gtPathways – COURSE NOMINATION FORM
Review Date: Spring 2015
Initial Submission?
Resubmission?
Yes
Yes
No
No
x
SECTION A:
PLEASE COMPLETE SECTION A AND CHECK THE CONTENT AREA AND A SINGLE
CRITERION THAT THE PROPOSED COURSE IS DESIGNED TO ADDRESS.
GTPATHWAYS CONTENT AREA
GTPATHWAYS CONTENT CRITERION
(see Content Criteria for Statewide Guaranteed Transfer on
DHE website)
(Check only one with an “X”)
Arts and Humanities
(Check only one with an “X”)
Arts and Expression (GT-AH1)
X
Literature and Humanities (GT-AH2)
Ways of Thinking (GT-AH3)
X
Foreign Languages (GT-AH4)
Communication
Introductory Writing (GT-CO1)
Intermediate Writing (GT-CO2)
REQUIRED
Advanced Writing (GT-CO3)
History
Mathematics
N/A
N/A
Natural & Physical Sciences
Course with Required Laboratory (GT-SC1)
Social & Behavioral Sciences
Lecture Course without Required Laboratory
(GT-SC2)
Economic or Political Systems (GT-SS1)
Geography (GT-SS2)
Human Behavior, Culture or Social
Frameworks (GT-SS3)
Course Number: PHI 205
Credit Hours: 3
Course Name:
Business Ethics
Department:
Arts & Letters
Prerequisites/Co-requisite (Please list titles and section numbers):
CCR 092, 093, 094
Is this course cross-listed? If so, please list the names of the courses with which it is cross-listed, give a reason why it
is cross-listed, and acknowledge here that the same approved syllabus will be used across sections of the cross-listed
courses:
N/A
Short description of the course from the catalog:
Examines philosophical theories about ethics and relevant subsidiary theories about the nature of justice in
order to gather ethical decision-making criteria. Such criteria will be applied through logical
argumentation to various moral issues and challenges in today’s business environment. Issues covered
will include economic distribution, the presuppositions of business, job discrimination, worker’s rights,
consumerism, advertising, responsibility to the environment, as well as compassionate and fair
responsibility to society.
SECTION B: SENIOR ACADEMIC OFFICER ENDORSEMENT
By completing this section, I attest to the following:
I certify that the course described herein is an approved general education course offered at my
institution (or will be so, automatically, upon approval as a gtPathways course). The attached
content curriculum description applies to all course sections taught at my institution.
Name/Title of Senior Academic Officer:
Signature (Electronic Accepted):
REQUIRED
Diane L. Hegeman
Name of Institution:
Arapahoe Community College
Date:
February 11, 2015
E-Mail:
Phone:
Diane.Hegeman@arapahoe.edu
Institutional Contact/Name for this submission if
different from above signatory
303.797.5707
E-Mail:
Mark.Gowan@arapahoe.edu
Mark Gowan
SECTION C:
COMPLETE NUMBERS 1-4 BELOW AND ANY COMPETENCY THAT APPLIES TO THE
NOMINATED COURSE PER CONTENT CRITERIA GUIDELINES (See Content Criteria For
Statewide Guaranteed Transfer On DHE Website and Competency Criteria). PLEASE SUBMIT
A SYLLABUS THAT CONTAINS A WEEK-BY-WEEK SCHEDULE, AN EXPLANATION OF THE
GRADED PIECES OF WORK AND HOW GRADES WILL BE CALCULATED, AND THE
COURSE LEARNING OUTCOMES. YOU MAY ALSO INCLUDE CONTENT OR CURRICULUM
GUIDES OR OTHER SUPPORTING DOCUMENTS. THE SYLLABUS MUST ENABLE
EVALUATORS TO VERIFY NUMBERS 1 – 8 BELOW.
REQUIRED
1. State scope of course and the primary concepts or topics it covers:
The scope of this AH3 candidate course covers the philosophical way of thinking as it it used in the
analysis of the moral dimension of business. The course begins with relevant ethical theories and ends
with application of ethical insights that are applied to real business practice. Specifically, the topical
outline begins with the understanding and evaluation of the major philosophical theories in ethics and
justice. After this analysis, decision-making criteria are gleaned and will be applied through logical
argumention to the evaluation of different economic systems and the articulation of ethical business
practices.
The primary concepts in this course that will be covered are: normative ethical theories; namely
consequentialist and deontological justifications. The concept of justice in relation to economic
distribution systems, capitalism, socialism, workers rights, discrimination, consumerism, truth in
advertising, environmental concerns verses economic realites, ethical business corporate responsibility,
and prima facie obligations. Additionally, endemic foundational concepts such as good and bad
reasoning, argument, and logic have an emphasis.
SECTION D: COURSE RESUBMISSION
TO BE COMPLETED ONLY IF THIS COURSE IS BEING RESUBMITTED FOR
CONSIDERATION AND PLACEMENT WITHIN THE GTPATHWAYS CURRICULUM.
1. SUBSTANTIVE CONCERNS REGARDING PREVIOUS SUBMISSION(S):
Please attach reviewer comments/justification for the “deferred” designation and respond to the question
below.
How has the course been modified to address the concerns raised by the review committee(s)?
Comments archived in the SFCC minutes (March 2010), raised two issues:
Update the AH3 competencies.
There were questions raised at this meeting about whether it was a Gen Ed course.
How has the course been modified to address the concerns raised by the review committee(s)?
Business Ethics was discussed during the 2014 fall semester at SFCC about its Gen Ed status.
The committee was persuaded by arguments and voted to place Business Ethics into the General
Education category.
The course description, competencies, and topical outline were updated and approved for
Business Ethics at the January 2015 SFCC meeting.
2. Provide rationale and/or evidence for how the nominated course meets the specific content
criteria:
In terms of meeting the state level goal for an Arts and Humanities GT course, this course explores the
moral dimension of business. Students become aware that business practice and policy have serious
ethical consequences that have to be considered as decisions are made.
Getting more specific, the AH3 focus is on understanding “ways of thinking” that include logic and
ethics from philosophers who have taking positions on various moral questions. The main focus of this
course is to do just that in the specific area of business. The curriculum introduces students to the major
influential ethical theories on conduct and justice articulated by philosophers and then applies their
insights to ethical questions that arise in business. All the issues discussed relate to ethical business
practice and policy.
The content criteria for this course also includes college level competency in critical inquiry, reading and
written communication. Course activities and assignments require information acquisition in order to
identify philosophical arguments that have been used by philosophers. Assignments and discussions also
require students to defend or criticize alternative points of view concerning what to do in particular
business situations. Students will need to come to conclusions about the quality of evidence and
reasoning used. Students will be required to develop personal positions by way of a synthesis of the
cogent arguments they use to defend the rationality of their judgements. All assignments assess the
ability of students to follow the logic of an argument and do not assess the student’s ability to recall
facts.
Reading skills are required as students will have to comprehend the logical train of thought or argument
used in primary and secondary sources. They will acquire and compile information from these readings
in preparation for critical analysis, classroom participation and written/oral assignment completion.
In terms of writing skills, there are three major writing assignments in this course. These written
assignments must follow good writing mechanics and such mechanics will be a part of all grading rubrics
(no written assignment demonstrating substandard college writing skills can receive a A grade).
Students will be guided in writing specific to philosophy. Tooley’s well regarded guidelines for writing
philosophy essays will be utilized.
Technological competency will be required of students as well. Students will have to perform online
research, as well as use the Desire To Learn LMS on a weekly basis throughout the semester. In
addition, they will need to be able to use PPT software for their debate presentations.
3. List student outcomes and detail how outcomes will be met in the course:
The outcomes are listed as follows:
1. Identify and describe the meaning of philosophical theories in the domain of normative ethics and
justice.
2. Analyze and evaluate the strengths and weaknesses of the major ethical theories.
3. Demonstrate understanding of the techniques of moral reasoning and argumentation that are needed to
analyze moral issues in business.
4. Evaluate the morality of the American free-enterprise system, as well as the comparative
morality of the various types of economic systems.
5. Apply general ethical principles or decision-making criteria to particular cases or practices in
business, as well as to common moral problems in business.
6. Demonstrate the ability to argue effectively for personal ethical positions taken on issues or policies
in business.
7. Demonstrate college level competency in the reading and comprehension of primary and secondary
sources.
8. Read, analyze and apply written material to particular situations that occur in business.
9. Utilize college level written communication skills in the articulation of philosophical thought and
analysis.
Students will meet these outcomes through:
A. Classroom lectures, discussions, and readings cover the range of ethical theories that need to
be identified, described and evaluated by students.
B. Writing assignments that are either critical responses to penetrating essay questions or
personal position papers. These assignments require students to use their best logical
thinking after a careful study of relevant readings and classroom discussion. They are to
take a position and argue well for it. They will be applying principles of moral reasoning in
their essay responses. Every paper submitted must employ college level writing mechanics.
C. Regular “in-class” objective quizzes that will ensure competence in following the logical
arguments discussed throughout the semester. Quiz questions require critical thinking skills
to answer and also assess mastery of the topical outline content areas.
