SRJC Course Outlines

12/4/2020 12:59:39 PMFIRE 50 Course Outline as of Spring 2020

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  FIRE 50Title:  ETHICAL LEADERSHIP  
Full Title:  Ethical Leadership in the Classroom
Last Reviewed:9/23/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum.50Lecture Scheduled8.751 max.Lecture Scheduled8.75
Minimum.50Lab Scheduled01 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total8.75 Contact Total8.75
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  17.50Total Student Learning Hours: 26.25 

Title 5 Category:  AA Degree Applicable
Grading:  P/NP Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  FIRE 202

Catalog Description:
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This course provides the knowledge and skills needed to identify the value of ethical behavior in instructional settings, describe how ethical norms influence individual ethics, identify a personal ethical perspective and core values and how they impact communication and ethical decision making, and make an ethical decision using an ethical decision making model, in order to assist in making ethical decisions when faced with an ethical dilemma in an instructional setting and carry out the roles and responsibilities of an State Fire Training (SFT) instructor in an ethical manner. Upon successful completion, the student will be awarded a certificate from the State Board of Fire Services (Pass/No pass).

Prerequisites/Corequisites:


Recommended Preparation:
Course Completion of FIRE 208.1 AND Eligibility for ENGL 100 or ESL 100 or appropriate placement based on AB705 mandates

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course provides the knowledge and skills needed to identify the value of ethical behavior in instructional settings, describe how ethical norms influence individual ethics, identify a personal ethical perspective and core values and how they impact communication and ethical decision making, and make an ethical decision using an ethical decision making model, in order to assist in making ethical decisions when faced with an ethical dilemma in an instructional setting and carry out the roles and responsibilities of an State Fire Training (SFT) instructor in an ethical manner. Upon successful completion, the student will be awarded a certificate from the State Board of Fire Services (Pass/No pass).
(P/NP Only)

Prerequisites:
Recommended:Course Completion of FIRE 208.1 AND Eligibility for ENGL 100 or ESL 100 or appropriate placement based on AB705 mandates
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 2019Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Student Learning Outcomes:
Upon completion of the course, students will be able to:
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1.  Describe how ethical norms, core values and personal ethics can influence the ethical
    decision making process.
2.  Describe the ethical standards established by State Fire Training (SFT), the National Fire
    Protection Association (NFPA) and the fire department Authority Having Jurisdiction (AHJ).

Objectives: Untitled document
Upon completion of the course, students will be able to:
1. Identify course objectives, requirements, assignments, activities, participation requirements
    and personal goals for attending the course.
2. Identify distinctions between ethics based terms and the value of ethical behavior in the
    classroom.
3. Describe how ethical norms influence one's individual ethics.
4. Demonstrate the ability to carry out the roles and responsibilities of a SFT instructor in an
    ethical manner and in accordance with legal requirements, NFPA standards, SFT policies
    and procedures and the AHJ.
5. Demonstrate an understanding of the SFT Instructor Code of Ethics/Conduct.
6. Identify one's personal ethical awareness/perspective and how that perspective impacts his
    or her communication and decision making process when dealing with ethical situations.
7. Identify one's personal core values and how those values impact their ethical decision
    making.
8. Demonstrate the ability to make an ethical decision using an ethical decision-making
    model.
9. Evaluate how the course content fulfilled the student's course participation goals.

