PHIL 2045 - Professional Ethics
North Terrace Campus - Semester 1 - 2016
The course information on this page is being finalised for 2016. Please check again before classes commence.
General Course Information
Course Code PHIL 2045 Course Professional Ethics Coordinating Unit Philosophy Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of Level 1 ARTS including 3 units of Philosophy; exceptions for students from Faculty of Engineering, Law, Science & Medicine made at discretion of course coordinator Incompatible PHIL 2023 or PHIL 3023 Course Description It is essential for professionals in any field to have an understanding of the ethical problems and principles in their field. But anyone, no matter what their job, must deal with many other professions as well. Part of professional ethics is the understanding of the ethics of other professions: how they interact and what can be expected from them as correct ethical behaviour. In turn, any professional will benefit from a critical scrutiny of their own ethics by those from other professions. The general principles of professional ethics will be examined, as well as the distinctive problems of the different fields. The course is taught in six modules of four lectures and two tutorials each, covering the ethics of several major professions: Business Ethics, Media Ethics, Police Ethics, Medical Ethics, Legal Ethics, and Research Ethics. Topics covered will also include: the nature of a profession, professional codes of ethics, confidentiality, whistle-blowing, the responsibility of business to the environment, uses and abuses of human research, and animal ethics in research.
Course Coordinator: Dr Denise GambleLecturers Dr. Denise Gamble & Dr. James Morauta
The full timetable of all activities for this course can be accessed from Course Planner.Lectures: Tuesday 1.00PM; Thursday 3.00PM
Course Learning Outcomes
LO 1 Ability to engage in informed critical reflection on the nature of professionalism and ethical challenges inherent in professionalism
LO 2 Knowledge of prominent normative ethics frameworks – consequentialist, deontological, virtue, and contractualism
LO 3 Awareness of types of ethical challenges and dilemmas confronting members of a range of professions (business, media, police, law, medicine, research)
LO 4 Ability to bring to bear ethical analysis and reasoning in the light of normative ethics frameworks on a selection of ethical challenges and dilemmas across the chosen range of professions
LO 5 Ability to relate ethical concepts and materials to ethical problems in specific professions and professionalism
LO 6 Ability to research appropriate material in relation to set questions in writing essays meeting the highest standards of rigor and clarity
University Graduate Attributes
No information currently available.
Required ResourcesText: Ethics for the Professions. John Rowan & Samuel Zinaich, Jnr. Wadsworth. 2003
Material will also be provided by Course Readers (1 & 2). This will include material in addition to Rowan & Zinaich.
Recommended ResourcesJoan C. Callahan, Ethical issues in professional life, Oxford University Press, 1988.
Alan H. Goldman, The moral foundations of professional ethics, Rowman and Littlefield, 1980
Ruth F. Chadwick, (ed.) Ethics and the professions, Avebury, 1994.
Justin Oakley, Dean Cocking, Virtue ethics and professional roles. Cambridge University Press, 2001
Lectures, in the form of powerpoint slides, will be posted on MyUni after or immediately before lectures. Lectures will not be recorded.
A Guide to writing an essay in Philosophy is posted on MyUni.
Essay topics will be posted on MyUni.
Tutorial questions will be posted weekly on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe purpose of lectures is to introduce students conceptually to a subject area, definitive concepts, problems, and issues in a way that engages their interest and curiosity. Reading material supplementing or going beyond lectures will form the basis of tutorial questions. Tutorial questions and lectures will both focus on discussion of examples or case studies.
Students will be required to demonstrate that they have prepared for tutorials – by undertaking the reading and answering questions – before they come to tutorials. Students who fail to demonstrate any preparation or ability to constructively respond to the questions, either verbally or in writing, will not be counted as “attending” a tutorial. It is through tutorial participation in this manner that students will be able to assess their own growing competence and understanding in an ongoing way.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below provides students with what they need in order to meet requirements of the course in an average week. The total per week is 12 hours. Over 12 weeks = 144 hours
Attend two one-hour lectures per week 2 hours
1 hour background reading before each lecture 2 hours
Attend one one-hour tutorial per week 1 hour
2 hours preparation for tutorials per week 2 hours Average 2.5 hours per week to research, prepare, and write each essay 5 hours
Learning Activities Summary
2 PHIL_2045 PROFESSIONAL ETHICS 2014 LECTURE SCHEDULE TO BE ANNOUNCED
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
TASK LENGTH TYPE WEIGHT DUE DATE LEARNING OBJECTIVES Essay 1 2250 words Summative & formative 50% TBA 1-2, 4 Essay 2 2250 words Summative 50% TBA 1-2,4
Assessment Related RequirementsStudents are required to attend and demonstrate preparation at tutorials each week. Students who do not demonstrate preparation will not be marked as attending. Students who miss more than 3 tutorials (without justification or excuses granted by tutor) will be deducted 3 marks for each tutorial missed up to a total of 9. The deductions will be applied to the student’s final mark.
This requirement meets the need for early feedback from the course: only by measuring their performance against other well-prepared students can students self-assess how they are progressing.
Two essays, each of 2250 words, must be submitted for assessment. Each is worth 50% of the course mark.
2 Students will choose from a number of set questions covering topics in the first and second part of the course respectively. Topics will be posted on MyUni, in Assignments, at least 3 weeks prior to the due date.
Essays will be uploaded on Assignments on MyUni.
They will be marked, and returned electronically.
Instructions on how to upload will be provided on MyUni in Assignments. A link to the IT help centre on “how to submit an assignment” will be provided: http://www.adelaide.edu.au/myuni/tutorials/
Students are required to also keep a hard copy of their essays.
The electronic upload function will be extended only for those students who have extensions granted to upload their essays.
Work submitted after two weeks after the official due date will not be marked under normal circumstances.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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