Principle 6: Values and Ethics

School by School Narrative Overview
Principle 5: Understanding Society and Culture
Principle 6: Values and Ethics

By Rebecca Van Voorhis

School of Allied Health Sciences
Kelley School of Business
Indiana University Purdue University Columbus
School of Dentistry
School of Education
School of Engineering & Technology
Herron School of Art
School of Liberal Arts
School of Nursing
School of Physical Education
School of Science
School of Social Work
School of Public & Environmental Affairs (SPEA)
University College
PRAC Meeting - October 13, 2000
Items for Student Survey on PUL 6

School of Allied Health Sciences

School of Allied Health

The School of Allied Health Sciences has incorporated all six of the PULs into the School's top goal which states:  "To build upon sound principles of general education by preparing students to communicate effectively, exhibit quantitative skills, think critically, integrate and apply knowledge, exhibit intellectual depth and breadth, be intellectually adaptive, appreciate social and cultural diversity, and apply ethical standards and values to professional practice.

The School expects that all graduating students will:

PUL #5     
Take cultural differences into consideration in the clinical/practice setting
Participate in activities which affect social or professional policies

PUL #6
Adhere to the ethical standards of the profession
Adhere to the legal standards of the jurisdiction of practice
Incorporate ethical decision-making into practice
Demonstrate academic honesty

Strategies for Attaining Competencies
To achieve the outcome competencies pertaining to PUL #5, students are engaged in "course work on cultural differences, class discussions on policy issues, clinical experiences, fieldwork."
To achieve the outcome competencies pertaining to PUL #6, students engage in "class discussions, complete case studies, participate in clinical experiences and fieldwork."

Evidence of attaining these competencies will be measured by "ratings on clinical experiences/fieldwork."
In addition to the School goals and strategies for achieving the PULs, several programs within the SAHS have established learning outcomes associated with (1) understanding society and culture and (2) values and ethics.  Examples include the following:

Radiologic Sciences Program's learning outcomes pertaining to understanding society and culture:


    Ability to interact and relate to people from a broad spectrum of social, racial, economic and cultural backgrounds in the educational and professional practice environment.

    Development of empathetic and sympathetic responses to a broad patient population in the professional practice environment.

Strategies to attain these outcomes are focused on the clinical rotations through professional practice environments that serve clients of differing social, racial, economic and cultural backgrounds

Assessment of student progress toward these outcomes includes


    Free writing exercises on cultural difference in patients

    Anecdotal and critical incident reports from clinical rotations in the professional practice environment and didactic settings

    Graduate and employer surveys

Medical Technologyhas a learning outcome for PUL 5 that is similar to Radiologic Sciences.  Medical Technology also employs similar teaching strategies and measures of student attainment of the program's goal of "understanding society and culture."

Occupational Therapy and Physical Therapy have incorporated PUL 5 into their programs' outcomes for student learning by stating that the graduate will demonstrate understanding of, respect for, and sensitivity to multicultural and diversity issues.  Occupational Therapy also stipulates that students are expected to apply principles to real situations "demonstrating sensitivity and respect for cultural societal differences."

Teaching strategies in both programs include lectures and discussions on related principles and concepts.  Occupational Therapy also reports using case studies, and Physical Therapy uses clinical placements in a broad variety of settings which serve patients from differing social, racial, ethnic backgrounds and other assignments "which take the student into the local community."

Assessment of student attainment of learning outcomes includes their performance on essay assignments, student journals, critical incidents and feedback from clinical instructors, evaluation of case analyses and presentations, graduate and employer satisfaction surveys.

Radiologic Sciences Program's learning outcome pertaining to values and ethics is for students to "demonstrate ethical and moral behavior in their academic, professional and personal conduct

Strategies - Students in Radiologic Sciences take a required seminar on "Professional Values" which clearly focuses attention on PUL 5 concerning 'values and ethics.' Furthermore, Radiologic Sciences faculty report that nearly all other courses include some content concerning values and ethics. Throughout the curriculum, content on personal and professional values and ethics is included and students participate in professional meetings to develop ethical standards.

Assessment of student progress toward this outcome includes


    Anecdotal and critical incident reports from clinical rotations in the professional practice environment and didactic settings

    Graduate and employer surveys

Medical Technologylists severallearning outcomes related to PUL 6:


    Develop an awareness that unethical behavior can result in harm to patients, co-workers or self

    Awareness that proper ethical behavior can increase public perception of their profession

    Realization that unethical behavior in some instance may be considered criminal and punishable by law

    Demonstrate ethical decision making when faced with difficult choices.