Topics and Scope
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I. Course Overview
    A. Course objectives
    B. Course activities
    C. Course participation requirements
    D. Motivation for attending
II. Ethic's Terms and Distinctions
    A. Terms
         1. Ethics
         2. Morals
         3. Principles
         4. Values
         5. Ethos
         6. Culture
         7. Character
    B. Why ethics are important
         1. Serving as a mediator when working with others
         2. Provide a baseline for understanding concepts of right and wrong
         3. Define what is acceptable within a culture or group
         4. Provide a framework to use when approaching conflict resolution
III. Ethical Norms
    A. The historical context of ethics
    B. Definition of "ethical norms"
    C. Sources of ethical norms
    D. Influence of ethical norms on individual, group and organizational ethics
IV. Instructor Roles and Responsibilities
    A. Instructor's role as an ambassador for SFT
         1. Performing duties with integrity
         2. Respecting the work of other instructors and SFT
         3. Serving as a role model
         4. Reinforcing SFT mission and values
         5. Observing and evaluating changes in the fire service
    B. Legal requirements and professional standards for instructor ethics
         1. California Code of Regulations sec. 1990.11
         2. California Health & Safety Code (HSC)
              a. Sec. 13159(d)
              b. Sec. 13159.8(a)
         3. NFPA 1021 Standard for Fire Officer Professional Qualifications
              a. Sec. 1-3
              b. Sec. 4.1.1
              c. Appendix 6.1.1
    C. The instructor's role in development and delivery
         1. Updating and improving the lesson plan to keep content current and relevant
         2. Reinforcing SFT and the host AHJ mission and values
         3. Develop and deliver course content in accordance with the SFT procedures manual and
              SFT Code of Ethics
    D. The relationship between unethical instructor behavior and safety, liability, and risk
         management for the instructor, student, instructor's agency and the public
V. SFT Instructor Code of Ethics/Conduct
    A. Purpose of the SFT Instructor Code of Ethics/Conduct
    B. The instructor's mission statement
    C. The instructor's commitment to the student
    D. The instructor's commitment to the training and education profession
    E. The instructor's commitment to SFT
VI. Building Ethical Awareness
    A. Personal ethics role in the daily decision making process
         1. Understanding and caring what is right and good
         2. Comparing and deciding among alternatives
         3. Forming appropriate opinions and actions
         4. Justifying decisions
    B. Perspectives used to approach ethical situations
         1. Character
         2. Obligation
         3. Results
         4. Equity
         5. Blended categories
    C. The use of ethical perspectives to explain positions, build relationships and support
         decisions.
    D. Completing an ethics awareness inventory   
VII. Personal Core Values and their Impact on Ethical Decision-Making
    A. Characteristics of core values
         1. Established early in life
         2. Modified in response to significant emotional events
         3. Often subconscious or not recognized
         4. Can be in competition with each other
         5. Cannot be taken from you
    B. Dr. Morris Massey's periods of value imprinting
         1. Imprint period (0-7 years)
         2. Modeling period (8-13 years)
         3. Socialization period (14-21 years)
     C. Common values
     D. Personal core values
     E. Personal core values impact on ethical decision-making
VIII. Ethical Decision-Making Models
    A. Different types of ethical dilemmas
         1. Right vs. wrong
         2. Right vs. right
         3. Wrong vs. wrong
    B. Defining the "ethical decision making model"
    C. Components of an ethical decision making model
         1. Gather facts
              a. Listen to rationale
              b. Compare actions (what is happening) with rhetoric (what is being said)
         2. Determine ethical issue
         3. Identify principles that impact the decision
         4. List alternatives
         5. Compare alternatives
         6. Consider the consequence of each alternative
              a. The greater the consequence, the greater the need for careful decision making
              b. Questions to consider
                   i. Could you are someone suffer physical harm?
                   ii. Could you or someone suffer physical pain?
                   iii. Could the decision hurt your reputation, undermine your credibility or damage
                        important relationships?
                   iv. Could the decision impede the achievement of any important goal?
         7. Making the decision
    D. Making decisions using an ethical decision making model
IX. Evaluating the Course Content to the Student's Participation Goals
    A. Reviewing the course objectives
    B. Revisiting the student's enrollment motivations to verify they have been met

Assignments:
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1.   Pre-course reading assignment and discussion (must pass)
2.   Watch and discuss video (such as Emperor's Club) (must pass)
3.   Williams Institute Ethical Awareness Inventory (fill-in)
4.   Read Williams Institute Ethical Decision-Making Model (must pass)
5.   Student report on motivation for attending (must pass)
6.   Develop a list of unethical situations
7.   Conduct a personal ethical inventory
8.   Ethical problem solving scenarios
9.   Create and implement the seven-step ethical decision-making process (group project)
10. Value card selection
11. Instructor-led video discussion
12. Re-visit the list of unethical situations and apply the seven step ethical decision-making model (must pass)
13. Re-examine student motivation for attending

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
10 - 30%
Williams Institute Ethical Awareness Inventory (fill-in), student report on motivation for attending, develop list of unethical situations, conduct a personal ethical inventory
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 25%
Ethical Problem Solving Scenarios, create and implement the seven-step ethical decision-making process, value card selection
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 30%
Completing 5 assignments (student must pass all 5 assignments)
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
50 - 50%
Pre-course reading assignment, video, read Williams Institute Ethical Decision Making Model, video discussion, revisit list of unethical situations, re-examine student motivation for attending


Representative Textbooks and Materials:
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Ethical Awareness Inventory. 6th ed. Williams, Linda. The Williams Institute. 2012 (classic)
Ethical Leadership in the Classroom Student Manual. 2nd ed. State Fire Training Bookstore. 2017

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