Broadview Students Get a Code of Ethics
Published on March 26, 2014 by Bob Trewartha
What is ethical behavior and what is not? This is a question that has been at the heart of the teachings of Socrates, Plato, Aristotle and Broadview University. Today that question hasn’t gotten easier to answer. If anything, it’s gotten harder to answer. Every day we face individual struggles to define what is right and wrong, and that’s just in our personal lives. What about the ethics of one’s chosen career path?
Every profession, whether it is in business, veterinary technology or health care, follows some form of ethical guidelines; guidelines that govern how to treat customers, staff and other stakeholders fairly. In Brent Clarks’ Applied Ethics course, he had his students apply what they learned from the class and their text books to create those guidelines for their chosen career paths.
The idea was to create a code of ethics. To accomplish this, the students had to research their profession, talk to industry professionals, find a uniform code (they do vary state by state) and put into layman’s terms what the code of ethics means to them.
This process began by looking at ethical dilemmas across various arenas, finding the problem and solving it by means of one of the many ethical approaches discussed in class. The students were assigned to produce a flyer and hand-outs for their specific program boards.
One of the theories that resonated with his students was the discussion of non-consequential ethics, how it shapes our thought process, and how it applies to this applied learning project. Non-consequentialism states that it is the ethical approach to do the right thing for the sake of doing the right thing, whether it effects an outcome or not. In essence, it is states that the journey is just as, or more, important than the destination.
Broadview University-Orem campus offers a wide variety of courses that have a specific applied learning project, like Applied Ethics. Every course the Broadview students take has some element of ethical contemplation and modeling the workplace in the classroom.