Strategies:


    discussion of ethical issues to achieve these outcomes include and case studies

    communication of expectations for professional practice

    preparation of a scientific document for publication

Assessment of students' outcome attainment include:


    Examination questions regarding ethical behavior

    Student behavior throughout the program

    Critical incident reports of student behavior

Physical Therapy lists severallearning outcomes related to PUL 6:


    Demonstrate knowledge of ethical principles and professional values

    Differentiate between personal values and professional values

    Practice according to the Code of Ethics in the clinical setting

    Make clinical decisions which reflect the values of patient autonomy, beneficence, justice, veracity, nonmalfeasance, confidentiality

Strategies to achieve these outcomes include:


    Prerequisite in ethics or philosophy

    Ethical decision-making paper

    Professional modeling from academic and clinical faculty

    Self-reflection in clinical journals

    Lectures, videos, case studies, role plays

Assessment of students' outcome attainment include:


    Examinations, projects, assignments

    Student interactions with patients

    Graduate and employer surveys

Occupational Therapy lists two main learning outcomes related to PUL 6:

    Demonstrate knowledge of legal and ethical principles of OT

    Application of principles to "real" world situations

Strategies to achieve these outcomes include:


    Lectures and discussions on principles and concepts of ethics

    Case study

    Group presentations

Assessment of student attainment of learning outcomes includes their performance on examinations, observation of students' behavior, feedback from clinical instructors, evaluation of case analyses and presentations, graduate and employer satisfaction surveys.

Finally, one program in the SAHS has conducted an analysis of course content pertaining to PULs for each of the program's courses.  From their analysis, the Radiologic Sciences faculty have concluded that nearly all courses include some course content that addresses both PUL 5, "Understanding Society and Culture" and PUL 6, "Values and Ethics." Examples of teaching about "Society and Culture" in Radiologic Sciences include:


    Discussion of bias and various cultural differences that may become apparent in the health care setting (R207, "Professional Values seminar")

    Students role play interactions that address gender differences (R208, "Procedures Positioning Lab")

    Study disease in relationship to occurrence by gender, age, race, ethnic background (R200, "Pathology")

    Impact of disease and treatment outcomes on the individual and society; disease management; elder abuse (R200, "Pathology")

    Interact with patients from a variety of cultures, socioeconomic classes, and age groups. 

    Show sensitivity to pediatric patients who are physically, mentally or emotionally challenged (R283, "Clinical Experience:  Pediatric Radiography")

Examples of teaching about "Values and Ethics" in Radiologic Sciences include:


    Ethical use of radiation (R103, "Introduction to Clinical Radiography")

    Discussion of ethics and values as related to patient care (R104, "Patient Care in Radiologic Sciences")

    Lectures related to medical ethics, practice standards, code of ethics, medical law, informed consent, and standards of care (R104, "Patient Care in Radiologic Sciences")

    Integrated into discussions of Standards of Care and informed consent (R101, "Radiographic Procedures I")

    General discussions of medico-legal implications of films and film quality, and ethical treatment of all patients (R208, "Procedures Positioning Lab")

    Standards of Care and reduction of unnecessary radiographic exposures (R222, "Principles of Radiography III")

    Discuss values and ethics issues related to abdominal radiography, such as the potential for assault and battery charges, patient confidentiality issues (R282, "Abdominal Correlation")

    The physical and psychological indicators of child abuse and the role that radiographers may play in helping detect abuse are discussed (R283, "Pediatric Correlation")

School of Business

Departments in the School of Business report that they have listed the Principles of (5)"Understanding Society & Culture" and (6)"Values & Ethics" in nearly every course.  The Marketing Department appears to be an exception with only 40 percent of its courses having listed the PULs.  Additionally, several faculty identified the following teaching strategies to foster student learning of the PUL on "Values & Ethics":


    Use of cases or group exercise that present ethical issues (A202, "Introduction to Managerial Accounting")

    Class discussion of 'internal control' procedures to prevent employee theft (A202, "Introduction to Managerial Accounting")

    Use of a video tape with scenarios that address ethical dilemmas in advertising (M301, Marketing)

    Lecture and discussion on theory of ethical development and the 'AICPA Code of Professional Conduct' (A424, Accounting)

    Discussion of ethical issues, such as how a company should operate in a country where payments to government officials are the norm for gaining business permits, and so forth (J401)

School of Dentistry 

The IUSD Dental Hygiene Program has identified 10 Core Competencies including three that reflect the PULs of "Understanding Society and Culture" and "Values and Ethics."  These Core Competencies are: (1) apply a professional code of ethics in all endeavors, (8) communicate effectively with individuals and groups from diverse populations and (10) provide care to all clients using an individualized approach that is humane, empathetic, and caring.  The Dental Hygiene Program has further delineated its focus on health promotion and states the following goal to be attained by each student:  "be able to initiate and assume responsibility for health promotion, health education and disease prevention activities for diverse populations."

