The Integrity of Scholarship:Workshop on EthicsThe Graduate SchoolJanuary 16, 2012Gregory E. SterlingDean, The Graduate School
Beyond Responsible Conduct in Research• Holistic Education• 2009-2010 Joint Graduate Council/Director of Graduate Studies on Ethics Education• 2010-2011 President’s Committee on Ethics
A Question of Integrity• Selling your soul• A common problem • Fabricated Degrees • Fabricated Interviews
Three Obligations• A public obligation• A professional obligation• A personal obligation
The Virtue of Integrity• A virtue• Lived virtue (Agent Orange)
Recognition of Sponsors• Office of the President, Fr. John Jenkins• Graduate School, Associate Dean of Professional Development, Laura Carlson• John J. Reilly Center, Director, Don Howard
Recognition of Organizers & Speakers• Gretchen Busl, Associate Program Director of Grants & Fellowships, Graduate School• Melinda Gormley, Assistant Director for Research, John J. Reilly Center• Amanda McKendree, Assistant Director, John A. Kaneb Center• Ann Amico Moran, Assistant Director of the Graduate School Career Program, Career Center
Recognition of Facilitators• Matt Bowers, Physics• Victor Carmona, Theology• Dan Hicks, Philosophy• Matthew Lee, Philosophy• Sean McGovern, History & Philosophy of Science• Richard Oosterhoff, History & Philosophy of Science• Charles Pence, History & Philosophy of Science• Anna Rafalski, Philosophy• Paul Scherz, Theology
Organizers and Speakers • EthicsETHICS • Melinda Gormley, Assistant Director for Research, John J. Reilly Center for Science, Technology & Values • CareerCAREER • Ann Amico Moran, Assistant Director of the Graduate School Career Program, Career Center • ResearchRESEARCH • Gretchen Busl, Associate Program Director of Grants and Fellowships, Graduate School • TeachingTEACHING • Amanda McKendree, Assistant Director, John A. Kaneb Center for Teaching and Learning
Organizers – The Graduate School• Greg Sterling, Dean of the Graduate School• Laura Carlson, Associate Dean of Professional Development and Professor of Psychology• Melissa Wilde, Administrative Assistant to Associate Deans of Academic Programs and Professional Development• Mary Hendriksen, Executive Administrator• Kevin Zeise, Marketing and Communications Specialist
Student Facilitators Matt Bowers, Physics Victor Carmona, Theology Dan Hicks, Philosophy Matthew Lee, Philosophy Sean McGovern, History and Philosophy of Science Richard Oosterhoff, History and Philosophy of Science Charles Pence, History and Philosophy of Science Anna Rafalski, Philosophy Paul Scherz, Theology
Sponsors We believe that graduate training is holistic. For this reason, we promote our students’ professional development so that when they assume their careers — whether in academia, the private sector, government, or non- governmental organizations — they do so fully prepared and with confidence. The Reilly Center explores conceptual, ethical, and policy issues where science and technology intersect with society. Our purpose is to promote the advancement of science and technology for the common good and we accomplish this through education, research, and outreach in a Catholic context.
Handouts• Blue Slips – For your comments and questions• White Sheets – Your discussion points• Yellow or Green Sheets – To be used in Case Study 2• Evaluation Form – Don’t forget!
Same Sides: Acknowledgements• NISE Net: Nanoscale Informal Science Education Network • “A community of professionals engaging the public in nanoscale science” http://www.nisenet.org/ • What is Nano? http://www.whatisnano.org/• NSF: National Science Foundation • http://www.nsf.gov • Grant No. 0532536 and 0940143
Same Sides: Discussion Questions• What issues were raised in the sisters’ interaction?• What is the situation from Brenda’s perspective? • Brenda is the older sister and new mother.• What is the situation from Maggie’s perspective? • Maggie is staying at her sister’s house over break.
