Full Description
Over the last two decades, colleges and universities in the United States have significantly increased the formal ethics instruction they provide in science and engineering. Today, science and engineering programs socialize students into the values of scientists and engineers as well as their obligations in the conduct of scientific research and in the practice of engineering.
Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators is the summary of a workshop convened in December 2012 to consider best practices for ethics education programs in science and engineering. The workshop focused on four key areas: goals and objectives for ethics instruction, instructional assessment, institutional and research cultures, and development of guidance checklists for instructors and administrators. Leading experts summarized and presented papers on current research knowledge in these areas. This report presents the edited papers and a summary of the discussions at the workshop.
Table of Contents
Front Matter
1 Introduction
2 Goals and Objectives for Instruction
Why Teach Research Ethics?--MICHAEL KALICHMAN
Balancing Priorities: Social Responsibility in Teaching Responsible Conduct of Research--RONALD R. KLINE
Discussion
3 Goals and Objectives for Instructional Assessment
Instructional Assessment in the Classroom: Objectives, Methods, and Outcomes--MICHAEL DAVIS
Assessing Ethics Education in Programs and Centers: Challenges and Strategies--HEATHER E. CANARY and JOSEPH R. HERKERT
Discussion
4 Institutional and Research Culture
Institutional Strategies for Effective Research Ethics Education: A Report from the Council of Graduate Schools--JULIA D. KENT
Getting from Regulatory Compliance to GenuineIntegrity: Have We Looked Upstream?--BRIAN C. MARTINSON
Discussion
5 Final Discussion
Appendix A: Biographies
Appendix B: Workshop Agenda
Appendix C: Workshop Participants
Appendix D: Bibliography of Suggested Resources
Contents
1 Front Matter; 2 1 Introduction; 3 2 Goals and Objectives for Instruction; 4 Why Teach Research Ethics?--MICHAEL KALICHMAN; 5 Balancing Priorities: Social Responsibility in Teaching Responsible Conduct of Research--RONALD R. KLINE; 6 Discussion; 7 3 Goals and Objectives for Instructional Assessment; 8 Instructional Assessment in the Classroom: Objectives, Methods, and Outcomes--MICHAEL DAVIS; 9 Assessing Ethics Education in Programs and Centers: Challenges and Strategies--HEATHER E. CANARY and JOSEPH R. HERKERT; 10 Discussion; 11 4 Institutional and Research Culture; 12 Institutional Strategies for Effective Research Ethics Education: A Report from the Council of Graduate Schools--JULIA D. KENT; 13 Getting from Regulatory Compliance to GenuineIntegrity: Have We Looked Upstream?--BRIAN C. MARTINSON; 14 Discussion; 15 5 Final Discussion; 16 Appendix A: Biographies; 17 Appendix B: Workshop Agenda; 18 Appendix C: Workshop Participants; 19 Appendix D: Bibliography of Suggested Resources
