Ethics Education and Scientific and Engineering Research What's Been Learned? What Should Be Done? Summary of a Workshop (2009) / Chapter Skim
Currently Skimming:
4 Models and Resources in Ethics Education
4 Models and Resources in Ethics Education
Pages 17-28
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 17... ...
Respondents were Jason Borenstein, director of Graduate Research Ethics Programs and Co-Director of the Center for Ethics and Technology at Georgia Institute of Technology; J Britt Holbrook, assistant professor, Department of Philosophy and Religion Studies, University of North Texas; and Simil Raghavan, a graduate student then completing her dissertation in the Department of Biomedical Engineering, Johns Hopkins University. Kelly Laas reminded participants that in 1980 the Hastings Center project on teaching ethics education in colleges and universities con Dr.
|
From page 18... ...
They indicated a range of pedagogies in courses and workshops: faceto-face and online; lectures and guest lectures; case discussions led by faculty or by students in small or large groups; case writing; video cases; formal debates; and reflective journal writing among them. In addition, participants reiterated the importance of having support for ethics activities and materials development from the National Academies, Council of Graduate Schools (CGS)
|
From page 19... ...
Sara Wilson of the University of Kansas pointed out differences between engineering and science to which ethics education must be sensitive. Kansas offers an introductory course for graduate students in a number of related scientific fields in chemistry, pharmacology, and nursing that focuses on science topics, such as data integrity and appropriate reporting of statistical methods.
|
From page 20... ...
Topics in the first category would include data integrity, appropriate reporting of statistical methods, conflicts of interest, publication and openness, allocation of credit, authorship practices, confidentiality, fabrication, falsification, plagiarism, mentorship, and the use of human/ animal subjects. Topics in the second category would include all of those, particularly in the engineering-in-science mode, as well as topics specific to engineering, which, she said, can be divided into three groups: (1)
|
From page 21... ...
In the ethics course, instructors use a case-based approach, focused on issues of professionalism, mentoring, data collection, and authorship. After taking the course, a majority of graduate students surveyed reported having a clearer understanding of their ethical responsibilities and insight into issues that they had not previously considered.
|
From page 22... ...
Council of Graduate Schools Daniel Denecke of the Council of Graduate Schools in Washington, D.C., described ongoing projects sponsored by the council. In 2004, CGS began an RCR project, with a grant from the Office of Research Integrity and received a grant from NSF for a second project in 2006.
|
From page 23... ...
Persistent challenges for ethics education and mentoring for graduate students and postdoctoral fellows, Denecke said, include faculty buy-in, professional development for students, and assessments of academic climate. Support from graduate deans is essential for these initiatives.
|
From page 24... ...
Linda Abriola, NAE Member, Dean, School of Engineering, Tufts University, and Kevin Passino, Electrical and Computer Engineering, Ohio State University, described programs at their schools at the NAE CEES Workshop on Engineering, Social Justice, and Sustainable Community Development, October 2-3, 2008, at the National Academy of Sciences.
|
From page 25... ...
• Identify challenges and barriers to training, implementation, and knowledge sharing. Given their particular circumstances, Whittaker suggested that responsible institutions assess their current culture or state of environment; determine how their leadership, strategies, and demographics impact the practice, choices, and information-transfer initiatives that affect ethics practices; identify the best approaches -- a grand design or small, scalable, progressive start-up; develop plans that maximize existing resources; and determine if better results would be achieved with coordinated governance or oversight.
|
From page 26... ...
Lass indicated that to stimulate students to develop the intellectual, social, and emotional resources they will need to recognize and respond to ethically challenging professional circumstances, online environments should put users in active roles, helping them to use their knowledge and skills in life-like situations. Online resources should also put students in contact with others on sites where they can discuss and share ideas, and they should encourage students to seek out answers and find new resources (e.g., through online tutorials, case libraries, or ethics resource centers)
|
From page 27... ...
MODELS AND RESOURCES IN ETHICS EDUCATION 27 solicit new material and review the quality and relevance of uploaded material, they must also find ways to shorten retrieval time and allow users to personalize their sites. She suggested that educators develop ways to facilitate searches for materials most relevant to a discipline, problem, role (e.g., student, teacher, or employer)
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.