Testimonials

Marlann Patterson, Physics:

I have greatly enjoyed blending ethical considerations with scientific issues and believe it has made the APSC 311 course more compelling for students as well.  I have learned how to get students thinking about issues they would not otherwise have engaged.  I have learned how to encourage constructive student dialogue about these issues.

Julie Peterson, Interior Design (Art and Design):

Infusing professional ethics into the interior design classes I teach has really opened up the eyes of the students.  Working through potential ethics scenarios the students might encounter in practice prepares them for analyzing and assessing the issues effectively and thoroughly.  Acting ethically is both an attitude and a skill.

David Tank, Journalism (English and Philosophy):

Thanks to [the] ethics workshop, I find myself more overtly raising the ethical questions that come up in my journalism and mass communication classes.

Sadguna Anasuri, Human Development and Family Studies:

Attending the ethics workshop made me more cognizant about two things: its significance in the curriculum and the techniques to employ in its instruction. The workshop was succinct and meaningful in inspiring ethical thought and providing us with concrete procedural skills. I now use ethics as an integral part of my courses, constantly revisiting moral dilemmas and ethical responsibilities regarding diverse contextual issues.

Sally Dresdow, Business:

I attended the one day ethics workshop and found it to be excellent.  While I have taught Business Ethics in the past, I found Tim's model to be one of the most effective tools to get students to think about the ethical choices they make.  It engages students in integrating different ideas and thinking about the consequences of whatever decision they make.   I highly recommend the workshop.

John Lui, Director, Stout Vocational Rehabilitation Institute:

To become an ethical practitioner in one's profession requires self-awareness and insight into one's own actions or non-actions.  The shared-learning approach, guided by Center of Applied Center staff's excellent facilitation, helped to generate consciousness-raising discussions in the classroom setting to prepare students for their work lives.

Mark Fenton, Business:

As a business professor, I have continuously strived to incorporate ethical decision making into each topic area covered in my courses. When I attended a workshop on ethics in the classroom sponsored by the UW-Stout Center for Ethics, I was challenged to develop additional ethical decision making curriculum. As a result, I have written case studies specific to my entrepreneurship course addressing ethical decision making scenarios. I think these scenarios have helped students realize simple and complicated issues have an ethical component. I will be doing the same for my international business course next term. UW-Stout is fortunate to be one of the few comprehensive universities in the United States to have a separately funded Center for Ethics on campus. I am excited about working with the Center for Ethics in the future.