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4 The Institute
Pages 39-64

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From page 39...
... to use active learning methods to Europe, the United States, Egypt, and South improve the quality of undergraduate biology Africa joined the members of the National education to the challenges of creating networks Academies committee overseeing the project.42 of faculty able to teach about dual use issues in The Trieste meeting built on the Warsaw the context of responsible conduct of science. workshop's strong emphasis on active learning The choice of NASI as the model from among approaches to teaching and the inclusion of the many available approaches to faculty experts in pedagogy along with experts in dual development programs (see Chapter 3)
From page 40...
... the ideas of conducting science pedagogical elements were chosen to support the responsibly, of cultivating a culture of implementation of the Institute's goals as laboratory safety, and of raising awareness formulated in Trieste to cultivate future leaders within the local scientific community of the consequences of misusing research with dual in responsible science and research integrity use potential (NSABB, 2008; NRC 2009c)
From page 41...
... section of individuals from the MENA region: The Schedule at a Glance (Figure 4-1) shows Algeria (4)
From page 42...
... , broader principles of responsible conduct and research integrity rather than the "dual use" theme were chosen as the foundation for faculty development. By embedding the EPI [Egyptian Prototype Institute]
From page 43...
... . In a broader context, building institutional support for sustaining not only the network but the faculty's ability to introduce others to these concepts as well as support for both teaching and research would help foster the culture of responsible science.
From page 44...
... Facilitation goes beyond the use of group away from their goals and tasks. good teaching practices and, as noted in a recent Using time thoughtfully.
From page 45...
... FIGURE 4-1 Schedule at a Glance: Thematic and chronological structure of the Institute.
From page 46...
... However, well- Active Learning. These sessions provided a used silence can help group members clarify framework for helping Institute participants their thinking and, sometimes, modify their transition from what cognitive science tells us positions about a contentious issue about how people learn to practical applications particularly prompted by group discussions.
From page 47...
... When employing scientific teaching, concepts, recognizing and addressing naïve or similar procedures would be used to design incorrect conceptions that they may have courses, teaching laboratories, and field developed about some subject matter due to experiences for students. personal experience or being taught or learning To help participants understand how to a concept incorrectly, and helping them learn apply scientific teaching to their own what information is bona fide and what is not, classrooms, they were provided with a structure                                                              43 In some of the early learning literature (e.g., NRC, 2000)
From page 48...
... Examinations (summative assessments) are the A more student-centered approach is to clearly products of learning whereas assessments during state all measurable learning objectives and write learning (formative assessments)
From page 49...
... . As mentioned area, the instructor's learning objectives can be above, one of the most useful distinctions lies directly tied to, and aligned with, both not in the differences among the six categories summative and formative assessments.
From page 50...
... help participants realize that all learners, Presentation and discussion of this evidence including themselves, have preconceptions or helped foster the participants' understanding misconceptions about content and that those that these methods work and that faculty should misconceptions need to be addressed for not approach teaching and learning based on successful learning.44 An effective method for traditional norms and practices but rather teaching this concept was to model how through actively engaging learners throughout formative assessment and active learning can the learning process, assisting them in uncover common misconceptions in science. developing lifelong learning and collaborative Therefore, the presenters designed activities that skills.
From page 51...
... Discussion and analysis included working with Content Sessions and protecting human subjects, humane and ethical care and use of laboratory animals, Following the planning meeting in Trieste, the conflict of interest, and data management. The content group discussed how to organize the case studies were Introducing viruses in the field workshop around the responsible conduct of and The Guatemala syphilis studies.
From page 52...
...  importance of data selection and 46 Case 1: Autism and the MMR vaccine presentation to research integrity, Consideration of Theme 1, Development of  importance of disclosing financial conflicts Professionalism in Science, was facilitated by a of interest on research ethics, discussion and analysis of the controversy  responsibilities of coauthors for study design and interpretation,                                                               appropriateness of presenting research 45 The terms facilitator and institute faculty are used findings in press conferences, interchangeably in this report. 46 Original case developed for the Institute.
