From our perception of the reflection assignments and in-class discussions, we found the students to be engaged and very willing to participate, which generated high-quality responses and interactive discussions. Many found the case to be thought provoking and gave great feedback regarding preparing them for ethical decision making in the future. We incorporated the idea of ethical recovery capabilities into the case study in order to highlight potential long-term consequences of ethical lapses.
To grade and assess credit for the reflection assignments, the authors utilized their university-provided writing rubric (see Appendix A), noting extra credit for any student whose answers exceeded the “developing” scoring level (which was considered a two out of four scale), adjusted for specific points values, depending on the quality. Any student who submitted a reflection paper that was graded as “beginning” (considered a one out of four) would receive no credit for that particular question,...
