and Marketing at Sinclair

College in Dayton, Ohio. She worked as an Assistant Professor for four years and an Adjunct

Instructor for two years. She led a study abroad experience to Denmark, Sweden and Germany for

International Business students. Her research focused on the Scholarship of Teaching and Learning.

She routinely presented at the Accreditation Council for Business Schools and Programs

(A.C.B.S.P.) conferences. Recently, she presented a pre-conference workshop titled “Twitter 2.0

and Periscope for Educators” for A.C.B.S.P. in which she instructed faculty on best practices for

using social media in the classroom. In addition, she was an Adjunct Instructor at the University of

Dayton and taught a course for International Business majors called Doing Business in Europe.

She earned a variety of teaching awards including: Region 4 Teaching Excellence Award from the

Accreditation Council for Business Schools and Programs, Sinclair College Meritorious Teaching

Awards, Southwestern Ohio Consortium of Higher Education (S.O.C.H.E.) Teaching Excellence

Award, Sinclair College Adjunct Faculty of the Year for the Business and Public Services Division,

and Sinclair College Courseview Campus Adjunct of the Year.

Her nineteen years of professional experience in management, consulting, and marketing has

enabled her to make concepts and theories come to life in the classroom. She launched a successful

management consulting business focusing on organizational development, strategic planning and

process improvement. Further, she worked as a Senior Management Consultant for Standard Textile

Company providing supply chain consulting to healthcare systems. Other notable work experiences

include Convergys Corporation, United Way of Greater Cincinnati, and Loren Allen Odioso

Advertising.

Her educational background includes a Project Management Certificate from Xavier University in

Cincinnati, Ohio and a Bachelor of Science in Marketing degree from Miami University in Oxford,

Ohio. She and her husband, Ryan, recently relocated to Marco Island, Florida. She enjoys running,

yoga and swimming.

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H. LEARNING OUTCOMES & ASSESSMENT The Department of Management creates an environment that enables students to develop

managerial knowledge and leadership skills, both individually and collaboratively, to: (1)

recognize, evaluate, and cultivate business opportunities; (2) identify, understand, and

implement positive solutions to organizational issues; and (3) build leadership capabilities

to effectively manage organizational change in the global environment.

Lutgert C.O.B.

Learning

Goals & Objectives

Management Learning

Objectives

Course Learning

Objectives

(measurable)

Assessment

Methods

Understand the

business environment

1. Demonstrate

knowledge of ethical

issues

2. Demonstrate

knowledge of global

factors influencing

business.

3. Explain the

importance of

environmental

responsibility.

1. Analyze ethical issues as

they apply to

management.

2. Demonstrate knowledge

of global factors

influencing business

3. Explain the importance of

environmental responsibility

‐Apply knowledge of the

diverse demographics of

business to make effective

ethical business decisions.

‐Identify and analyze the

implications of social and

ethical issues in a business

environment.

Group Project

Friendship and

Loyalty

Exercise

Crash Paper

Collecting

No’s Exercise

Be effective problem

solvers.

1. Solve business

problems using

analytical tools

4. Analyze organizational

issues by applying

management theories and

5. Propose solutions to

organizational problems

through analytical and

critical thinking.

-Identify and define the root

problem, and prepare

supporting evidence. - Implement the PEAS

Framework for Critical

Thinking to solve business

problems.

Group Project

Be an effective

communicator

1.Deliver effective oral

presentations

2. Prepare effective

written reports

6. Demonstrate effective oral

communication skills

7. Prepare effective written

materials

8. Work effectively in

diverse teams

‐Prepare clear and concise oral

and written reports that explore

personal and organizational

ethics.

‐Implement ethical practices in

team work.

Group Project

Reflection

Journals

The Matrix

Paper

Crash Paper

30‐Day

Retreat

This I Believe

Statement

My Journey

Portfolio

Have interdisciplinary

business knowledge

1. Understand main

concepts & definitions

in accounting,

economics, finance,

information systems

management, marketing

and operations

management.

9. Explain key

management theories

and practices

10. Integrate knowledge

across business

disciplines

‐Understand how personal and

organizational ethics impact

other disciplines.