The IUSD Dental Hygiene Program listed the "Community Dental Health" course and the "Senior Dental Hygiene Seminar" as addressing both the PUL on "Understanding Society and Community" and the PUL on "Values and Ethics."  Similarly they report that clinical coursework addresses both of these PULs.

Strategies to help students learn about "Society and Culture" include having students educate consumers on dental health at such places as homeless shelters, schools, and nursing homes.  Students also provide dental hygiene care at People's Health Center, a clinic for low or no income families in Indianapolis.    Following these educational experiences providing dental hygiene services, students must reflect on their experience and write about their learning in a journal. 

Strategies to help students learn about "Values and Ethics" include:


    Discussion of ethical dilemmas that arise in clinical settings

    Preparing a paper on an ethical dilemma in a clinical course

    Understanding signs of abuse, responsibility for reporting, and ethical dilemmas that may relate to patient trust

Assessment of student learning in both areas is measured by


    Passing the National board exam

    Exit survey with graduates

    Alumni and employer surveys 

School of Education

The School of Education has adopted six Principles of Teacher Education and has also articulated the relationship between the IUPUI Principles of Undergraduate Learning and the accreditation standards contained in the "Interstate New Teacher Assessment and Support Consortium."  SOE's Principle 5, "Understanding School in Context of Society and Culture" clearly applies the PUL for "Understanding Society and Culture" to teacher education.  This principle addresses "The ability of teachers to value and teach about diversity, to recognize the impact of social, cultural, economic, and political systems on daily school life, and to capitalize on the potential of school to minimize inequities."

Strategies include


    required courses for both elementary and secondary education majors on "Teaching in a Pluralistic Society" and "Introduction to Exceptionality."

    an integrated approach for a block of courses that incorporates three classroom courses with a Junior field experience in the Indianapolis Public Schools.  Four faculty work together to achieve integration of content and prepare students to be capable teachers in an urban school with a diverse group of students.  The field component is designed to prepare the prospective teacher to understand the school and community culture. 

In addition to the two required courses that focus on student diversity and the integrated instructional approach to 4 core courses, strategies for preparing teachers to work effectively with diverse students are included in all education courses and include: 


    guest speakers,

    videos,

    service learning opportunities,

    reading assignments that present diverse perspectives,

    assignments that require explicit attention to issues of race, ethnicity, social justice, equity, equality of opportunity and so forth.

Assessment of the student's mastery of Principle 5 includes:


    Acting as a change agent;

    Communicating in ways that demonstrate a sensitivity to a broad range of diversity;

    Mediating when learners need help to resolve problems or change attitudes;

    Collaborating with parents, teachers, administrators, and other community members involved in the lives of students;

    Including knowledge of community into teaching;

    Challenging negative attitudes

SOE's Principle 6, "Professionalism," applies the PUL for "Values and Ethics."  It focuses on "The ability of teachers to be active members of professional communities that collaborate to improve teaching and student achievement by developing shared ethics, standards, and research-based practices."

Assessment of the student's attainment of Principle 6 includes:


    Articulating the ethical principles guiding professional conduct;

    Demonstrating and documenting standards-based practice in the classroom;

    Actions that reflect the use of research in one's teaching and on-going involvement in professional activities.

School of Engineering & Technology

The School of Engineering & Technology reports that they have analyzed Engineering and Technology outcomes and identified how those outcomes incorporate PULs.  According to this analysis, outcomes that address PUL #5, "Understand Society and Culture," include:  knowledge of contemporary issues,  [engineering] understanding of the impact of engineering solutions in global societal context or [technology] recognize contemporary professional, societal, and global issues and be aware of and respect diversity, and an ability to function on multi-disciplinary teams.

