How to Develop CPBL Courses Part 6 CPBL Example: Capstone Course in Business Ethics

How to Use CPBL-ID process Use simple course website for collaboration Combine collaborative construction of problem and individual performance assessment Teach in the affective domain

UD Example

Hong Kong MBA Class

Capstone Course in Ethics

CPBL Instructional Design Process State Intended Outcomes Use Assessment Results Select Assessment Method Design Learning Experience Huba & Freed, 2000, p. 10 Copyright © 2006 by Peter Hsu 6

Intended Outcomes By the end of this course and, indeed, the end of the MBA program, you should be able to demonstrate:   Comprehension of and ability to articulate the distinctiveness of the UD and MBA program missions. Awareness of the claims of Christianity from a Reformed perspective and its relationship to one’s spiritual, personal and business life. Competency in business ethical decision-making using both Christian and secular frameworks. Integrative approach to analyzing business problems and prescribing solutions. Effective communication skills in a business context. Critical application of theory to your business practice.

CPBL Instructional Design Process State Intended Outcomes Use Assessment Results Select Assessment Method Design Learning Experience Huba & Freed, 2000, p. 10 Copyright © 2006 by Peter Hsu 8

Assessment Measures We (and others) can know that you have attained the above outcomes by assessing a portfolio of your work. This online portfolio should contain: Three (3) pieces of work you have done in the MBA program e.g. assignment, research project, business plan, presentation, etc. Write a commentary to each piece of work selected discussing what it means to you and how it reflects the attainment of outcomes, especially Outcomes #4, 5, and 6. A reflective essay on Dr John Spraggins’ lecture “Business Tools and Ethical Practice: Fulfilling the Mission of the UD.” (Outcomes #1, 2 and 5). Business Ethics Case Development and Analysis. You will analyze a case developed by fellow students using at least 2 of the 4 ethical reasoning frameworks discussed in class. (Outcomes #1, 2, 3, 4 and 5)

CPBL Instructional Design Process State Intended Outcomes Use Assessment Results Select Assessment Method Design Learning Experience Huba & Freed, 2000, p. 10 Copyright © 2006 by Peter Hsu 10

Class Topics or Learning Units Course Introduction UD Mission Ethical Reasoning Business Ethics Case Development & Presentation Christian Beliefs and Ethics Demonstrating Theory in Practice in your portfolio Demonstrating Integrative thinking in your portfolio Refining communicative skills in your portfolio Portfolio Construction and “Webification” Portfolio Feedback and Tutorial

Students first build authentic cases for analysis

Students then analyze a case developed by other student teams using different ethical reasoning frameworks

Students e-Portfolios are accessible online, even for subsequent cohorts to learn from

Summary Use CPBL-ID process Use simple course website for collaboration Combine collaborative construction of problem and individual performance assessment Teach in the affective domain