|8:30–9:00||Welcome and Introductions:|
Proctor Reid, National Academy of Engineering
Rachelle Hollander, National Academy of Engineering Center for Engineering, Ethics, and Society
|9:00–10:30||Session I: Goals and Objectives for Instruction|
C.K. (Tina) Gunsalus
National Center for Professional and Research Ethics, University of Illinois Urbana-Champaign
Center for Ethics in Science and Technology, University of California San Diego
Responsible Conduct of Research Instruction
Electrical and Computer Engineering, Cornell University
Social Responsibility and Research Instruction
|Brainstorming, Discussion, and Questions (30 min): How should a course be designed? How can students be taught to make better ethical decisions? That is: What should students learn? What methods and approaches work in teaching science and engineering ethics? What doesn’t work? How should students be engaged in ethical decision making so that they continue to do so throughout their careers?|
|10:40–Noon||Session II: Goals and Objectives for Instructional Assessment|
National Academy of Engineering
Center for the Study of Ethics in the Professions, Illinois Institute of Technology
Assessment in the Classroom
Joseph Herkert and Heather Canary
Arizona State University and University of Utah
Assessment in Programs and Centers
Brainstorming, Discussion, and Questions (30 min): What criteria should be measured when doing assessment? What are the relative merits of qualitative and quantitative assessment? Are there cost-effective ways of combining these approaches? What constraints need to be considered in developing and implementing an assessment plan? How can constraints be dealt with effectively? Are there helpful resources that everyone should be aware of?
|1:00–2:30||Session III: Institutional and Research Cultures|
Institute of Bioengineering and Bioscience, Georgia Institute of Technology
Council of Graduate Schools
HealthPartners Institute for Education and Research
Institutional and Research Culture
Brainstorming, Discussion, and Questions (30 min): What are the characteristics of successful institutional efforts? Are there cost-effective ways of assessing these efforts? What constraints need to be considered in developing and implementing these efforts? How can constraints be dealt with effectively? Are there helpful resources that everyone should be aware of?
|2:30–4:30||Wrap-up Discussion: Guidance Checklists for Instructors and Administrators|
Sigma Xi, The Scientific Research Society
1. What are the goals and objectives for RCR education? How can instructors determine whether they are being met in the classroom, programs, or centers?
2. What are the goals and objectives for instruction in social responsibility regarding scientific and engineering practice and research? How can instructors determine whether they are being met in the classroom, programs, or centers?
3. Are there examples of successful practices for RCR education or education in/about social responsibility? What characteristics do they share? How have they been assessed?
4. Are there examples of successful efforts in administrative and institutional settings that support education on RCR and social responsibility? What characteristics do they share? How have they been assessed?
5. Are there examples of successful innovations in institutions and in research cultures that improve ethical practice in science and engineering? What characteristics do they share? How have they been assessed?
6. Are there examples of integrated assessments that have evaluated instructional and administrative efforts at an institution or institutions? Are there meta-analyses of ethics education programs or might such an effort be useful?
|4:30 PM||Workshop Adjourns|