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Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators Papers and Summary from a Workshop December 12, 2012 (2013) / Chapter Skim
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Institutional Strategies for Effective Research Ethics Education: A Report from the Council of Graduate Schools--JULIA D. KENT
Pages 47-54

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From page 47...
... 2 Many affiliate universities chose to fund and implement part of their proposed projects. In addition, they joined project activities such as PSI discussions and CGS Annual Meeting and Summer Workshop sessions, and implemented institutional assessment activities using the common assessment tools developed for the project.
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From page 48...
... Special attention is given to the lessons learned and best practices developed through the Project for Scholarly Integrity, offering successful models for communication and collaboration between graduate schools and other campus leaders and entities such as graduate program directors, college deans, directors of centralized RCR programs, research integrity officers, graduate student organizations, and other stakeholders. Next, I share the goals of a current CGS project, Modeling Ethics Education in Graduate International Collaborations, funded by NSF's Ethics Education in Science and Engineering (EESE)
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From page 49...
... The CGS experience suggests that this comprehensive, integrated approach to research ethics education is the most effective approach in terms of gaining the broad faculty input necessary to ensure relevance and meet student needs. The Project for Scholarly Integrity A Framework for Collaborative Action The PSI was guided by a Framework for Collaborative Action (CGS 2008)
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From page 50...
... These strategies helped institutions emphasize that research integrity requires high-level, learned skills and that it directly impacts the quality of research. Step Two: Invite Campus Stakeholders to Reflect on a Plan of Action While institutions used different approaches for organizing their campuswide activities, common strategies included appointing a planning or steering committee with a variety of representatives from across campus, appointing a project director, and creating neutral forums for discussion and evaluation.
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From page 51...
... Findings from the PSI Research Integrity Inventory Survey The PSI data confirmed findings from the earlier project (CGS 2009) : there is a gap between the way program faculty perceive the training they are providing to students in research and scholarly integrity and the training that students say they are receiving.
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From page 52...
... , CGS has developed a Benchmarking Tool that enables member institutions to compare aggregate data collected by CGS from awardee institutions using data from the two surveys.6 Modeling Effective Research Ethics Education in Graduate International Collaborations: A Learning Outcomes Approach CGS is conducting a project that will result in the development of institutional models for preparing graduate students to confront the broad range of ethical issues that typically arise in international S&E research and educational collaborations. In April 2012, CGS invited US member institutions to submit proposals that address issues of research ethics and research integrity encountered in international S&E research collaborations and exchanges as well as joint or dual degree programs.
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From page 53...
... Institutions and ethics instructors can find additional resources on the CGS website (under Selected Resources on Research Ethics Education in International Collaborations) , organized into six broad categories: Research Ethics Issues in International Collaborations, Research Ethics for US Scholars Abroad, Research Ethics in Graduate Education, Research Ethics Education for International Graduate Students, Integrating and Assessing Research Ethics Education, and Other Resources.
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From page 54...
... the value of research integrity to their graduate students. Research and Scholarly Integrity in Graduate Education describes several examples of the ways in which institutions used results of the common assessment activities to initiate conversations with faculty about graduate student needs.
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