Developing Capacities for Teaching Responsible Science in the MENA Region Refashioning Scientific Dialogue (2013) / Chapter Skim
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6 Evaluation, Insights, and Realities
6 Evaluation, Insights, and Realities
Pages 73-86
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From page 73... ...
Unfortunately, the committee's expectation that participants would read the background EVALUATION materials prior to the Institute was not made clear. For future institutes it will be important to Final Facilitator Team57 Debriefing convey as clearly as possible everything what the participants are expected to do in advance.
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From page 74... ...
and practices. The facilitator team concluded The survey asked participants to indicate that a similar model would be appropriate for whether they teach primarily undergraduates, future Institutes.
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This differs from the order in which the options were presented in the survey. A To reconnect with colleagues who share my interest in responsible conduct of science B To meet colleagues from my country who share interests in responsible conduct of science C To meet colleagues from other countries who share interests in responsible conduct of science D To become more involved with future efforts to improve education about the responsible conduct of research internationally E To deepen my understanding of the issues related to the responsible conduct of science F To become more involved with future efforts to improve education about the responsible conduct of research in my country G To discover tools, resources, and best practices for incorporating evidence-based teaching techniques into my courses SOURCE: Data compiled by the committee.
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70% Poor 60% Fair 50% Good Very Good 40% Excellent 30% 20% 10% 0% A B C D E F Sessions Delivery of Material Group Work FIGURE 6-4 Participants' ratings of different aspects of the Institute, as defined: A Quality of sessions about the responsible conduct of science B Quality of sessions about the scientific basis for the use of active learning techniques C Inclusion of information and perspectives from a diverse range of views D Amount of time devoted to discussions during plenary sessions E Balance of time spent in whole group and team breakout sessions F Helpfulness of your breakout group's facilitators SOURCE: Data compiled by the committee.
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D Value of the Institute as a learning or professional development experience E Relevance to you and your work of the issues presented F Time to meet and interact with other participants SOURCE: Data compiled by the committee. When asked "If the National Academies Open-Ended Comments were to organize and host additional Institutes Participants were asked what they found to or related activities on this topic in the future, be particularly effective or not effective about the would you be interested in participating?
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Everything was very interesting and very exciting: 1. Active Learning Techniques 2.
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Personnellement j'ai énormément appris sur le plan professionnel bien sûr mais aussi sur le plan humain ou j'ai vu à l'œuvre la générosité sans limite ni faille de certaines personnes, leur disponibilité à tout instant ainsi que leur penchant naturel à donner, à se rendre utiles sans pour autant espérer une contre partie. Tels furent à mes yeux les personnes qui ont pris en charge cette entreprise.
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From page 80... ...
Jordan, the scientists who attended agreed that their ability to conduct their own work Active engagement of committee members around responsible conduct and to reach and Institute leaders before, during, and other colleagues at their home institutions, after the Institute is crucial. across their individual countries, and in the A detailed application and merit-based MENA region as a whole could be expanded selection process can identify enthusiastic and sustained by establishing a network and committed participants who will, in among them.
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But participants reiterated that who attended the reunion meeting in the lack of a formal framework and Amman, practical realities such as the lack infrastructure for research in their countries of basic scientific equipment, reliable (e.g., the absence of comprehensive policies Internet connections, and access to scientific and oversight structures regarding journals impede scientists in this region, and authorship, peer review, research with especially those from more impoverished laboratory animals and human subjects, and nations, from undertaking research at a level biosafety) makes it difficult for scientists to where dual use issues raise concerns for follow international standards and to teach them.
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studies presented and the discussions, it became apparent that "multiple uses" might be a preferable descriptor since virtually all IMPLICATIONS: NEXT STEPS AND scientific activities are on a continuum from SUSTAINABILITY exemplary to malicious conduct.58 Given the differences between cultural norms, As discussed briefly in Chapter 2, NASI, which perspectives, and levels of scientific research are intended to transform how undergraduate among countries, scientists may be biology is taught in the United States, have uncertain about boundaries of recognized that fundamental change takes time. ethical/unethical behavior that "dual use" Similarly, the committee agrees that for connotes because these behaviors are more meaningful change to be sustainable, the complex than these two categories imply.
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more meaningful to participants at an When developing future institutes, it would Institute. The importance of these be helpful to provide a list of such resources connections became apparent when a and to spend some time helping participants committee member and a member of the understand their uses and value.
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To begin the process, two taken into consideration by those who plan participants from the first Institute, from Yemen future programs. and Egypt, will attend one of the 2013 regional Summer Institutes in the United States.59 This weeklong immersion in active learning Potential Next Steps in the MENA Region techniques will significantly increase their skills and abilities to implement active programs in A second regional Institute where the lessons responsible science in their own countries as from the first Institute would be applied is a well as to serve as facilitators at future Institutes.
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From page 85... ...
Evaluation, Insights, and Realities 85 experiences to a particular department or participant network that involves the faculty. These might be logical projects for NationalAcademies in parallel with other former Institute participants to create, perhaps comparable programs on responsible science in collaboration with a larger, continuing MENA and dual use issues.60 60 For example, with regard to dual use issues, the programs on "dual use bioethics" operated by Bradford University and a new two-year, EU-supported project to create an "International Network of universities and institutes for raising awareness on dual-use concerns in bio-technology" that began work in January 2013 have connections to some of the countries in the MENA region.
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