These materials are designed to provide motivation and content sufficient for an instructor to lead a workshop titled: “Mentoring for Responsible Research.” The long-term goal is to foster an environment in which research faculty are better empowered to initiate conversations within their research groups about the responsible conduct of research. Workshop participants are introduced to rationales, content, approaches, and resources so that they will have the means to develop and implement concrete, discipline-specific strategies for research ethics mentoring.
The Instructor's ...
The Instructor's Guide mirrors the syllabus and gives teaching notes and additional resources. A template for the workshop syllabus (in Word) format and two sample syllabi (Example Syllabus 1 and Example Syllabus 2) in pdf format are available for download.
NOTES TO THE INSTRUCTOR:
Many who believe we should teach research ethics have a clear idea of why we should do so. However, even a moment's reflection reveals many possible motivations for such teaching. Based on a series of interviews with teachers of research ethics, the range of possible goals was numerous and diverse (Kalichman and Plemmons, 2007). And the many possible outcomes vary greatly along dimensions such as importance, feasibility, and measurability. An understanding of this range of possible goals is a precursor to making good choices about not only what might be done to teach research ethics, but what is worth doing.
Other than meeting federal, institutional, and/or departmental requirements for teaching research ethics, what should our goals be?
While these goals are clearly distinguishable from one another, there is also considerable overlap. For example, an intervention designed to increase knowledge might at the same time meet departmental requirements for teaching research ethics.