Lorraine Ozar, founding director of the Loyola University Center for Catholic School Effectiveness, met today with local Catholic school educators about the first National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools, developed by her center in collaboration with the Roche Center for Catholic Education (Boston College) and the National Catholic Educational Association. This landmark document offers critical school effectiveness standards to more than 7,000 schools across the country.
The Ethics Center's Character Education Program offers curriculum, which integrates ethics and the language arts, tied to these national standards. Ozar is a 35-year veteran in the field of education as both a teacher and administrator. She was the recipient of the 2010 F. Sadlier Dinger Award for distinguished leadership and outstanding contributions to Catholic education, and the 2011 NCEA C. Albert Koob award, which recognizes individuals who have greatly impacted the national standard of Catholic education.
Ozar, director of the Center for Catholic School Effectiveness at Loyola University, Chicago, spoke today at a meeting of Catholic school educators from the San Jose and Oakland dioceses, sponsored by the SCU Department of Education with help from the Ethics Center. The Center has developed a character education curriculum keyed to the new Catholic school standards.
Ozar described the standards as a GPS to help build and sustain excellent Catholic schools. The standards lay out where to go and various ways to get there, but they still require the intelligence of educators and their knowledge of context in order to arrive at the desired destination.
Included in the standards are defining characteristics of Catholic schools. They are:
Centered in the Person of Jesus Christ
Contributing to the Evangelizing Mission of the Church
Distinguished by Excellence
Committed to Education the Whole Child
Steeped in a Catholic Worldview
Sustained by Gospel Witness
Shaped by Communion and Community
Accessible to All Students
Established by the Expressed Authority of the Bishop
The standards themselves lay out what makes an excellent Catholic school. These standards are matched with Benchmarks, which describe what a school that meets the standards might look like.
One standard related particularly to ethics states, “An excellent Catholic school provides opportunities for…action in service of social justice.” One of the benchmarks of that standard is “Every student participates in Christian service programs to promote the lived reality of action in service of social justice.”
Group projects present a classic ethical dilemma for college students, when one member of the team does not pull his or her weight. In this case from The Big Q, a senior is asked to evaluate the work of a Friend whose contributions are either sloppy or unfinished.
The Big Q is an online dialog on everyday ethical issues for undergraduates. The best student comment on the case wins a $100 Amazon gift certificate.
In light of the IPO's and subsequent performances of Facebook, Groupon, Zynga, etc., there has been renewed discussion in the Silicon Valley of whether having two classes of common stock, which places control of the Board in the hands of the founders and not the investors, benefits the investors or just entrenches management.
The Silicon Valley Directors' Exchange offers a panel on the question March 21. Moderating will be Ethics Center Executive-in-Residence James Balassone. Panelists are Andy Shapiro, founder and CEO of Lawndale Capital Management; Katie Martin, senior partner at Wilson Sonsini Goodrich & Rosati specializing in corporate and securities law; and Janice Hester Amey, a portfolio manager at CalSTRS in its corporate governance group.
Gary Pavela, director of academic integrity at Syracuse University, had a simple answer to the question, Do honor codes promote greater academic integrity on college campuses. Yes.
At a talk today sponsored by the Ethics Center, Pavela shared his experiences developing the first "modified honor code" at the University of Maryland in 1991. As background, Pavela described traditional honor codes at schools like the University of Virginia and the service academies, where the punishment for any violation is expulsion. Students must sign an honor pledge, and they are obligated to report their classmates if they see cheating.
According to Pavela, traditional codes have a clear affect on cheating, even though "the PR is sometimes better than the reality." For example, honor courts at traditional honor code schools may be reluctant to convict students who are referred to them because they have only one choice of sanction--expulsion. Also, he reported, "students don't turn each other in."
Pavela and the group of students he worked with at Maryland wondered if they could get the same effect by adopting the elements of traditional codes that actually worked. The Maryland code included:
§Serious penalties but not automatic expulsion
These elements work together in a modified code. For example, if a student is caught cheating, he or she receives an XF in the class. This grade is coded on the transcript, "failure due to academic dishonesty." The student cannot change the F grade, but he or she can get the X removed by taking an academic integrity seminar.
The modified code developed at Maryland and later adopted at many other schools does have an impact on the ethical culture of the school, Pavela said. He cited the work of Donald McCabe, who has been studying academic integrity since 1990. McCabe found there was less cheating at modified honor code schools than at schools with no code at all, although there was more cheating than at traditional honor code schools.
Pavela stressed that honor codes can be a source of pride for students, and that schools that adopt them begin to see results in two to three years.
Pavela's talk was part of a multi-year effort at Santa Clara University to develop an honor code system.
Responding in the Huffington Post to a claim by the CTO of a large technology company that new sensor-enabled technologies will be like "your best friend," Center Internet Ethics Program Manager Irina Raicu writes:
The interview with the CTO taught me this: Technology will at best anticipate only some of your needs, and contextually-aware devices will not be like your best friend (unless you have some very strange and annoying friends). It also reminded me that making hyperbolic claims about technology serves to highlight the limitations of dreamed-of devices, rather than their strengths.
Gary Pavela, director of academic integrity at Syracuse University, speaks March 8 at noon in the Weigand Center, Santa Clara University, on honor codes.
Since last year, SCU students have been engaged in a dialog, which they hope will result in the adoption of a code at Santa Clara. Ethics Center Hackworth Fellow Aven Satre-Meloy has spearheaded the effort this year.
Pavela will be speaking about how SCU can adopt an honor code; what kind of code may make the most sense to adopt; and how to address such concerns related to honor codes like the academic freedom of faculty; faculty worries about time spent involved in cumbersome disciplinary procedures; and faculty worries over reporting requirements.
The Association for Practical and Professional Ethics is sponsoring an expanded Ethics Center Colloquium organized by Kirk Hanson, Aine Donovan, and Noah Pickus, executive directors of the ethics centers at Santa Clara University, Dartmouth College, and Duke University. The colloquium will feature discussions of the mission, programs, structure, funding, and strategic challenges of centers, as well as potential cooperative relationships.
Jay Mumford, vice president of the Ethisphere Institute, talks about three generations of ethics codes and how corporate codes have changed form over time. He is interviewed by Center Executive Director Kirk O. Hanson.
Brian Green is the Markkula Center for Applied Ethics' new assistant director of campus ethics programs. His responsibilities include guest lecturing on ethics in various campus courses, reviewing and evaluating the Hackworth grant program, researching various topics in ethics including Catholic teaching on conscience, assisting coordinating campus ethics speakers, and working with the Hackworth and Environmental Ethics Fellows. He is also an adjunct professor teaching ethics in the Graduate School of Engineering.
Brian's background includes doctoral and master's degrees in ethics and social theory from the Graduate Theological Union in Berkeley. His undergraduate degree is from the University of California, Davis, in genetics. Between college and graduate school he served for two years in the Jesuit Volunteers International teaching high school in the Marshall Islands. His research interests include human nature and ethics, Catholic natural law, ethics of technology, and various aspects of the impact of technology and engineering on human life.