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:
Nearly all scientists work within a discipline that is represented by a professional society, association, or organization. Most of these groups have created documents defining what it means to be a member of that particular discipline. These Codes of Conduct might include aspirational statements about values and principles and/or specific guidance about, for example, criteria for authorship. Finding, reading, and discussing such codes are an opportunity to reflect on professional responsibilities.
Each workshop participant should bring a copy of a professional code of conduct most appropriate to the practice of her or his profession. If they do not know of a code, then they can check the Illinois Institute of Technology website (http://ethics.iit.edu/ecodes/bibliography). If still unable to find an appropriate code, the workshop instructor can propose a surrogate.
Participants will be asked to explain their respective codes.
1. What is similar among the codes presented?
2. What is different?
3. To what extent is it possible to understand key elements of codes from a discipline different
than your own?
4. Are the differences due to differences between disciplines, or an oversight on the part of one
of the codes?
5. Do codes from disciplines different than your own contain elements that might be
translatable to your own discipline?
6. How might such codes be appropriate for encouraging discussion in your research setting?
7. When/where should trainees be introduced to their professional code(s)?
8. How might the code be used to illustrate practice in your discipline?
9. Does your code make certain practices sound easier than they actually are in practice?
10. How consistent is your code with actual practice in your discipline, and how do you have effective conversation with your trainees about any disconnects?
11. What is the purpose of codes in general? In your particular discipline/organization?
12. Do you have any sense of 1) whether others are aware of the existence and/or content of your code, and 2) how other people view your code – other professions? The community?