REFLECTIONS ANDRESOURCESCase Study 1: Same Sides
Values and Career Choice• “Values provide a basis for rationalizing behavior” (D.Brown, 1996) • Who gets to decide what’s worth the risk? Who decides if the good outweighs the bad?• Values play a vital role in the world of work • Personal values • Organizational values • Voluntary standards of care• Match your values with your career • Discover & prioritize personal values • Identify work place values (i.e. mission, vision, core values) • Resources: Kerwin Work Value Inventory & books available
Data management Storage and Protection Confidentiality Availability Integrity Disposal
Conflict of Interest A conflict of interest is a situation in which financial or other personal considerations have the potential to compromise or bias professional judgment and objectivity. (Citiprogram.org) Conflict of Conscience
Content Competency• Phrase from Video: “I’ve studied this stuff in class.”• “A University teacher maintains a high level of subject matter knowledge and ensures that course content is current, accurate, representative, and appropriate to the position of the course within the student’s program of studies.”• Resources:• - Teaching mentor; Kaneb Center for Teaching and Learning• - Society for Teaching and Learning in Higher Education: www.stlhe.ca/awards/3m-national-teaching-fellowships/initiatives/ethical- principles-in-university-teaching
Peer Review What is peer review (or refereeing)? • Review of a scholarly manuscript by (a) fellow expert(s) in the field prior to publication. Why do we follow the peer review process? • History • Importance • Forms
Starting the role playGrad Student: You asked to see me about a manuscript from the WongLab?Professor: Yes, I was asked to review this manuscript, and after readingthrough it this morning, I think that it would be a good paper for you toreview.Grad Student: That sounds good to me. I have been looking foropportunities to gain experience as a reviewer.Professor: This manuscript has a number of problems with it, so I’d like tosee if you find the same problems that I found. Then we can talk abouthow to write a professional review. The paper has some ideas that mighthelp your research progress, so we can talk about them as well.Grad student: I should be able to work on it this week. And I have beengetting somewhat frustrated by my lack of progress on my dissertationresearch…
Peer Review: Discussion Questions• What were the student’s concerns? What were the professor’s concerns?• Did the two perspectives in your interaction align? • If so, what happened to produce an alignment of viewpoints? • If not, what kept the two versions from aligning?
REFLECTIONS ANDRESOURCESCase Study 2: Peer Review
Teaching/Mentoring• Teach by Words and Example• Recognize Ethical Obligations as a Mentor• Recognize Benefits of Mentoring Undergraduate Students Resources: -www.rackham.umich.edu/downloads/publications/mentoring.pdf -CITI program: Mentor and Trainee Responsibilities Module • Mentoring bibliography available at www.crlt.umich.edu/faculty/facment_biblio.php.
Ethical Responsibilities of Reviewers,The Council of Science Editors (2009) Confidentiality Constructive critique Competence Impartiality and integrity Disclosure of conflict of interest Timeliness and responsiveness Resources:• Collaborative Institutional Training Initiative, University of Miami 2010. Citiprogram.org• American Historical Association, Statement on Standards of Professional Conduct• American Mathematical Society Ethical Guidelines• American Psychological Association, Ethical Principles of Psychologists and Code of Conduct• American Sociological Association, Code of Ethics• Modern Languages Association, Statement of Professional Ethics
Work – Life Balance• Expectations, spoken and unspoken • Where will you draw the line? • Only so many hours in the day • Can a Graduate Student say “no” to an Advisor? • What is the impact on your future career?
CONCLUDINGREMARKSWhy ethics?How can you learn more and practice more?Did you fill out an evaluation form?
What campus resources are available?• Graduate School, Professional Development • http://graduateschool.nd.edu/professional_development/• Graduate Student Union (GSU) • Teaching, Research, Ethics, and Career Committee (TREC) • http://gsu.nd.edu/• Career Center • http://careercenter.nd.edu/• Kaneb Center for Teaching and Learning • http://kaneb.nd.edu/• Office of Research • http://or.nd.edu/• Reilly Center for Science, Technology and Values • http://reilly.nd.edu/• Center for Social Concerns • http://centerforsocialconcerns.nd.edu/
Contact Information • EthicsMELINDA GORMLEY • Assistant Director for Research, John J. Reilly Center for Science, Technology & Values email@example.com • AMICO MORANANNCareer • Assistant Director of the Graduate School Career Program, Career Center firstname.lastname@example.org • ResearchGRETCHEN BUSL • Associate Program Director of Grants and Fellowships, Graduate School email@example.com • TeachingAMANDA MCKENDREE • Assistant Director, John A. Kaneb Center for Teaching and Learning firstname.lastname@example.org