Group

Project

Huber &

Ruiz Exam

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2.Integrate knowledge

across business

disciplines

I. ACADEMIC BEHAVIOR STANDARDS AND ACADEMIC DISHONESTY

All students are expected to demonstrate honesty in their academic pursuits. The university

policies regarding issues of honesty can be found under the “Student Code of Conduct” and

“Policies and Procedures” sections in the Student Guidebook. All students are expected to study

this document, which outlines their responsibilities and consequences for violations of the policy.

The FGCU Student Guidebook is available online at

http://studentservices.fgcu.edu/judicialaffairs/new.html.

J. UNIVERSITY NONDISCRIMINATION STATEMENT

Florida Gulf Coast University is committed to ensuring equity and fairness for all University

employees, students, visitors, vendors, contractors and other third parties. As such, the University

prohibits discrimination on the bases of race, color, national origin, ethnicity, religion, age,

disability, sex (including sexual harassment/assault), gender identity/expression, marital status,

sexual orientation, veteran status or genetic predisposition with regard to admissions, employment,

programs or other activities operated by the University. This prohibition extends to enforcement

of Title IX of the Education Amendments of 1972. Questions or complaints should be directed to

the Office of Institutional Equity and Compliance (OIEC). The OIEC’s phone number is (239)745-

4366; the OIEC email address is OIEC@fgcu.edu.

K. DISABILITY ACCOMMODATIONS SERVICES Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the

university’s guiding principles, will provide classroom and academic accommodations to

students with documented disabilities. If you need to request an accommodation in this class

due to a disability, or you suspect that your academic performance is affected by a disability,

please see me or contact the Office of Adaptive Services. The Office of Adaptive Services is

located in the Wellness Building. The phone number is 239-590-7956 or Video Phone (VP)

239-243-9453. In addition to classroom and campus accommodations, individuals with

disabilities are encouraged to create their personal emergency evacuation plan and FGCU is

committed to providing information on emergency notification procedures. You can find

information on the emergency exits and Areas of Rescue Assistance for each building, as well

as other emergency preparedness materials on the Environmental Health and Safety and

University Police Department websites. If you will need assistance in the event of an

emergency due to a disability, please contact Adaptive Services for available services and

information.

L. STUDENT OBSERVANCE OF RELIGIOUS HOLIDAYS All students at Florida Gulf Coast University have a right to expect that the University will

reasonably accommodate their religious observances, practices, and beliefs. Students, upon prior

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notification to their instructors, shall be excused from class or other scheduled academic activity

to observe a religious holy day of their faith. Students shall be permitted a reasonable amount of

time to make up the material or activities covered in their absence. Students shall not be penalized

due to absence from class or other scheduled academic activity because of religious observances.

Where practicable, major examinations, major assignments, and University ceremonies will not

be scheduled on a major religious holy day. A student who is to be excused from class for a

religious observance is not required to provide a second party certification of the reason for the

absence.

M. COURSE SCHEDULE

This course schedule is subject to change with notice. Any such changes shall be communicated to the class. If you must miss a class, it is your responsibility to find out what you missed and whether any changes were made to the syllabus. All work is due by the scheduled start time of class

Course Schedule – Fall 2017 This course schedule is subject to change with notice. Any such changes shall be

communicated to the class. If you must miss a class, it is your responsibility to find out what

you missed and whether any changes were made to the syllabus.

COURSE CALENDAR SUBJECT TO CHANGE WITH NOTICE

Week Dates Topics Homework Due

1 8/21, 8/23 Introductions/Review

Syllabus/Course

Expectations/10 Course

Topics/Classroom

Rules/Icebreaker

8/25 Ethical Theories and

Framework/Defining the

Study of Ethics/Values

Complete “Introduce

Yourself” discussion

post before 5:00pm on

Fri. 8/25

2 8/28, 8/30 Ethical Frameworks,

models and theories,

Assign Journal #1

9/1 Ethical Frameworks,

models and theories

3 9/4 (no class)

9/6

Professionalism

Work Ethics Worksheet/

Things New

Professionals Need to

Know

Draft of Reflection

Journal #1 due 9/5 @

11:55pm

9/8 Tips for Professional

Behavior/Assign Current

Event #1

Journal #1 due

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4 9/11, 9/13 Working with Others

