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Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
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Appendix B

Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators

Workshop Agenda

8:00–8:30 Continental Breakfast
   
8:30–9:00 Welcome and Introductions:
 

Proctor Reid, National Academy of Engineering

Rachelle Hollander, National Academy of Engineering Center for Engineering, Ethics, and Society

   
9:00–10:30 Session I: Goals and Objectives for Instruction
  Chair: C.K. (Tina) Gunsalus

National Center for Professional and Research Ethics, University of Illinois Urbana-Champaign

     
  Speakers: Michael Kalichman

Center for Ethics in Science and Technology, University of California San Diego

Responsible Conduct of Research Instruction

     
    Ron Kline
Electrical and Computer Engineering, Cornell University
Social Responsibility and Research Instruction
     
  Brainstorming, Discussion, and Questions (30 min): How should a course be designed? How can students be taught to make better ethical decisions? That is: What should students learn? What methods and approaches work in teaching science and engineering ethics? What doesn’t work? How should students be engaged in ethical decision making so that they continue to do so throughout their careers?

 

10:30–10:40 Break
   
Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
×
10:40–Noon Session II: Goals and Objectives for Instructional Assessment
  Chair: Beth Cady
National Academy of Engineering
     
  Speakers: Michael Davis

Center for the Study of Ethics in the Professions, Illinois Institute of Technology

Assessment in the Classroom


Joseph Herkert and Heather Canary

Arizona State University and University of Utah

Assessment in Programs and Centers

     
 
Brainstorming, Discussion, and Questions (30 min): What criteria should be measured when doing assessment? What are the relative merits of qualitative and quantitative assessment? Are there cost-effective ways of combining these approaches? What constraints need to be considered in developing and implementing an assessment plan? How can constraints be dealt with effectively? Are there helpful resources that everyone should be aware of?

 

Noon–1:00 Lunch
1:00–2:30 Session III: Institutional and Research Cultures
  Chair: Bob Nerem

Institute of Bioengineering and Bioscience, Georgia Institute of Technology

  Speakers: Julia Kent

Council of Graduate Schools

Institutional Efforts

     
    Brian Martinson

HealthPartners Institute for Education and Research

Institutional and Research Culture

     
 
Brainstorming, Discussion, and Questions (30 min): What are the characteristics of successful institutional efforts? Are there cost-effective ways of assessing these efforts? What constraints need to be considered in developing and implementing these efforts? How can constraints be dealt with effectively? Are there helpful resources that everyone should be aware of?

 

2:30–4:30 Wrap-up Discussion: Guidance Checklists for Instructors and Administrators
  Moderator: John Ahearne

Sigma Xi, The Scientific Research Society

  Questions:  
     
 

1.   What are the goals and objectives for RCR education? How can instructors determine whether they are being met in the classroom, programs, or centers?

Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
×
 

2.   What are the goals and objectives for instruction in social responsibility regarding scientific and engineering practice and research? How can instructors determine whether they are being met in the classroom, programs, or centers?

3.   Are there examples of successful practices for RCR education or education in/about social responsibility? What characteristics do they share? How have they been assessed?

4.   Are there examples of successful efforts in administrative and institutional settings that support education on RCR and social responsibility? What characteristics do they share? How have they been assessed?

5.   Are there examples of successful innovations in institutions and in research cultures that improve ethical practice in science and engineering? What characteristics do they share? How have they been assessed?

6.   Are there examples of integrated assessments that have evaluated instructional and administrative efforts at an institution or institutions? Are there meta-analyses of ethics education programs or might such an effort be useful?

 

4:30 PM Workshop Adjourns
Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
×
Page 78
Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
×
Page 79
Suggested Citation:"Appendix B: Workshop Agenda." National Academy of Engineering. 2013. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012. Washington, DC: The National Academies Press. doi: 10.17226/18519.
×
Page 80
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Over the last two decades, colleges and universities in the United States have significantly increased the formal ethics instruction they provide in science and engineering. Today, science and engineering programs socialize students into the values of scientists and engineers as well as their obligations in the conduct of scientific research and in the practice of engineering.

Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators is the summary of a workshop convened in December 2012 to consider best practices for ethics education programs in science and engineering. The workshop focused on four key areas: goals and objectives for ethics instruction, instructional assessment, institutional and research cultures, and development of guidance checklists for instructors and administrators. Leading experts summarized and presented papers on current research knowledge in these areas. This report presents the edited papers and a summary of the discussions at the workshop.

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