Strategies to foster student achievement of these outcomes
None provided

Assessment of student achievement of these outcomes:
Term papers in EE 400 and EE 492
Capstone Reports in EE 492

Outcomes that address PUL #6 include:  "An understanding of professional and ethical responsibility, commitment to quality, timeliness and continuous improvement, recognition of the need for and an ability to engage in life-long learning, and a knowledge of contemporary issues."  Regarding PUL #6, "Values and Ethics," a course in three departments (CPT, EE, ME) is listed that addresses ethics and values. 

Strategies to foster student achievement of these outcomes
None provided

Assessment of achieving Values and Ethics outcomes:
Project Reports, Oral Presentations, Essay Exams in EE 401

 

Herron School of Art

Herron has identified learning outcomes that reflect PUL #5, "Understanding Society and Culture" and PUL #6, "Values and Ethics."  These outcomes include:


    Awareness of the range of diversity in traditions and history.

    Development of a sense of aesthetics, values, and ethical standards.

    Ability to make judgments with respect to conduct and citizenship.

    Informed and ethical decisions in personal, academic, and professional endeavors.

Strategies to foster student achievement of these outcomes include:


    Lectures

    Reading assignments

    Comparing and contrasting world art traditions

    Exposing students to varied perspectives and controversial subject matter

    Discussions and debates on topics such as the values that influence judgments or issues of censorship and free speech

    Emphasizing pluralistic nature of creation

    Exploring social and political content of various artwork

Herron representatives reported that PUL #5, "Understanding Society and Culture" is addressed through Art History courses, particularly contemporary art history because it shows diversity.  Herron students also were reported to study abroad, which broadens a student's perspective and how they look at the world and understand their own world.  Studio classes are also seen as contributing to the students' learning about ways that their perspective reflects the culture and society.

Assessment of students' attainment of these outcomes includes:

Exams

Writing assignments, particularly Art History papers

Visual art work

 

School of Liberal Arts

The School of Liberal Arts encourages faculty to list the Principles of Undergraduate Learning in each course and articulate how the PUL is addressed in the course.  SLA reports that faculty do sometimes incorporate the PULs into their courses, but no systematic data is available about this.

SLA has reported that their Afro-American Studies program, Women's Studies program, International Studies program and American Studies program focus on courses that introduce students to many diversity issues that are central to understanding the PUL for "Society and Culture."  Likewise, the Department of Foreign Languages and Culture is cited for its attention to society and culture throughout its curriculum. 

SLA also reports "virtually all courses in the fields of Anthropology, English, Geography, Religious Studies, and Sociology address diversity issues."  Anthropology offers a minor in "Cultural Diversity."  The English department has an outcome that English majors will "know how texts make meaning within a diversity of cultural contexts."  Human geography courses address differences among people in terms of language, religion, nationality, and ethnicity, and Religious Studies' courses address the worldviews of different groups of people.  Most History courses are reported to be dealing with race, class, and gender and several courses focus specifically on gender, race and ethnicity in historical context.  Likewise, Sociology courses broaden the understanding of students concerning many aspects of human difference, and several Sociology courses focus on specific aspects of diversity such as disability, race, and gender.

Other SLA departments also address aspects of "Culture and Society."Examples include several courses in Communication Studies and Political Science that include content on diversity.Likewise the Department of Economics points to courses on labor economics where issues of discrimination are addressed.

Assessment in SLA is done in the Senior Survey by students voluntarily describing how courses in their major have addressed each of the PULs at IUPUI. In this survey students have sometimes reported that they learned about values or ethics from a professor's example.

 

School of Nursing

The School of Nursing has identified outcomes for each of its programs.  These outcomes lead to competencies within each program.  Levels are based on competencies and constitute the focus for what is to be accomplished in each course.  PUL # 5, "Understanding Society and Culture" is clearly reflected in the ASN outcome, which expects "A culturally competent person who recognizes and respects differences within and between groups of people."  Similarly the BSN program states its outcome: "A culturally competent person who provides holistic nursing care to a variety of individuals, families, and communities."  Competencies for the ASN program include:


    Examines the difference between own cultural beliefs and those of client

    Demonstrates nonjudgmental behaviors that respect individual differences

    Incorporates client's lifestyles, cultural beliefs, health behaviors, and support systems when using the nursing process

Levels are specified for each course and state what objective is to be achieved that pertains to a competency concerning culture. For example, A 136, "Introduction to the science and technology of nursing," states that students will "Identify personal ethnic or group beliefs, values, and judgmental behaviors which may influence health care."

