Extend and Assess Research Ethics Education NC A

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Extend and Assess Research Ethics Education NC
AT Chi Archibong (PI) Ayanna
Boyd-Williams (co-PI)

• East Carolina David Musick
• Janet Malek
• North Carolina State Christine Grant (co-PI)
• Gary Comstock (co-PI)
• UNC - Chapel Hill Douglas MacLean
• UNC - Charlotte Steven Rogelberg
• UNC - Greensboro Terrance McConnell
• UNC - Wilmington Candace Gauthier

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TheOpenSeminar in Research Ethics

• Gary Comstock, Ph.D.
• Professor of Philosophy
• Editor-in-chief, OpenSeminar in Research Ethics

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• 6 CHALLENGES facing doctoral
  universities
• 1. Scholarly communities
• 2. Humanities research
• 3. Inter-institutional collaborations
• 4. Human dollar resources
• 5. Interdisciplinary conversations
• 6. Discipline-specific discussions of social
  responsibilities

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• 6 CHALLENGES EAREE ANSWER
• 1. Scholarly community
• 2. Humanities research
• 3. Inter-institutional collaboration
• 4. Human dollar resources
• 5. Interdisciplinary conversations
• 6. Discipline specific social duties

Welcome empower students
Narratives moral philosophy
OpenSeminar.org
Self-guided online course
Active learning in large lectures
Small departmental break-outs
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Objectives for this session

• Assignment
• The problem
• Challenges to ethical decision-making
• Two responses
• A decision-making procedure

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Objectives for this session

• The problem
• 1. A history of abuse
• 2. A culture of cheating
• 3. A technical conception of education
• 4. Apathy
• B. Two responses
• 1. Rules
• 2. Communities

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A history of abuse, 1932 1974, US
US Public Health Service syphilis study,
Tuskegee, AL
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Federal offenses research misconductFabricatio
n -- making up data or results and recording or
reporting them.Falsification -- manipulating
research materials or research subjects,
equipment, or processes, or changing, or omitting
data or results, such that the research is not
accurately represented in the research
record.Plagiarism -- appropriating and using as
ones own the documented ideas, processes,
results, or words of another without giving
appropriate creditFEDERAL POLICY ON RESEARCH
MISCONDUCT http//www.ostp.gov/html/001207_3
.html
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How common? Graduate students Business
56 Engineering 54 Physical sciences
50 Medical and health-care
49 Law 45 Social science and humanities
39 - Donald McCabe, Center for Academic
Integrity, Duke U. http//today.reuters.com/news/
articlenews.aspx?typeoddlyEnoughNewsstoryid2006
-09-21T120800Z_01_N20379527_RTRUKOC_0_US-LIFE-CHEA
TING.xmlsrcrss
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One case can cost a million dollars.Matt
Ronning, DirectorSponsored Programs
Less than 1 reported? Paul Cousins, Director
Office of Student Conduct
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.
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44 of faculty say they have ignored
cheating. 52 have never reported cheating to
anyone else. Donald McCabe, Sociology, Rutgers
and Center for Academic Integrity, Duke 75,000
students 125 institutions 2 decades
self-reported data using paper and now online
survey 2001-02 data www.lib.washington.edu/about/
events/academic/Pres_2-24.ppt
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More hot spotsAuthorship Who is
entitled to be an author? Who decides?
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I didnt exactly write the article, but well,
I didnt exactly do the research, either.

• From American Scientist, Sept-Oct 2004

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More hot spotsMentoring What kinds of
relationships are appropriate between mentor
and mentee? What are my duties as a mentor?
What are my duties as a mentee? As a lab
manager, how do I handle differences in work
ethics? How and when do I blow the whistle on a
supervisor?
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CREDIT COURTESY OF MARY ALLEN
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Objectives for this session

• A. Discuss five challenges to teaching ethical
  decision making
• 1. Academic and research misconduct
• 2. Culture of cheating
• 3. Technical conception of education
• 4. Apathy
• 5. No new resources
• B. Discuss two model responses
• 1. NIH
• 2. NSF

