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Viewing: NS 420 : Naval Leadership and Ethics

Last approved: Tue, 18 Apr 2017 08:02:15 GMT

Last edit: Tue, 18 Apr 2017 08:02:15 GMT

Catalog Pages referencing this course
Change Type
Major
NS (Naval Science)
420
016427
Dual-Level Course
No
Cross-listed Course
No
Naval Leadership and Ethics
Naval Leadership and Ethics
Division of Academic and Student Affairs
Naval Science (24NS)
Term Offering
Spring Only
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Captain Stephen Gillespie
Professor of Naval Science

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture5025YesMajority of students will be Naval ROTC Students but the course is open to all NCSU Students and counts as a Values/Ethics requirement for the Shelton Leadership Minor.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
An intellectual exploration of Western moral traditions and ethical philosophy with a variety of topics, such as military leadership, core values, and professional ethics; the Uniform Code of Military Justice and Navy Regulations; and discussions relating to the roles of enlisted members, junior and senior officers, command relationships, and the conduct of warfare. The course provides students with a foundation of moral traditions, combined with a discussion of actual current and historical events in the United States navy and Marine Corps, to prepare them for the role and responsibilities of leadership in the naval service of the 21st century.

This revision is in order for NS420 to earn a Humanities and Interdisciplinary Perspectives GEP.


No

Is this a GEP Course?
Yes
GEP Categories
Humanities
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
Relate to and compare ethical theories to cultures through the examination of readings, case studies, and guest speakers.
 
 
Discuss one specific ethical theory you learned in this class and how you intend to apply it in your military or civilian career. (Be mindful of the societal context that gave birth to these theories and their original intent when formulating your response)
 
 
Analyze readings, case studies, scenarios, and information presented by guest speaker and synthesize the presented interpretations.
 
 
Read the following scenario. Using this scenario, demonstrate your grasp of Kantian and Utilitarian ethics by providing an interpretation of the case from the perspective of each theory. Ensure you incorporate the key terms and relevant definitions into your answer to include Kant’s Categorical Imperative (12 pts) and Bentham’s and Mill’s views on Utilitarian ethics (12 points). Scenario evaluation (e.g. what should you do based on your interpretation? (6 pts)). (22 min)

As a new officer aboard the destroyer USS O’KANE, you have been assigned to lead the Electrical Division. You have been in your job for 3 months and have been very impressed with the performance of your Electrical Division Chief, Chief Smith, who works for you and reports directly to you. He is always organized and professional and has repeatedly made you and your division “look good” to the ship’s leadership, just as you would expect from someone with 12 years of experience. Tomorrow, the ship is having a major material and maintenance inspection involving a detailed review of maintenance records. You and the Chief are having a meeting to go over the records (no one else is around), and you notice that work you know wasn’t completed yet is noted in the records as complete. The Chief tells you that he already has it covered and not to worry about it. You feel that you have a great professional relationship with Chief Smith, but you know for a fact that an important maintenance requirement was not completed and the Chief marked it in the records as complete. There is not enough time left to get the maintenance done before the inspection. To complicate the situation, your boss, the Engineer, is very difficult to approach with bad news and will likely confront you and question your leadership. What should you do?
 
 
Demonstrate the ability to employ an appropriate leadership decision when given a challenging moral dilemma making use of specific ethical theories.
 
 
Given the following scenario, discuss implications with respect to our class discussions/course readings and what you would direct as the leader on the scene. Discuss “what you would do”, who you might consult, ensure you provide the “why” of your plans by recalling the ethical theories discussed in the course. Also ensure you include a full description and discussion of the Constitutional Paradigm and how it may or may not influence your decision:

One of your subordinates is reluctant to deploy overseas to Afghanistan and states his religious convictions prevent him from causing harm to a fellow human. Prior to this statement, you have judged him to be one of your top subordinates.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 
Describe the different approaches that would be used to apply leadership principles and ethics theories to solving moral dilemmas.
 
 
Choose one specific leadership AND one specific ethical concept you learned in this class. Describe the societal context that gave birth to these perspective and how they were interpreted when they were first created. How do you intend to apply each of them in your military or civilian career? (Be mindful of the societal context that gave birth to these theories and their original intent when formulating your response)
 
 
Examine how ethical theories influence decision making based on leadership principles discussed in class.
 
 
Given the following scenario, discuss implications with respect to our class discussions/course readings and what you would direct as the leader on the scene (discuss “what you would do” and ensure you provide the “why”) (Ensure discussion of Jus in Bello concepts (discrimination, proportionality, Doctrine of Double Effect, and/or key conventions/rules/laws to govern your actions):

You are part of a joint targeting planning staff. You have been tasked to plan a strike that eliminates a small naval base with three enemy submarines moored there. These submarines pose a high risk to friendly naval forces if they get to sea. You have three options. The first is a massive airstrike with little risk to your forces but significant potential for non-combatant collateral damage (the base is in an urban area) and almost a 100% chance of success. The second is a surgical missile strike with little risk to your forces but only a 25% estimated chance of success. The third option is a limited airstrike with minimal chance of collateral damage, a 75% chance of mission success, but moderate (there will be some casualties) risk to your strike forces. Evaluate the three options for your commander using issues discussed in this course and make your recommendation.
 
