"In considering problems of society or in their everyday lives, our graduates will, I hope, look for evidence rather than react on the basis of unreasoning prejudice; they will be aware of the implications of their values but not let their values close their minds." - Wilbert McKeachie and Marilla Svinicki, McKeachie's Teaching Tips, pg. 336.
- Reinforce the outcomes of Quest I courses by continuing conversations about liberal education, campus resources, the USP, and the Signature Questions.
- Introduce a second Signature Question.
- Infuse the course with opportunities for Ethical Reasoning, the hallmark of Quest II courses in USP.
- Continue to provide a positive, supportive first-year experience for all students.
All Quest II courses must introduce students to the basics of ethical reasoning, as noted in the Faculty Senate-approved Quest II Parameters.
What does this mean?
For students to engage in higher-order ethical reasoning later in their academic careers, they must be given an introduction in the early years of their coursework. Student need an "entry point." To that end, Quest II courses encourage students to:
- Become aware of their own perspectives and the frames of reference they use to make ethical decisions;
- Recognize the complexity inherent in ethical decision-making;
- Compare and contrast the ethical reasoning of divergent groups or individuals on issues central to course content; and
- Articulate their reasoning.
Ethical reasoning should not be thought of as a separate topic from the Signature Question; rather, the Signature Question and ethical reasoning should work together in each Quest II course.
More Quest II resources: