Promoting responsible conduct in research through “survival skills” workshops: Some mentoring is best done in a crowd
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science and Engineering Ethics 7 (4):563-587 (2001)
For graduate students to succeed as professionals, they must develop a set of general “survival skills”. These include writing research articles, making oral presentations, obtaining employment and funding, supervising, and teaching. Traditionally, graduate programs have offered little training in many of these skills. Our educational model provides individuals with formal instruction in each area, including their ethical dimensions. Infusion of research ethics throughout a professional skills curriculum helps to emphasize that responsible conduct is integral to succeeding as a researcher. It also leads to the consideration of ethical dimensions of professional life not covered in traditional ethics courses.
|Keywords||graduate training education responsible conduct research ethics professional development|
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References found in this work BETA
Muriel J. Bebeau (1994). Influencing the Moral Dimensions of Dental Practice. In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates 121--146.
Citations of this work BETA
Neelke Doorn & J. Otto Kroesen (2013). Using and Developing Role Plays in Teaching Aimed at Preparing for Social Responsibility. Science and Engineering Ethics 19 (4):1513-1527.
Stephanie J. Bird (2001). Mentors, Advisors and Supervisors: Their Role in Teaching Responsible Research Conduct. Science and Engineering Ethics 7 (4):455-468.
Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui (2010). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics 16 (3):573-589.
Michael J. Zigmond & Beth A. Fischer (2002). Beyond Fabrication and Plagiarism: The Little Murders of Everyday Science. Science and Engineering Ethics 8 (2):229-234.
Rachelle D. Hollander (2001). Mentoring and Ethical Beliefs in Graduate Education in Science. Science and Engineering Ethics 7 (4):521-524.
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