 
Articulate how and why each presented barrier relates to the ethical theories and leadership principles and how each can apply to real world issues.
 
 
Read the following scenario. Using this scenario, demonstrate your grasp of Kantian and Utilitarian ethics by providing an interpretation of the case from the perspective of each philosophical foundation. Ensure you incorporate the key terms and relevant definitions into your answer to include Kant’s Categorical Imperative (12 pts) and Bentham’s and Mill’s views on Utilitarian ethics (12 points). Scenario evaluation (e.g. what should you do? Take into consideration the leadership principles and ethical theories taught thus far in the course (6 pts)). (22 min)

As a new officer aboard the destroyer USS O’KANE, you have been assigned to lead the Electrical Division. You have been in your job for 3 months and have been very impressed with the performance of your Electrical Division Chief, Chief Smith, who works for you and reports directly to you. He is always organized and professional and has repeatedly made you and your division “look good” to the ship’s leadership, just as you would expect from someone with 12 years of experience. Tomorrow, the ship is having a major material and maintenance inspection involving a detailed review of maintenance records. You and the Chief are having a meeting to go over the records (no one else is around), and you notice that work you know wasn’t completed yet is noted in the records as complete. The Chief tells you that he already has it covered and not to worry about it. You feel that you have a great professional relationship with Chief Smith, but you know for a fact that an important maintenance requirement was not completed and the Chief marked it in the records as complete. There is not enough time left to get the maintenance done before the inspection. To complicate the situation, your boss, the Engineer, is very difficult to approach with bad news and will likely confront you and question your leadership. What should you do?
 
 
Naval Leadership and Ethics
 
 
This course is taught by the Professor of Naval Science who is an experience Naval Officer with over 25 years leadership and instructional experience to include major command over thousands of sailors and billions of dollars’ worth of equipment. The Professor of Naval Science is also well traveled individual because of deployments and understands the implications of cultures on ethics. Students will examine the perspectives of moral reasoning, military officer standards, relativism, utilitarianism reasoning, consequentialist reasoning, Kantian Ethics, moral duties, character and virtue :Aristotle, Natural Law, Constitutional Ethics, Stoicism, religious ethics, military ethics, ethics of war, naval law, liberty and rights, and truth telling, and apply the concepts to leadership decisions in today’s world. In addition to invigorating classroom discussion, written exams, a paper, and homework to integrate multiple view points in a cohesive understanding, the instructor will continue to build upon and integrate previous ethical point of views throughout the semester and challenge the student’s ability to fully understand and defend and debate real life scenarios using the varying ethical point of views.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
40%
 
a. If seats are restricted, describe the restrictions being applied.
 
60% of the course is restricted for Naval Science Seniors since this is a course required for commissioning.
 
b. Is this restriction listed in the course catalog description for the course?
 
No.
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
Senior Standing.
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none.
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

All texts and resources for class will be provided by the Department of Naval Science and/or be posted on Moodle.

Orient future officers to the military profession, with emphasis on the moral obligations and professional responsibilities of military officers, and examine a range of contemporary moral dilemmas that might be faced in an officer’s professional life. Build a solid foundation for and understanding of appropriate Leadership and Ethical standards and generate the skills and thought processes necessary to foster growth in order to be an effective junior officer.


- Identify the conceptual tools to address and respond to moral dilemmas. 


 - Exhibit an increased capacity for independent, critical, reflective thought, not just in the military environment, but for all of life. 


 - Examine and critique personal ethics and leadership styles, and foster the willingness to do so.


Student Learning Outcomes

- Relate to and compare ethical theories to cultures through the examination of readings, case studies, and guest speakers. 


- Analyze readings, case studies, scenarios, and information presented by guest speaker and synthesize the presented interpretations. 


- Demonstrate the ability to employ an appropriate leadership decision when given a challenging moral dilemma making use of specific ethical theories. 


- Given a scenario with a moral dilemma, formulate a response from both a leadership principle and ethical theory learned in this course. 


- Examine how ethical theories influence decision making based on leadership principles discussed in class. 


- Articulate how and why each presented barrier relates to the ethical theories and leadership principles and how each can apply to real world issues. 


Evaluation MethodWeighting/Points for EachDetails
Attendance25%See syllabus for details.
Written Assignment20%See syllabus for details.
Exam25%Midterm exam. See syllabus for details.
Final Exam30%See syllabus for details

aeherget (Fri, 17 Mar 2017 15:16:48 GMT): AECHH: Uploading updating syllabus at instructor's request via email 3/17/2017.
aeherget (Thu, 23 Mar 2017 18:02:11 GMT): AECHH: Uploading updating syllabus at instructor's request via email 3/23/2017.
aeherget (Thu, 30 Mar 2017 12:37:45 GMT): AECHH: Uploading updated syllabus at initiator's request via email 3/29/2017 and updating SLOs at same request.
Key: 4089