Describe vs. provide (when are we ready, what do we want to charge for)

Put each tool on its own page with a small graf

Stanford Student-Facing Work:

  1. Interview Guide for Students: to understand the ethical dilemmas they face, relevance of existing opportunities, and perceptions of institutional messaging re: ethics as foundation for identifying gaps and designing new curricular and co-curricular opportunities. LEVEL OF SHARING: I think could be open source; will confirm with Vida Mia
  2. Design Thinking Resources: overview of the design thinking process we used, and how we moved from student interview data through each stage to arrive at particular curricular prototypes. LEVEL OF SHARING: open source for overview of design thinking process; by request is my initial thought for artifacts from prototypes, will confer with Vida Mia.
  3. Details of Specific Curricular Prototypes: narrative descriptions of curricular prototypes we tried and the problems they were designed to solve. LEVEL OF SHARING: open source, with specific artifacts/docs by request.

USF Landscape Work:

Harvard Instructor Work:

  1. Ethics Course Identification Tool: This is an automated weighted search tool that scores courses for ethical content based on the presence of 305 ethics-related terms in the course title and description included in a course catalog. The tool facilitates the detection of both traditional courses explicitly labeled as dealing with ethics, as well as courses that address ethical issues in more implicit ways. LEVEL OF SHARING: Available upon request.
  2. Instructor Learning Theory Survey: A brief survey was developed to systematically gather information from instructors regarding their pedagogical methods and goals in the domain of ethics. Analysis of survey responses makes it possible to build a logic model representing the learning theories that link teaching methods with goals in both specific courses and, in aggregate, across an institution to identify emergent trends. LEVEL OF SHARING: Available upon request.
  3. Student Learning Experiences Survey: This survey is based directly on the Instructor Learning Theory Survey but it has been modified to be completed retrospectively by students. Student responses make it possible to assess alignment of instructors’ intentions for the course and students’ self-assessed experiences. At the level of an individual course, student responses can help instructors reflect on the structure and delivery of their course. On an institutional level, student responses can provide an indicator of what sorts of learning experiences students are having in ethics education, and help illuminate strengths, weaknesses, or imbalances in the provision of opportunities for ethics education. LEVEL OF SHARING: Available upon request.

4) Do we want to add the codebook and the rubric for Moral Cognition (we did use it, but it’s not in the data set. I know Andy wants it, but it doesn’t have to be here).