Controversy has surrounded the educational leadership preparation programs in the past few years. Methodology, course content and rigor are included in the targeted areas. As universities struggle with program improvements, this paper suggests that an ignored aspect has been the instruction of desirable leadership traits and characteristics for transformational change in the schools. A review of literature supports the call for a closer look at traits, characteristics and behaviors as identified by several authors in this document. Although the terminology or approach may differ, the commonality can be summarized in the findings of Daniel Goleman and his study of emotional intelligence (EQ). As educational leadership preparation programs continue to be scrutinized and retooled, the inclusion of emotional intelligence would serve as a balance for program instruction. Programs have been focusing on the development of IQ; the time has come to embrace the research on EQ.

In this product, students engage in processes/activities for collaboration and communication strategies. Students compare risks of courses of action confronting NASA's Deep Impact mission team. Students investigate information necessary to support arguments, quantitative risk analyses, debate, role play, persuasive writing/communication skills and group decision making procedures. This activity has been aligned to the national math and science standards as well as math and science standards for California, Texas and Maryland.

Have you ever wondered if people are *really* rational? For the last hundred years economic theory has been built on the underlying assumption that people are rational. The field of behavioral economics and decision making both challenge this fundamental assumption by showing in a variety context, people's judgments are not rational. In this brief six week course, we will go through an overview of some of the main points in the field exploring things like prospect theory, the endowment effect, hyperbolic discounting, priming, moral decision making, nonconscious priming, among a variety of other topics.

This assessment is used in a class titled Ethical Leadership as part of a graduate level principal preparation program. The assessment has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (ELCC 5.1, 5.1. & 5.3). The assignment has two sections. In the first section candidates are asked to interview people in the field about a difficult decision or dilemma they had to deal with and analyze the responses. In the second section candidates interview each other about moral failures they have experienced in their own decision making and analyze the responses through the lens of two key concepts taught in class: schema theory and a moral decision-making model.

The Patients and Populations sequence focuses on genetics, principles of disease, epidemiology, information gathering and assessment. The sequence features two modules: Medical Genetics and Medical Decision-Making.

This course surveys a variety of reasoning, optimization, and decision-making methodologies for creating highly autonomous systems and decision support aids. The focus is on principles, algorithms, and their applications, taken from the disciplines of artificial intelligence and operations research. Reasoning paradigms include logic and deduction, heuristic and constraint-based search, model-based reasoning, planning and execution, reasoning under uncertainty, and machine learning. Optimization paradigms include linear, integer and dynamic programming. Decision-making paradigms include decision theoretic planning, and Markov decision processes. This course is offered both to undergraduate (16.410) students as a professional area undergraduate subject, in the field of aerospace information technology, and graduate (16.413) students.

This module presents socio-technical analysis as a method for integrating ethical and social values into engineering practice. It explores the way in which socio-technical system analysis facilitates understanding the ethical and social impacts aspects of engineering problem solving and designing. Socio-technical analysis forms a central part of the first stage of a problem-solving methodology based on an analogy between ethics and design problems. Students use socio-technical analysis to specify ethical problems. These results are then integrated into the remaining stages of problem solving: solution generation, solution evaluation, and solution implementation. Two socio-technical system tables are attached that serve as templates for decision making exercises tied to decision points in ethics cases. One table outlines the general components of the socio-technical system underlying the practice of engineering in Puerto Rico used by William Frey in a presentation entitled, "Engineering Ethics in Puerto Rico" given in Morelia, Mexico on December 5, 2005. The other table, prepared by William Frey, Efrain O'Neill, Alberto Ramirez, and Agustine Irizarry, describes the socio-technical system underlying power systems engineering in Puerto Rico.Socio-technical analysis provides an excellent pedagogical response to various accreditation requirements including ABET (Accreditation Board of Engineering and Technology) and AACSB (American Association of Collegiate Schools of Business).

This module uses the National Institute for Engineering Ethics (NIEE) video, Gilbane Gold, to introduce business students to the four ethical themes raised by the Association to Advance Collegiate Schools of Business (AACSB): Ethical Leadership, Ethics in Decision-Making, Social Responsibility, and Corporate Governance. Students will find profiles of five key values in business ethics taken from the University of Puerto Rico's College of Business Administration Statement of Values: justice, responsibility, respect, trust, and integrity. Then they will view the 23 minute video, Gilbane Gold. From the vantage point of David Jackson (the young engineer portrayed in the video), they will use these values to resolve the decision point facing him at the end of the video. Students will also find exercises stemming from Gilbane Gold that tie into the remaining AACSB themes. This module has been developed as a part of the NSF-funded EAC Toolkit, SES 0551779. It also ties in with organizations that employ values-based decision-making approaches designed to realize a community's professed ethical values.

This module provides three frameworks that are essential to professional and occupational ethics classes being taught at the University of Puerto Rico - Mayaguez during the academic year of 2006-7. The first framework converts the Software Development Cycle into a decision-making framework consisting of problem specification, solution generation, solution testing, and solution implementation. The second framework zeros in on the solution testing phase of the software development cycle by offering four tests to evaluate and rank solutions in terms of their ethical implications. The third framework offers a feasibility test designed to identify obstacles to implementing solutions that arise from situational constraints like resource, interest, and technical limitations. These frameworks are abbreviated from materials that will eventually be published in Good Computing: A Virtue Approach to Computer Ethics that is being authored by Chuck Huff, William Frey, and Jose Cruz-Cruz. They can also be supplemented by consulting www.computingcases.org and Engineering Ethics: Concepts and Cases by Rabins, Harris, and Pritchard.