Being nice in the

workplace (Parts 1 & 2)/

Golden Rules Handout

9/15 Being nice worksheet/

Personality Current Event #1 due

5 9/18, 9/20 Introduce Ethical

Dilemmas Project

Presentation and

reflection/ Assign teams

and topics/ Introduce

PEAS framework/ Case

Study (time permitting)

Assign Journal #2

9/22 Exam #1 Exam #1 – Ethical

Theories and

Framework (In class –

bring a Scantron)

6 9/25, 9/27 Read Huber (p. 1-13)

Awareness Conditioned

Mind

Huber discussion/

SMART goal discussion/

Subpersonalities lecture

and discussion/ Assign

SMART Goals Setting

Exercise/ Assign Current

Event #2

Draft of Reflection

Journal #2 is due 9/26

@11:59pm

9/29 Read Huber (p. 14-25)

Who’s Talking?

Huber discussion

Journal #2 is due

7 10/2, 10/4 Read Huber (p.36-48)

Disidentification and

Duality

Disidentification and

Duality lecture and

discussion

10/6 Honesty and Authenticity

Honesty and Authenticity

case study and class

discussion / work on

group project (time

permitting)

Current Event #2 due

8 10/9, 10/11 Read Huber (p.63 – 74;

90)

Mercy and Forgiveness

The Power of

Forgiveness discussion

and video

11

The Parable of the Sadhu

(HBR)/ Assign 30 Day

Retreat/ Assign Current

Event #3

10/13 Mercy and Forgiveness

“Who Moved my

Cheese” discussion/

Growing Up: Taking

Responsibility for

Yourself

SMART Goal Setting

Exercise due

Part I: Ethical

Dilemmas Project:

Individual Assignment

due

Begin 30 Day Retreat

9 10/16, 10/18 Read Ruiz (p. xiii – 46)

Be Impeccable with

Your Work

Promise-Keeping and

Truth-Telling/

Discussion of the First

Agreement/

Promise-keeping and

truth-telling discussion/

Assign Truth Telling

Activity and Journal #3

10/20 Read Ruiz (p.47-61)

Don’t Take Anything

Personally

Discussion of the Second

Agreement

Current Event #3 due

10 10/23, 10/25 Read Ruiz (p.63 – 74)

Don’t Make

Assumptions

Discussion of the Third

Agreement/

Courage and Integrity

Discussion/

CRASH Worksheet

Assign CRASH paper

Assign Journal #4

Draft of Reflection

Journal #3 is due

10/24 @ 11:59pm

10/27 Courage and Integrity

discussion continued

Work on group projects

(time permitting)

Truth Telling Activity/

Journal #3 due

Part II: Ethical

Dilemmas Project:

Individual Assignment

due

12

11 10/30, 11/1 Read Ruiz (p.75 – 91)

Dignity and Compassion

Discussion of the Fourth

Agreement/ Guest

speaker (time

permitting)/ Work on

group projects

Draft of Reflection

Journal #4 is due

10/31 @ 11:59pm

11/3 Dignity and Compassion

discussion continued/

Work on group projects

Journal #4 due

12 11/6, 11/8 Ethical Dilemmas Group

project presentations Group Project

Presentations due

CRASH Paper due

11/10 Veterans Day – no class

13 11/13, 11/15 Ethical Dilemmas Project

Presentations / Debrief

Finish Group

Presentations (if needed)/

Friendship and Loyalty

Definitions of Friendship

and Loyalty Exercise and

Worksheet/ Assign

Friendship and Loyalty

Exercise

11/17 Friendship and Loyalty

discussion continued/ Group Project

Individual Reflection

due

14 11/20

11/22 (study day –

no class)

Fairness and Justice

Definitions/ Case Studies

linked to Four

Agreements/ T-D-A

Accountability and

Responsibility/ Assign

“This I Believe”

Statement

Friendship and

Loyalty Exercise due

11/23 & 11/24 Enjoy your Thanksgiving

break!