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1. In your engineering education have you
ever gotten the message there is more to
being a good engineering professional than
being a state-of-the-art technical expert ?
Prof. Robert McGinn 3-yr survey of Stanford
engineering students, N 700
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2. Have any of your engineering instructors
ever conveyed anything specific to you about what
is involved in being ethically responsible ?
http//ethics.stanford.edu/engin_ethics/tuto
rials.htm
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Apathy Who cares? What's
important is getting the job done. How you get it
done is less important. All I'm doing is
emulating the behavior I'll need when I get out
in the real world. - Donald
McCabe http//today.reuters.com/news/articlenews.a
spx?typeoddlyEnoughNewsstoryid2006-09-21T120800
Z_01_N20379527_RTRUKOC_0_US-LIFE-CHEATING.xmlsrc
rss
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Objectives for this session

• A. The Problem
• 1. A history of abuse
• 2. A culture of cheating
• 3. Technical conception of education
• 4. Apathy
• B. Two responses
• 1. Rule following
• 2. Community formation

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- The Belmont Report, 1979

• Rules to
• protect human subjects
• 1. Respect for persons
• 2. Beneficence
• 3. Justice

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Rules to protect human subjects

• National Commission for the Protection of
  Subjects of Biomedical and Behavioral Research
  (1974-78)
• Charge
• recommend to DHEW guidelines to protect the
  rights and welfare of human subjects of
  research, particularly those with disabilities
  and develop principles to govern the ethical
  conduct of research
• Reports
• Fetal research, children, prisoners,
  institutionalized mentally infirm, psychosurgery,
  IRBs, The Belmont Report

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Improved Standards for Laboratory Animals Act,
1985 IACUC

• Rules to
• protect
• animal
• subjects
• 1. Reduce
• 2. Refine
• 3. Replace

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Rules, rules, rules
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Rules Strengths a) Clear guidance on how
to behave b) Protection for subjects used in
research (IRB, etc.) c) Penalties for
non-compliance Weaknesses a) Junior
researchers supported and empowered? b)
Emotions and self-interests engaged? c)
Generalizable method for ethical decision
making? d) Topics coherent?
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How many rules are there? http//onlineethics.org
/reseth/phspolicy.htmlcorins
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Weaknesses Some rules not clear. Some rules
contradictory. For many cases there is no
rule. Is rule-following the behavior we seek?
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Objectives for this session

• B. Two responses
• Rule following
• 2. Community formation

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• Where do students learn ethical decision making?
• Mentor, advisor
• Fellow graduate students
• Family
• Friends not in graduate school
• Other faculty
• Religious beliefs
• Discussions in courses, labs, seminars
• Professional organizations
• Courses dealing with ethical issues
• - J. P. Swazey, K. S. Louis, and M. S. Anderson,
  The ethical training of graduate students
  requires serious and continuing attention,
  Chronicle of Higher Education 9 (March
  1994)B12 J. P. Swazey, Ethical problems in
  academic research, American Scientist
  81(Nov./Dec. 1993)54253.

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• What is the most effective way to teach it?
• Interaction with faculty in research
• Informal discussion of ethical problems as they
  occur
• Discussion of ethics in regular courses
• Brown bag sessions
• Special courses devoted to ethics
• Department / university policies
• Codes of ethics of professional organizations
• J. P. Swazey, K. S. Louis, and M. S. Anderson,
  The ethical training of graduate students
  requires serious and continuing attention,
  Chronicle of Higher Education 9 (March
  1994)B12 J. P. Swazey, Ethical problems in
  academic research, American Scientist
  81(Nov./Dec. 1993)54253.

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Course overview
The OpenSeminar in Research Ethics Sponsored by
NSF
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A method for making ethical decisions START
HERE What are the facts? Which of my interests
might be harmed? What courses of action are
open to me?
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1. Self interests What course of
action is best for me in the long run?
3. All interests How do we maximize the ratio
of all interests satisfied over unsatisfied?
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2. Professional interests What course of
action is best for us in the long run? How do
we respect the implicit and explicit promises
made to each other in the group?
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Three steps 1. MY interests I ought always
to do what is in my long-term, categorical
interests. 2. OUR interests I ought always
to do what is in my professions best interests.
Follow the rules Respect persons and
property be honest treat others fairly. 3.
ALL interests I ought always to do what is in
the best interests of all morally considerable
beings. Try to make the world a better place
Maximize the ratio of good over evil.