From page 53...
...                                                              47 Case and questions adapted from Introducing The active learning technique used during Viruses in the Field (National Academy of this session was similar to a "jigsaw" wherein Engineering Online Ethics Center for Engineering individuals in a group reach consensus about a 9/10/2006; www.onlineethics.org/Resources/Cases/ position or gain expertise about a topic, after HIVan.aspx. Additional background reading is which new groups are formed so that one person available at http://ori.hhs.gov/education/products/ from each original group informs the others in ncstate/models.htm.
From page 54...
... research Institute participants used the "think, pair, on "normal exposure" to syphilis was chosen share" method to examine several conceptual because it reflects many practical and ethical and practical issues, including: challenges in today's infectious disease research. It also demonstrates the development of  how the scientific method shapes the risks to comprehensive ethical standards for which research participants may be exposed, epidemiologic research and provides a stark  how the perceived threat posed by an example on how professional dedication to an infectious disease affects the assessment of important scientific goal can blind researchers to risk and benefit associated with related ethical considerations relevant to their work.
From page 55...
... of human participants and safeguard the quality Some positive things have come from the of the research results, and that this balance Darsee case. In addition to alerting scientists to demands the researcher's responsible conduct of the need for providing closer supervision of science on many levels.
From page 56...
... In the Institutional Review Board approval for a new background reading and discussion, participants protocol. The research fellow worked with a examined the importance of assigning resident physician and a nurse, collected blood authorship on a manuscript at the beginning of a samples and medical histories from an collaborative project.
From page 57...
... that any medical advance that improves the ease The very technologies that fueled these benefits of engineering, handling, or delivery of to society, however, pose a potential risk as treatment has the potential to be applied by well -- the possibility that these technologies those wishing to do harm and can be considered could also be used to create the next generation "dual use," that each year hundreds of articles on of biological weapons. Under Theme 3, Being dual use research are published, making them Part of the Responsible Scientific Community, accessible to any member of the research discussion of potential threats from community, that thousands of pieces of scientific biotechnology and life sciences was facilitated by equipment are purchased on the Internet a PowerPoint presentation.
From page 58...
... Who should be in charge of                                                              52 Original case developed for the Institute. The background granting approval for potentially dangerous readings for this case were Berg et al.
From page 59...
... By the end of the week, each group language to promote a story. Each group had developed a peer-reviewed, teachable unit discussed its position and then defended its on some aspect of responsible conduct of science position to the larger group while staying in its and had learned how to implement scientific assigned role.
From page 60...
... Questions for Discussion Responsible Authorship  Should other practices besides fabrication, Writing research papers is an essential activity falsification, and plagiarism be considered for a scientific career and for the scientific research misconduct? process.
From page 61...
... The goal of the group prevent conflicts between and among was to ensure that those being taught would gain collaborators? a clear idea of what responsible authorship  What are the essential elements of successful meant, why it was important to publish, and to collaboration?
From page 62...
... knowledge and complex abilities that trainees need to become independent researchers. Group Presentation Graduate programs typically assign each trainee The slide presentation by Group 4 began with an an academic advisor and research supervisor to arresting quote to make clear that the audience oversee their academic progress, but most would not be able just to sit back and listen to successful young researchers can also point to speeches.
From page 63...
... The group and amount of infectious disease research has introduced the case of a student who realizes expanded, there has been an increase in the risk that the virus s/he has extracted from cells is of laboratory-acquired infections among high-risk and categorized as a bioterrorism research personnel. To protect their workers and agent.
From page 64...
... Through decision to declare that no two people from the that mechanism, participants could apply for same institution could work together in the small grants from the Institute to help them small groups. This action enabled all participants develop instructional materials and implement a to take part in group discussions without training session in their home institutions.


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