15 11/27, 11/29 Accountability and

Responsibility continued

Small group activity on

responsibility

12/1 Discuss 30 Day Retreat

Careers and Values

discussion (potential

guest speaker)

30 Day Retreat and

Reflection due

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16 12/4, 12/6 Discuss “This I Believe”/

What are you going to be

known for? / Final

Thoughts

“This I Believe

Statement” due Possible guest speaker

12/8 Study day – no class

17 12/15

12:30 p.m. – 2:45

p.m.

Exam #2 Exam #2 – Huber &

Ruiz Exam (In class –

bring Scantron)

Assignments are due at the start of class unless otherwise noted.

Course Assignment Descriptions

Assignment descriptions are subject to change. More discussion of projects will be forthcoming.

Any questions you have regarding assignments can be directed to your instructor.

Introduction and Confirmation of Attendance: This will be done with a short discussion on

Canvas (worth 1 bonus point) which is due by 5:00pm on Friday, August 25th. Faculty members are

required to confirm a student’s attendance for each course by the end of the first week of classes.

Failure to do so will result in a delay in the disbursement of your financial aid. The confirmation of

attendance is required for all students, not only those receiving financial aid.

Ethical Dilemmas Group Project (maximum of 100 points; 10% of overall grade)

Being able to apply ethical decision making theories and personal philosophies is an important

component of student learning in this course. Students will work in groups to solve a real‐life

problem faced by companies and organizations. Students will work together to evaluate the

problem, brainstorm potential solutions to the issue, and develop a plan for solving the problem.

Students will be expected to use their resources to make the most comprehensive action plan for

solving the company’s problem. *Additional assignment details will be posted on Canvas and

distributed in class.*

Exams (maximum of 200 points; 20% of overall grade)

Students will complete two in‐class exams throughout the semester. Exams will be a combination of

multiple choice and short‐answer/essay questions. The first exam will cover ethical theories and

frameworks, and will include information from in‐class lectures, class discussions, and PowerPoint

slides. The second exam will cover information from the required texts for this class (The Four

Agreements: A Toltec Wisdom Book by Don Miguel Ruiz and Making a Change for Good: A Guide

to Compassionate Self Discipline by Cheryl Huber). In addition, the second exam may also include

information from in‐class lectures, class discussions, and PowerPoint slides. Please see class

schedule for the exam dates. Each student is responsible for bringing a Scantron to class on the days

of the exams.

Make-Up Exams: Make-up exams/assignments will only be given when non-attendance or non-

completion is due to situations out of your control, provided that there is proper documentation

(e.g., police report, doctor’s note, FGCU athletic travel). If you feel that a make-up exam is

warranted, please contact the professor before the exam is scheduled if at all possible. A missed

exam without approved documentation and/or without proper communication with the professor,

will result in a grade of zero.

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Class Participation/Attendance (maximum of 200 points; 20% of overall grade)

This course is heavily based on in‐class discussions and activities that reinforce the student learning

outcomes and the content of Ethical Issues. Therefore, it is essential that students are on‐time for

each class session and actively participate in all activities and discussions. Throughout the semester

students will complete both in‐class and out‐of class assignments and group activities. Activities

will range from individual assignments, group discussions, partner and group projects, self‐assessments, icebreakers, and exercises. These assignments will assist in students contributing to the

class, as well contributing to skill development, knowledge of campus resources, and building

classroom community. The Truth Telling Activity is included in this grade distribution. Students

earn a block of points for their in‐class work and participation, and will be given constructive

feedback throughout the course of the semester, as deemed necessary, by the instructor.

My Journey Portfolio (maximum of 500 points; 50% of overall grade)

This portfolio will serve as a culmination of various assignments that students will complete, and

will represent the students’ learning, self‐reflection, and the development of a comprehensive

personal ethical perspective over the course of the semester. The My Journey Portfolio is comprised

of the following assignments: Reflection Journals; Crash Paper; Huber 30‐Day Retreat and

Reflection; Current Events; “This I Believe” Statement; SMART Goal Setting

Exercise; Friendship and Loyalty Reflection; Group Project Individual Reflection. Brief

descriptions of the assignments contained in the My Journey Portfolio are below. Students are

expected to submit assignments electronically via Canvas (dropboxes will be open for each

assignment). *Additional individual assignment details will be posted on Canvas and distributed in

class.*

My Journey Portfolio Components

Reflection Journals (maximum of 100 points; 10% of overall grade)

Students will write four different reflection journals, worth 25 points each. Journals will focus on a

variety of topics, and will relate directly to the course content, class discussions,

assignments/activities, and readings. Each reflection journal will be at least 500 words of content in

length.

