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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5 Final Discussion
5 Final Discussion
Pages 67-72
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From page 67... ...
Kalichman proposed that one "guiding principle" should be for ethics education to have an impact on the institution as a whole, emphasizing that the focus should be not just on the individual but rather on the community. Joe Herkert observed a tension he often perceives between faculty in the humanities and in the sciences over who should have the authority to teach ethics in science and engineering, so he argued a successful program needs an institutional climate that supports collaborative ethics education.
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From page 68... ...
Life Long Learning and Decision-making Skills Returning to the goals and objectives of ethics education, Kalichman argued that good ethical decision-making skills should not be the goal of ethics training but rather a side effect of the better goal of increasing people's willingness and ability to have conversations about ethical challenges of conducting research. Sara Wilson argued that it is not possible to teach students everything they need to know to be responsible engineers, they should instead be taught to be lifelong learners of ethics and social responsibility, and they should learn to continue to engage themselves in ethical questioning and discussion.
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From page 69... ...
She also suggested "good science" might be a better term than "research ethics" or "research integrity." Davis countered that "good science" might not be an effective term because research that advances the field might be good but it could have negative societal implications, such as research on chemical poisons. Kline liked the idea of using "good science" instead of RCR because the word "conduct" excludes social responsibility, although in response to Davis's concern about the term "good science" he suggested "responsible science" and "responsible engineering." Martinson pointed out that "research integrity" is already in use and that it leaves space for social responsibility to be included, so "integrity in research" or "integrity of research" might be viable terms.
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From page 70... ...
She mentioned the option of building bridges between on-campus social groups like Engineers Without Borders to get students to think about social responsibility and also help create a lifelong practice of reflecting on engineering and science and their impacts on society. Elizabeth Cady, NAE program officer, reinforced this point by citing a recent NAE report, Real World Experiences in Engineering Education, that describes programs, including those involving service learning, that bring up ethical issues for students and lead them to think about their social responsibility.
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From page 71... ...
She suggested that having at least one lecture a year, in a department seminar, on ethical issues or social responsibility would be another good strategy. She added that these strategies are important because they help to establish a climate for discussing ethics issues among both students and faculty.
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