D. “Minimum Wage” Performance Task assignment. Performance Tasks are assignments
designed to develop and assess for the skill of critical thinking, and are the brainchild of the
Council for Aid to Education (the same institution that conducts the CLA critical thinking/
written communication tests for colleges). This Performance Task assignment requires the
careful reading of a document library that has be analyzed. Then a written recommendation
is to be prepared that must employ college level writing mechanics.
E. Weekly text readings are assigned that include case studies and primary source readings.
Students knowledge of arguments contained in these readings will be assessed with the
regular “in class” quizzes noted above and are necessary as preparation to follow and
participate in classroom discussions.
F. Team debates on an business ethical issue. Student teams will take a pro or con side and
engage in research in order to intellectually prepare to defend their side with good arguments
as well as to rebut the best arguments from the other side. Research will require the
comprehension of philosophical readings.
G. Classroom small group work where a case study for the week is explored. Each student will
take a position after the case is discussed and defend it to their group with reasoned
argument.
H. Participation in classroom socratic discussion that is designed to develop a sharpening of
critical thinking skills. I call on students with questions and help them argue well right in
4. Describe how students demonstrate and develop critical thinking in this course:
The critical thinking abilities of students taking PHI 205 will be developed as they engage in the
assignments noted above that are predominately designed to have students employ critical thinking,
which is the essence of the philosophical method. Students will analyze specific ethical issues with an
open mind. They will need to identify good and bad reasoning and then arrive at personal positions that
are argued by way of correct logical inferences. Grading rubrics target these skills. The successful
completion of course assignments and tasks is how students will demonstrate information acquisition,
analysis, synthesis, application of the material and evaluation communicated both verbally and in writing
to others By way of meeting these specific criteria, students will engage in higher order thinking skills.
Specifically, understanding classroom lectures, ensuing socratic interaction and participating in the small
group discussions require the understanding of the logical train of thought. The Analytical Essays
assignment, the Minimum Wage Performance Task, the Position Papers and the Team Debates require
students to identify and gather relevant arguments, analyze the strength of those arguments which are
then synthesized into a cogent case that in turn is able to provide an evaluation of a ethical situation in
business. Students need to consider and question alternate points of view and construct reasoned case to
support their conclusions. Finally, for those assignments just mentioned that require writing, students
essentially have to transfer this logical process to a written form. Likewise, the team debate requires the
logic of a pro or con side to be communicated to a verbal form.
5. Describe how students demonstrate and develop reading competency:
In order to successfully complete assignments in this course with a passing grade, college competency in
reading is essential, because the comprehension and analysis of assigned readings is an important
component to assessments. Students develop a reading competency from the weekly practice of
comprehending and analyzing primary and secondary assigned readings. Students have to paraphrase the
essence of the content, extract main points, identify fallacious reasoning in the text if present, and
develop outlines of an author`s thought that require the use of logical content analysis and interpretive
skills. Deep essay responses demonstrate a developed reading competency prior. Regular “in class”
quizzes include testing student comprehension of arguments contained in the reading. Additionally, the
Performance Task requires a very careful reading of the document library before a logically sharp written
recommendation can be completed. The debate activity requires original research on the arguments for
and against their position, which involves reading from credible sources. For their team debate, students
must comprehend and analyze what they are reading as they will have to demonstrate their knowledge of
that research by way of personally articulating it orally in a back and forth dialectic.
6. Describe how students demonstrate and develop written communication competency:
This course requires several written assignments. For each of these assignments, it will be stressed to
students that their writing mechanics will be included in all grading rubrics. To develop their writing
competency, students will be given guidelines for writing specific to the area of philosophy. As stated
above, students are made aware that no paper will receive an A if the writing mechanics are below
college standards. Student’s needing extra help in their writing will be encouraged to take advantage of
campus writing support services (tutoring hours and location will be posted on the D2L Course Home
page).
There are three major assignments in this course that require students to demonstrate their competency in
written communication. An Analytical Essays assignment, a Position Paper assignment plus a
Performance Task assignment. Students need to be concise in their written responses, which is a
characteristic of writing in philosophy. Students will need to apply knowledge of syntax, grammar,
punctuation and spelling, word choice, etc. The essays will require students to use appropriate
vocabulary, formats, and documentation. They must be able to demonstrate the ability to articulate the
logic of an argument into a written form.
7. Describe how students demonstrate and develop technology competency:
Although not applicable to the AH3 area due to the reading competency above, there still is a technology
competency that is required by students to complete this course. Students will be guided in using online
research tools, and will need to navigate the Desire to Learn LMS. Desire To Learn will be used for
email, announcements, due dates, assignment specifics, attendance as well as essay submittal and
retrieval. In addition, a PPT presentation is required to accompany each student’s opening debate
statement.
8. Describe how students demonstrate and develop mathematics competency:
Not Applicable.