Strategies for preparing students to attain the stated competencies include:


    Humanities and social science courses that are prerequisites for Nursing

    Lectures on culture

    Discussions of topics such as community supports for health

    Case studies which include assessment of cultural beliefs about health and healthcare

    Interviewing people concerning such things as diverse ways of coping with stress

    Clinic work - treat patients from diverse populations

    Community Health experience engages nursing students in an in-depth study of culture and society

    Nutrition projects that involve menu planning for an Amish or Latino family and including the family's cultural traditions in planning a menu

    Discussions of wide variability of human values on matters such as marriage, childbirth, health practices

Assessment


    Class presentations on culture

    Self assessment of one's beliefs, values, etc.

    Paper on a culture that differs from the student's culture

    Assessing ethnic and cultural variables for each client seen in clinics

    Provision of nursing therapeutics that integrates cultural beliefs, values, and practices of individuals, families and communities

    Articulates ethical and legal standards relating to health care dilemmas

    Informs individuals and families of their legal and ethical rights

    Advocates for patients while they make choices regarding their health care

 

School of Physical Education

The School of Physical Education has adopted 5 Principles for Undergraduate Learning, including one for "Society and Culture," which appears to include the IUPUI PUL for "Values and Ethics" as well as the IUPUI PUL for "Society and Culture."  The School's principle for Society and Culture has two competencies that pertain to the PUL for "Understanding Society & Culture."  Graduates are expected to have acquired:  (1) Understanding of culture as related to professional development and professional area; (2) ability to respect the needs of and relate to customers, students, and/or peers.  These competencies have been further defined to include outcomes related to (1) Lifestyle, (2) Culture, (3) Needs.


    Lifestyle
    is defined as understanding the impact of society through media, advertising, marketing on lifestyle choices pertaining to food, fitness, and wellness behaviors.   It also includes appreciating the differences among individuals regarding the value of personal health and wellness and the societal barriers faced by people with disabilities.

    Culture refers to differences and commonalities in people in a multi-cultural society and the resulting impact on behaviors and choices.  This includes (1) understanding various cultural expressions and traits of distinct cultural and societal groups; (2) developing the ability to match teaching methods to various cultural traits; (3) skills to facilitate positive interaction among diverse populations of customers, students, peers, and clients (4) effectively handling one's own biases.

    Needs involves developing an understanding of the special needs of diverse clients, students, and customers who are served and being able to make decisions which reflect sensitivity to diverse needs.

The School of Physical Education's principle for "Society and Culture" also includes a competency that seems related to the PUL for "Values & Ethics."  This competency states that graduates from their School will have the "ability to resolve ethical dilemmas based on experience and values."  This is further delineated as involving: (1) understanding professional and legal regulations in dealing with students, peers, clients, or customers; (2) making appropriate decisions related to injury, performance, and confidentiality; (3) devising fair grading and assessment policies and procedures.

Strategies listed by the School of Physical Education to move students toward attainment of these outcomes include:


    Humanities and social science courses related to society and culture

    Interviews of persons from different cultures and backgrounds

    Research reports focused on society and culture

    Case studies

    Guest speakers and discussion regarding differences and ethics

    Research reports and web searches focusing on society, culture, and diversity

    Role-playing to heighten awareness

    Site visits and practicum experiences for exposure and interaction

    Department of Physical Education offers 2 courses that address adapted physical activity for people with disabilities;

    Department of Tourism, Convention, Events, and Management reports that their capstone course requires students to develop a business plan that addresses PULs concerning values and ethics and society and culture

Assessment of student attainment of the outcomes pertaining to society and culture and values and ethics includes:


    Notebooks, journals and reflective writing

    Student work that reflects enhanced cultural or ethical considerations

    Graduate surveys to assess employment and exposure to diversity

School of Science

The School of Science expects that the PULs for "Society and Culture" and "Values and Ethics" will be addressed in the Humanities and Social Science courses that Science majors must complete.  Science majors are also introduced to the IUPUI PULs in their first Science course, "Windows on Science" and write about their learning related to the principles.  All SOS faculty are encouraged to include PULs in their course objectives

Faculty from the School of Science reported that faculty sometimes engage students in thinking about values and ethics through discussion of consequences from scientific discoveries such as who benefits from creating something or the economic costs and impact of advancing scientific discoveries.  Faculty also believe that values and ethics are "caught" by students from Science faculty rather than being taught.  They further reported that few science courses actively teach or present material on values and ethics or culture and society.  Some faculty would like to know how to incorporate the PULs on "Values and Ethics" and "Society and Culture" into their courses without having to re-design the whole course.  Others believe that these principles should be covered in non-science courses, because there is too much content to address in Science courses.

