ETHICS 315S: Ethics and Philosophy of Sport

Reader requirements: Experience as a professional in field related to sports/athletics (with a graduate degree in some field); or professional background in law, health, or policy with serious personal interest in sports.

  1. Course Information
  2. Schedule
  3. Giving Feedback

Course Information

Instructor: Prof. Chris Kennedy

An examination of ethical issues and dilemmas of sport in the modern world. Topics to be discussed include amateurism, the NCAA and college athletics, performance enhancement, money in college and professional sport, gambling, the athlete as a role model, and the coach as sage. Inevitably, consideration of these issues will lead to a discussion of wider issues, such as the value of sport and the role of sport in the “good life”. Students will write two short papers examining particular ethical dilemmas, and will write a longer term-ending paper which evaluates in depth one of the issues raised in the course of the semester.

Student Writing Assignment

What are students writing? Position papers and a longer major paper.


Student – Reader Interactions

Here are the suggestions for interactions:

  • Intro meeting: discuss target audience for paper
  • Feedback on 2nd of 3 position papers
    • Send draft to readers Feb 20-22nd
    • Arrange for feedback meeting/notes by Feb 27th
    • Paper due 3/1
  • Feedback on final major paper
    • Send draft to readers April 17-19th
    • Arrange for feedback meeting/notes by April 24th
    • Paper due 4/26

Link to full Syllabus:

Ethics 315 syllabus 2017

Giving Feedback

Giving feedback is the activity around which the entire project is designed. You may have considerable professional experience giving feedback on writing — whether to colleagues, employees, or other contexts — or perhaps this is an fairly novel experience. Given the aims and nature of the Reader Project, we are hoping that our volunteers engage with student writing in a particular way–one that is quite different from what is conventionally done in other contexts.

The primary aim of the project is to help students really understand what it means to write for readers, rather than as a school assignment. Think about the following when you give feedback, whether in writing or in real time:

  • Respond as a reader rather than as an editor. (They can get basic editorial help from others.) Focus on sharing your reactions to the draft as a user of such writing. What are you thinking as you read? More