With the implementation of site-based decision-making occurring in schools, the extent to which teachers perceive their involvement in decisions on planning, budgeting, curriculum, staffing patterns, staff development, and campus-level organization and the extent to which teachers’ views of their involvement in these activities are congruent with the views of principals, is largely unknown. Examined in this study were the views of 288 principals and teachers at high performing schools and low performing schools concerning shared decision-making practices in the areas of: planning; budgeting; curriculum; staffing patterns; staff development; and, organization. Statistically significant differences were present between principals and teachers in all six decision-making areas, with principals viewing teachers as having significantly more involvement in these decisions than was perceived by teachers. Implications of these findings are discussed.

Recent work in moral psychology demonstrates that case discussion helps students to refine decision making techniques, leads them to question unexamined attitudes, and helps improve their moral reasoning. This module works with these developments by providing students with short, realistic scenarios whose narratives end at crucial points of decision. Students are provided with solutions that bring the narrative to a close and are asked to evaluate and rank them by using ethics and feasibility tests. The format bears a superficial resemblance to the Gray Matters exercise currently being used at Boeing Corporation in their ethics training program. But this particular version is more open-ended (students are invited to design their own solutions) and more oriented toward getting students to think about ethical issues and values. The first UPRM version of this module was introduced during an NSF funded retreat (SBR-9810253) held at Maricao, Puerto Rico in 1999. Different versions of this activity have been used in engineering, computer, and business ethics classes.

The purpose of this study was to determine the decision-making and problem-solving approaches most frequently used by school superintendents in two mid-western states when confronted with district dilemmas. The research replicated a study conducted by Polka, Litchka, Caizi, Denig and Mete (2011) in five Mid-Atlantic states. The survey used in both studies was based on the work of Tarter and Hoy (1998). Results between the two regions were compared and significant differences were found in how superintendents manage dilemmas and their preferences for making decisions. In addition, significant differences were found between male and female superintendents in the mid-western states.

This course surveys a variety of reasoning, optimization and decision making methodologies for creating highly autonomous systems and decision support aids. The focus is on principles, algorithms, and their application, taken from the disciplines of artificial intelligence and operations research. Reasoning paradigms include logic and deduction, heuristic and constraint-based search, model-based reasoning, planning and execution, and machine learning. Optimization paradigms include linear programming, integer programming, and dynamic programming. Decision-making paradigms include decision theoretic planning, and Markov decision processes.

Subject provides tools to achieve negotiation objectives fairly and responsibly. Develops negotiation skills by active participation in a variety of negotiation settings: price-quantity negotiations, oil price coalition negotiations, auctions and fair division of a valuable art collection. Subject turns to bargaining between two parties over issues: a union negotiates a contract with a city, a sydicator sells a series to a network, a chain negotiates a mall lease. More complex negotiations follow: two teams, one representing an airframe manufacturer and another an airline, re-negotiate a contract, a tri-partite negotiation between the U.S., Japan, and the People's Republic of China over landing rights, unions negotiate terms of privatization of a water works with management. Students negotiate sales terms for items for the coming year between a retail group and a marketer of branded consumer products via electronic mail. No quizzes or papers. Grade depends on effective negotiations with classmates. From course home page: Course Description This course is centered on twelve negotiation exercises that simulate competitive business situations. Specific topics covered include distributive bargaining (split the pie!), mixed motive bargaining (several issues at stake) with two and with more than two parties, auctions and fair division. Ethical dilemmas in negotiation are discussed at various times throughout the course. There are two principal objectives for this course. The first is to provide you with negotiation tools that enable you to achieve your negotiation objectives is a fair and responsible fashion. The second is to ĺŇlearn by doing.ĺÓ That is, we provide a forum in which you actively apply these tools to a wide variety of business oriented negotiation settings.

This module began as a modification of the Gray Matters activity that is used in ethics training workshops at the Boeing corporation. (See Carolyn Whitbeck, Ethics in Engineering Practice and Research, 176-181 for a more detailed history.) This version is based on short decision-making scenarios provided by engineers participating in ethics workshops. Students practice integrating ethical considerations into realistic decision-making situations. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

The NASA's Deep Impact Mission is used to teach collaborative decision making. This Starting Point Teaching Collection page describes the highly-developed unit plan involving collaborative problem solving using data. The subject is the launch of a probe to investigate the composition of a comet. The students will engage in quantitative risk analysis, role-playing, persuasive writing and speaking, and group decision-making procedures. The students will study the objectives and the risks of the project and make decisions about how to deal with them from the perspectives of NASA scientists, engineers, and members of the public involved with the project. On this page, teachers can find learning goals, teaching notes and tips, teaching materials, assessment hints and references and resources dealing with this exercise. It also describes the context in which the unit is best used.

Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates’ skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the front lines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation.

Using the Extend 'connect-the-components' visual programming, students can model and simulate ecosystems including social and economic forces as well as study parameter variations to develop an understanding of ecosystem function and productivity.By making 'what if...' changes in the model, the effects of various proposed decisions about the environment can then be shown.EDM includes three ecological systems: Ponds, Grasslands, and Logging. Students can predict results of changes in the models and explore relationships.First, you diagram a model of the system showing parts and connections among them. For example, components of the model, such as the sun, are placed on the computer screen. Each component is linked to the others with a mathematical relationship, such as the transfer of the sun's energy to plants.Values are entered into block dialog boxes to characterize the interactions of the components, such as the amount of sunlight at a particular location or the initial number of bluegill in a pond. When the simulation is run, you can see the growth curves of the various components of the system.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson focuses on building skills and economic rationales for decision making under given farming scenarios that may have multiple options. We will spend some time looking specifically at Economic versus Accounting Costs & Relevant Cost Analysis.