CRASH Paper (maximum of 100 points; 10% of overall grade)

Students will watch CRASH, and answer questions related to the film, as well as provide personal

reflection. Crash Paper will be at least 1500 words of content in length.

Huber 30‐Day Retreat and Reflection (maximum of 100 points; 10% of overall grade)

For this exercise, students will use the Huber text (pg. 90‐128). Each “Day” on the 30‐Day Retreat

requires the student to complete an exercise, related to the reading and concepts discussed in the

text. Students will also write a reflection addressing their experience completing the 30‐Day

Retreat, and how it applies to the topics discussed in class and in the readings, focusing on questions

provided by the instructor. Reflection will be at least 500 words of content in length.

Current Events (maximum of 75 points; 7.5% of overall grade)

Students will write three different current event papers, worth 25 points each. Current events will

focus on a variety of ethical topics, and will relate directly to the course content, class discussions,

assignments/activities, and readings. Each current event will be at least 300 words of content in

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length. In addition, this assignment requires each student to research, find, and attach a relevant

news article as supporting evidence for the current event topic.

“This I Believe” Statement (maximum of 50 points; 5% of overall grade)

“This I Believe” is an international organization engaging people in writing and sharing essays

describing the core values that guide their daily lives. Over 125,000 of these essays, written by

people from all walks of life, are archived on the www.thisibelieve.org website, heard on public

radio, chronicled through books, and featured in weekly podcasts. The project is based on the

popular 1950s radio series of the same name hosted by Edward R. Murrow. As a culminating

exercise for the course, students will utilize all of the information and reflection gained over the

course of the semester through class discussion, activities, and assignments, and create their own

“This I Believe” statements. The “This I Believe” Statement should be between 350‐500 words (of

content) in length.

SMART Goal Setting Exercise (maximum of 25 points; 2.5% of overall grade)

Using the experience with the Huber 30‐Day Retreat, students will complete a SMART Goal

Setting Exercise where they will create a goal for themselves, as it relates to their own personal

code of ethics and self‐discipline. This assignment will be submitted prior to the 30‐Day Retreat,

and will serve as the basis for the 30‐Day Retreat.

Friendship and Loyalty Exercise and Reflection (maximum of 25 points; 2.5% of overall grade)

For this exercise, students will interview their best friend, using the template provided by the

instructor. Students will then write a reflection about their interview experience, focusing on the

questions provided by the instructor. Reflection will be at least 500 words of content in length.

Group Project (Ethical Dilemmas) Individual Reflection (maximum of 20 points; 2% of overall

grade)

Being able to apply ethical decision making theories and personal philosophies is an important

component of student learning in this course. Students will work in groups to solve a real‐life

problem faced by companies and organizations, which will be assigned by the instructor. Students

will work together to evaluate the problem, brainstorm potential solutions to the issue, and develop

a plan for solving the problem. Students will be expected to use their resources to make the most

comprehensive action plan for solving the company’s problem. After completing the group project,

students will complete an individual reflection of the Ethical Dilemmas experience, focusing on the

questions provided by the instructor, which will be submitted separately via the appropriate Canvas

Dropbox. Reflection will be at least 500 words of content in length.

For all assignments, students are required to use the Templates** provided by the instructor

to complete the assignment correctly and completely. Templates are posted to the Canvas

Modules, along with the instructions documents for all assignments. It is recommended that

students use Microsoft Word to complete their assignments to maintain compatibility with the

Templates and the Canvas dropboxes. Microsoft Word is available on all University

computers. It is also recommended that students type their responses into a blank document

and then copy/paste them into the Template, so that spelling/grammar can be checked (the

Templates do not provide a spelling/grammar checker).

