Research in the Life Sciences with Dual Use Potential An International Faculty Development Project on Education About the Responsible Conduct of Science (2011) / Chapter Skim
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3 Framework for a Faculty Development Program
3 Framework for a Faculty Development Program
Pages 12-19
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From page 12... ...
Importance of respecting and adapting to the national context of workshop host countries. One of the insights from earlier efforts to develop education programs on responsible conduct of science and dual use issues is the wide variation in higher education structure and process, and national education policy and how those differences could affect the design and implementation of programs (NRC 2010; Rappert 2010)
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From page 13... ...
The importance of local context for the successful design of a faculty development program underscores the need of a preparatory site visit(s) as part of the planning process.
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From page 14... ...
Although it is becoming increasingly feasible to create and sustain virtual networks using resources such as videoconferencing and web 2.0 communications, there is still substantial value in bringing people together to be immersed in a common experience. Personal interactions also allow for informal communication outside the defined schedule that can be valuable to the network-building process.
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The NASI model has shown added success and commitment by participants if their home institute provides at least modest resources to help implement what faculty learn. Hands-on.
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In the planning meeting a substantial amount of time was devoted to selecting an appropriate title for the future Institute. While the chosen title reflects the core interests of the planners, it was mostly shaped by the Egyptian experts.
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The workshop will foster good practice in teaching life and physical sciences and teach participants to adapt these to their own subject matters. At the end of the workshop the participants will have an appreciation for active learning techniques as these apply to responsible scientific practices, they will be able to utilize the teaching methods of the workshop, and to incorporate the workshop materials into existing programs in their own institutions.
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From page 18... ...
guidelines and standards of students to describe any experiences of best practice; own practice to prospective trainees obvious hazardous situations. stories of not-so-best practices)
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From page 19... ...
. While no specific assessment tool has been designed, oral deliberations –especially during the formative years of the project- between participants are thought to be the most helpful assessment tool.
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