One SOS department, the Department of Psychology, has examined each of their courses and reports that two-thirds of their courses address the PUL of "Understanding Individual Differences, Society, Culture" and that 42 percent address "Professional & Scientific Ethics."  For example, Psychology has addressed the PULs for "Society and Culture" and "Values and Ethics" in B104 by presenting content about (1) various theories about human similarities and differences (2) ethical violations and their potential consequences, and (3) value systems and their impact on behavior.

Assessment in SOS is done at graduation by students voluntarily describing how they have addressed each of the PULs at IUPUI - in courses completed for their Science major as well as general education and elective courses.

School of Social Work

The School of Social Work reports that they have integrated the Principles of (5)"Understanding Society & Culture" and (6)"Values & Ethics" into every social work course.

Strategies for preparing students to understand society and culture include:


    Required course, "Cultural Diversity." (Social Work 100)

    Reading assignments

    Lectures

    Presentation on a diversity issue or oppressed group

    Field experiences

Assessment of student understanding of society and culture include:


    Examinations

    Evaluation of presentations

    Observations of student behaviors and field performance

Strategies for preparing students concerning "values and ethics" include:


    Reading assignments

    Lectures and discussions

    Small group exercises and presentations

    Use of the professional Code of Ethics in working with clients

Assessment of student attainment of "Values and Ethics" outcome include:


    Examinations

    Evaluation of presentations and papers

    Evaluation of role playing

    Evaluation of student field performance

School of Public and Environmental Affairs

The School of Public and Environmental Affairs has reported that their faculty endorsed a set of undergraduate learning principles and that each course syllabus specifies what PULs have been incorporated.  However, no data has been provided that documents which SPEA learning principles have incorporated the PULs for "Understanding Society and Culture" or "Values and Ethics."  Nor is there data that provides an analysis of the inclusion of PULs 5 and 6 in the various course syllabi.

Strategies to foster student achievement of learning outcomes pertaining to "Understanding Society and Culture" and "Values and Ethics":
No data provided

Assessment
Instructor evaluation of "each student's performance on each desired learning outcome" in the capstone course, which is required in the student's program or concentration. Evaluation sources may include papers, presentations, exams, and exercises.

University College

University College enrolls all entering students in UCOLL 110, which is a one credit hour course that paves the way for students to succeed at IUPUI.  Instructional teams for this course are asked to introduce students to all six PULs.  Some examples of individual faculty and advisers who do engage their UCOLL 110 students in thinking or writing about human diversity or ethics have been identified.

PRAC Meeting - October 13, 2000

What courses or aspects of the curriculum were revised to address the PULs?

Suggest that your School's expectations for specific general education prerequisites to provide PUL content for your majors be identified. (especially Science)

SLA and SOS - could some data concerning the number/percent of graduating seniors completing Senior Surveys be provided as well as some analysis of the findings about what and where they learned about each of the 6 PULs? (even anecdotes citing student responses on PULs 5 and 6 would be useful)

Documentation
Within Schools with multiple departments, programs, concentrations, could each department and program complete the type of analysis that has been done in Nursing and Allied Health, e.g. Radiology? (In these Schools, each unit has set learning objectives related to the PULs and their accreditation standards and identified objectives, teaching strategies, and assessment of outcome attainment for each course.)

Identify specific teaching strategies that are being used to help students attain a particular PUL, such as case studies on ethical dilemmas that arise in making labor policies or conducting research on cloning or delivering services to pregnant women who are using crack rather than simply listing "case studies" or "reading assignments."

Specific units:
PE - are the adapted physical education courses required?  If not, how is content on society and culture infused in required PE courses?
TCEM listed many courses as addressing diversity, but needs to identify what and how these courses address society and culture.
TCEM's capstone course - is the business plan correctly described about its incorporation of content on (1) society and culture and (2) values and ethics?

Education - what courses are part of the integrated block and is it required?

SPEA - Rosentraub reported that SPEA endorsed a set of principles, and I need them along with any information that explains their linkage to IUPUI PULs.

Items for Student Survey on PUL 6

When facing a conflict, recognizing the consequences of my actions

Making choices in my individual behavior based on principles

In ethical dilemmas, making informed judgments

In your personal and public lives, making choices about individual conduct based on thoughtful reasoning about the appropriate course of action

Taking principled actions in one's daily life

Being mindful in one's daily activities to contribute to the well-being of all people