**Templates: The instructor will provide templates for assignments so that students have a clear

understanding of how to complete the assignment. Templates will be posted to Canvas, and should

be submitted via the appropriate Canvas Dropboxes for each assignment.

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**Rubrics: These are assessment tools for communicating expectations of quality and delineating

criteria for grading. There are rubrics for these aspects of this course located in our Canvas site and

on the instruction sheets for each assignment.

Professionalism Expectations

Although the primary purpose of a college education is to teach students how to think, how to learn,

and how to see wholes and patterns, for most of you, this education will also prepare you for a

career. In order to give you an opportunity to practice in a completely safe environment, in addition

to serving as your professor, in some ways I will also function as your “manager” in this course. We

will model best-practice interactions between an employee and a manager. Examples include:

- being prepared for every interaction with your manager

- not having to ask your manager a second time about information that has been communicated to

you already. Examples include: due dates for assignments (and any other information in the

syllabus). This does NOT apply to concepts you are learning in the course. You can ask unlimited

questions about that.

- notifying your manager in advance if you cannot keep any obligation in the course. Employees

who simply don’t show up are generally just fired.

- making and keeping appointments with your manager. Although I have stated office hours, let’s

start the professional practice of establishing appointments. FGCU sometimes calls me to meetings

that happen during my office hours, so I will not always just be sitting there waiting for someone to

drop in. The better practice is to establish an appointment. I am also far more available than simply

my office hours.

Although employees have consequences such as being fired, in the class I will use everything that

happens as a learning opportunity, and coach you. That doesn’t mean there aren’t consequences for

actions such as not submitting assignments on time. It does mean that you will receive professional

coaching about how better to handle such situations in the future.

Professionalism of Work Products

Students are expected to complete all work in this class according to standard professional business

practices. Examples of unprofessional work include, but are not limited to, grammar, spelling, and

mechanics issues, non-standard fonts or paper size or ink colors, lack of the student’s name on the

document, and lack of page numbering.

FGCU has an excellent Writing Center resource available to students. They offer a wide range of

resources to assist students at every stage of the writing process. Information on the Writing Center

can be found here: http://www.fgcu.edu/WritingCenter/

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Teaching and Learning Strategies

Learning

- Learning is not just knowing the answers. That is mastermind learning at its best, rote learning at

its most boring, and conditioned response at its most basic. It does not help you to change or to

grow, it does not move the wheel.

- Learning is not the same as study, nor the same as training. It is bigger than both. It is a cast of

mind, a habit of life, a way of thinking about things, a way of growing. Learning is not measured

by examinations, which usually only test the theory stage, but only by a growth experience, and

experience understood and tested.

- Learning is not automatic, it requires energy, thought, courage, and support. It is easy to give up

on it, to relax, and to rest on one's experience, but that is to cease to grow.

- Learning is not only for the intellectuals, who often shine at the theorizing stage, but are incurious

and unadventurous and therefore add little to their experience as they go through life.

- Learning is not finding out what other people already know, but is solving our own problems for

our own purposes, by questioning, thinking and testing until the solution is a new part of our lives.

The Age of Unreason, by Charles Handy, pp. 62-63.

Class Participation vs. Contribution

I am not as interested in classroom participation as classroom contribution. Participation connotes

involvement and talking. Contribution implies the willful intent to assist others in the forging of

understanding. Contribution not only includes, but also enlarges upon the values represented by

participation, because it rivets attention on the goal of generating knowledge. The litmus test

question is “Does a comment contribute to class process and peer understanding of the concept

under discussion?” Some ways to contribute include:

∙ comment on specific issues discussed in the readings;

∙ follow-up on comments from others in the class, either to ask for clarification or to ask for

examples;

∙ illustrate specific issues from the readings with examples from your own experience;

∙ refraining from comment when you notice others, who have talked less, are wanting to speak

∙ raise questions that are not covered in the readings;

∙ contrast the ideas of one theory with those of another;

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∙ ask others in the class, who you know have a differing perspective, to express their ideas

∙ support the insights or conclusions of a classmate or the instructor by referencing theory, your

experience, or your reasoning;

∙ argue against the insight or conclusions of a classmate or the instructor by referencing theory, your

experience, or your reasoning.