This module reports on a faculty workshop in research ethics held for the NSF grant, Graduate Education in Research Ethics for Scientists and Engineers. The workshop, held January 30, 2009, assessed the project's framework and its components for a program in research ethics for graduate students. It also raised the issue of whether and how research ethics oculd be institutionalized at the University of Puerto Rico at Mayaguez. This module is also being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.
Introduction
On January 30, 2009, a workshop was held to assess qualitatively the NSF-funded project GERESE, Graduate Education in Research Ethics for Scientists and Engineers. (NSF 0629377) This module has the umbrella presentation introducing the different activities, a presentation on the theoretical and historical background of research ethics, presentations used in two student workshops, General Awareness Workshop and Moral Deliberation Workshop. At this stage, this module exists as a resource participants can use to access these workshop materials. At a later stage, it will be expanded to provide a toolkit other institutions can use for developing their own assessment workshops.
What you need to know …
What is gerese?
GERESE stands for Graduate Education in Research Ethics for Scientists and Engineers, an NSF-funded project in research ethic. An interdisciplinary team at UPRM is planning, testing and assessing a new framework for teaching Research Ethics which consists of the following components:
series of workshops for graduate students
separate activities for faculty development
mentoring opportunities for faculty / students
a new series of courses on Research Ethics
Its final objective is to
foster and support ethical behavior and social
commitment among researchers in Science andEngineering.
What you will do ...
Workshop agenda
Identifying and Validating Research Ethics Issues in the UPRM Context
Disseminating GERESE at UPRM
GERESE Project Assessment:
How can project activities be used to address UPRM Research Ethics Issues?
Institutionalizing Research Ethics at UPRM:
What do we want to institutionalize in Research Ethics?
How do we go about institutionalizing it?
Workshop Assessment
What did you learn?
Appendix
Agenda for gerese--a faculty workshop
Click on this media file to open the agenda for the January 30, 2009 to carry out project assessment for the GERESE prototype in Research Ethics.
Assessment activities
This figure contains a four-page worksheet with three assessment activities used to assess the GERESE research ethics framework.
Workshop powerpoint presentation
Workshop presentation
This figure holds the presentation summarizing the content and activities of the GERESE-A Faculty Workshop activity held January 30, 2009.
Theoretical and historical background to research ethics
Theoretical and historical background
This figure contains a presentation on the theoretical and historical background to research ethics to aid in an issue validation activity.
Workshop evaluation form
Workshop evaluation form
Clicking on this figure opens the evaluation form used to assess the overall workshop. If you failed to turn in a form at the end of the activity, please click, download, and return to the workshop organizers.
Presentation for gaw
Graduate awareness workshop
This figure contains the presentation that formed the basis of a workshop in research ethics designed to create basic awareness of issues and approaches in this area for graduate students.
Mentoring and outreach
Priming the pump
This figure provides a description of the outreach activity carried out in this project to bring research ethics to high school students in western Puerto Rico. Graduate students served as mentors to pre-university students in the area of research ethics.
Moral deliberation workshop
Mdw
This presentation composes the core of a moral deliberation workshop, the second in a series of four workshops for graduate students in research ethics.
Eac toolkit project
This module is a work-in-progress; the author(s) may update the content as needed. others are welcome to use this module or create a new derived module. you can collaborate to improve this module by providing suggestions and/or feedback on your experiences with this module.
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
Receive real-time job alerts and never miss the right job again
Source:
OpenStax, Graduate education in research ethics for scientists and engineers. OpenStax CNX. Dec 14, 2009 Download for free at http://cnx.org/content/col10408/1.3
Google Play and the Google Play logo are trademarks of Google Inc.
Notification Switch
Would you like to follow the 'Graduate education in research ethics for scientists and engineers' conversation and receive update notifications?
