case study

Core Curriculum Category 14

Ethical Issues and Perspectives

Course Learning Outcomes

Does not meet expectations

1 or 2 points

Needs Improvement

3 points

Meets expectations

4 points

Exceeds expectations

5 points

1. Gather and analyze evidence from a variety of sources pertinent to the issue under study, including materials that might support opposing points of view.

The student provides weak evidence from outside sources or lacks scholarly content.

Does not have all 3 sources.

The student seems unprepared for the assignment or discussion. The student participates but does not provide organized evidence of supporting and opposing points of view.

All 3 sources but not scholarly.

The student gives few examples of the evidence to support decision or evidence from scholarly sources is thin. Student provided some material for the debate that represented both sides.

COE, textbook, and one scholarly source used.

The student gives several examples of evidence from a variety of sources and focuses on scholarly information. The student offers clear evidence that supports and opposes the decision.

COE, textbook, and 2 sources to support both positions are effectively utilized.

2. Evaluate the logic of persuasive rhetoric in arguments for all major positions on a topic and formulate cogent counter-arguments to each one.

The student speaks only in terms of their own perspective and makes no reference to alternate viewpoints.

Student utilizes a personal view/perspective.

The student speaks in terms of his/her own perspective but struggles to clearly articulate an understanding of the alternate viewpoint.

Only one position is described. An alternative viewpoint is not clear.

The student identifies a perspective of other than his/her own and explains how the topic of discussion may be viewed through that perspective.

Two distinct view points are clearly articulated

The student identifies multiple perspectives other than his/her own and explains how the topic of discussion may be viewed through those perspectives. The student explains how certain perspectives have been used historically to frame the discussion of the topic.

The two perspectives are logically constructed and persuasive.

3. Articulate an understanding of the ethical dimensions of significant issues or dilemmas under study.

The student makes little or no analysis of ethical dilemma.

Does not articulate relevant ethical issues.

The student offers an unfair or one-sided response to the ethical dilemma.

Ethical dilemma is not clearly framed/articulated.

The student accurately and holistically describes the dilemma and offers a decision based on a model, theory or concept. The student offers a decision that is fair and balanced.

Thorough discussion using evidence from the COE that is fair and balanced.

The student accurately and holistically describes the ethical dilemma and provides two approaches that are fair and balanced.

The student explains how the approaches led him/her to reevaluate the dilemma and offer a solution.

Balanced evidence from the COE for both sides of the dilemma that contributes to the logical discussion of a solution.

4. Construct and assess possible solutions to problems or dilemmas within an informed ethical and societal context.

The student is unable to analyze the ethical dilemma using theories, models, or concepts.

No analysis. Does not utilize the decision making tool according to the prompt of the assignment.

The student attempts to analyze at a general level some of the challenges presented by the dilemma, but is unable to articulate a clear understanding or does not use theories, models or concepts that have been presented in the course.

General analysis but without the use of a decision making tool per the assignment prompts.

The student can analyze at a general level and offer a solution in the professional context using a theory, model, or concept from the course.

Utilizes the decision making tool per the assignment with a general analysis.

The student can analyze the dilemma using theories, models, or concepts from the course and offer a solution supported by those theories, models, or concepts that would be applicable to the professional context.

Utilizes the decision making tool and provides an analysis that is logical and supports a solution.

5. Communicate arguments effectively and clearly

The student fails to articulate his/her argument clearly.

Grammar is so poor that it is difficult to understand. Student misses a prompt in the assignment.

The student provides some information but it is not clear, rambling, or unsupported.

Disorganized, poor paragraph structure, confusing, requires re-reading.

The student articulates an argument that is organized and substantiated. A decision is present, but support may be limited.

Organized paper but lacks a strong, clear conclusion to demonstrate understanding.

The student clearly articulates an argument that is organized, substantiated, and persuasive. The student articulates a clear, supported decision.

Paper can be read and understood easily the first time through. Flow and organization. No grammar or APA issues.