Ethics Education and Scientific and Engineering Research What's Been Learned? What Should Be Done? Summary of a Workshop (2009) / Chapter Skim
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5 Assessment and Evaluation of Ethics Education and Mentoring
5 Assessment and Evaluation of Ethics Education and Mentoring
Pages 29-32
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From page 29... ...
Speakers were Melissa Anderson, professor, Department of Educational Policy and Administration, University of Minnesota, Minneapolis; Daniel Denecke, head of the Best Practices and Publications Program, Council of Graduate Schools; and Joseph Whittaker, dean, School of Computer, Mathematical and Natural Sciences, Morgan State University. The respondents were NAS member W Carl Lineberger, professor, Department of Chemistry and Biochemistry, University of Colorado, Boulder; and Charles Huff, professor, Psychology Department, St.
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From page 30... ...
The survey results also indicated limited positive influence of ethics education on research behaviors, whether the instruction had been given in a separate course or was combined with other research training. The self-reports from early-career NIH-funded scientists even indicated a negative relationship between separate ethics instruction and good datahandling practices.
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From page 31... ...
At various times in discussions throughout the meeting, workshop participants remarked that assessments of ethics instruction and mentoring were at an early stage of development, and that determining and adopting appropriate, consistent measures for success would not be easy. Even measures of student satisfaction and pre/post test achievement differentials, which are relatively easy to measure, do not tell if the right things are being measured or whether students can call on what they've learned afterwards, when needed.
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From page 32... ...
The group was generally encouraged that attempts at assessment were being made and that the need for assessment has been recognized, if only in response to the new requirements of funding agencies, such as NSF. Many participants noted the urgent need for better assessment tools and a "menu" of choices to guide principal investigators who want to incorporate ethics training into their research programs, including assessments of training programs and "train-the-trainers" programs, to determine their consistency and effectiveness.
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