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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6 What's Next?
6 What's Next?
Pages 33-38
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From page 33... ...
What kinds of research, resource development and dissemination, and assessment activities do we need in order to respond more effectively in the future? The following topics were on the agenda for the concluding session, which was headed by Rachelle Hollander, director of CEES: Identify promising materials and practices and provide examples of successful approaches and outcomes, including those that have created bridges between research investigators and scholars and researchers with expertise in relevant domains of science and engineering ethics.
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From page 34... ...
Professional societies, government funding organizations, and universities can cooperate on workshops to promote ethics, prizes for outstanding ethical leadership, and changes to the tenure process that reward outstanding mentors, for example. They and other individuals and organizations involved in ethics education in science and engineering should also look for ways to engage prestigious organizations and individuals in promoting these activities and expectations.
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From page 35... ...
, urged that particular efforts be made to engage employers of scientists and engineers, to ensure that ethics education programs examine ethical issues in non-academic laboratories, government-university-industry cooperative research programs, and other settings engaged in or incorporating results from research activities. Many students and post-doctoral fellows do not become researchers or academics but work in settings influencing and influenced by research.
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From page 36... ...
Successful programs have some common features: use of case s tudies, interactive formats, involvement of research faculty, and clear take-home messages. Even successful programs can be reinforced with supplemental material; and online resources and tools should be identified and classified to assist academic institutions, professional associations and societies, principal investigators, and faculty, employers, and individuals to develop and implement ethics activities of all kinds.
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From page 37... ...
Institutions and principal investigators should identify ways in which research scientists and faculty or administrators with ethics education responsibilities can work together on mentoring postdoctoral fellows, especially, but also graduate students at the dissertation level. Particular attention should be paid to issues that affect international, minority, and female students and students who satisfy other diversity criteria, such as age or disability.
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From page 38... ...
What should be done? Educational institutions and federal agencies that support ethics education should encourage and reward programs that develop creative approaches to ethics education and teach the social responsibilities of science and engineering, as well as RCR, that carefully define and explore exemplary practices, and that integrate the issues of social responsibility and RCR.
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