Who Is Responsible for a Fraud: An Exercise Examining Research Misconduct and the Obligations of Authorship through Case Studies

The recent calls to reorient chemistry education so that it explicitly incorporates a systems perspective offer the potential for learning environments where students not only learn how chemists think and do various tasks in the lab, but also learn about the relationship between chemistry and the larger society. This reorientation will more fully engage students in the three complementary dimensions central to their preparation to become members of a profession like chemistry. The pedagogical approach developed by SENCER (Science Education for New Civic Engagements and Responsibilities) is one way that faculty could reorient chemistry courses toward a systems perspective and provide increased emphasis on the ethical nature of chemistry’s impact on society. An undergraduate chemistry curriculum that educates “head, hands, and heart” offers great potential to prepare students to become chemists that are fully committed to the ACS vision of “improving people’s lives through the transforming power of chemistry”.

Section: Undergraduate Chemistry Education and The Dimensions Of Prof...mentioning

confidence: 99%

Systems Thinking and Educating the Heads, Hands, and Hearts of Chemistry Majors

Fisher

2019

“…The importance of introducing students to scientific ethics is well represented in the literature. Case studies are commonly used as a framework for delivery of ethics related content. − Gillette described a writing assignment designed to introduce freshman chemistry majors to scientific ethics and Kandel used a similar approach . Kovac argues that students will best learn scientific ethics when they are introduced to ethical questions through realistic situations .…”

Section: Introductionmentioning

confidence: 99%

Laboratory Activity on Sample Handling and Maintaining a Laboratory Notebook through Simple pH Measurements

Erdmann

March

2016

Sample handling and laboratory notebook maintenance are necessary skills but can seem abstract if not presented to students in context. An introductory exercise focusing on proper sample handling, data collection and laboratory notebook keeping for the general chemistry laboratory was developed to emphasize the importance of keeping an accurate notebook. The exercise requires minimal technique or prior knowledge, and as such provides students a comfortable introduction to the college laboratory setting. Details of the activity, including preparation, background, procedure, and postactivity instruction, are provided. Alternative uses and application of the activity are also proposed.

“…The need for explicit, formal instruction in research ethics and professionalism outside of the student–advisor relationship has been well established . Multiple strategies have been developed for accomplishing this, including introduction of ethical principles as part of a peer led structured study group, implementing courses focused specifically on research ethics, , integrating ethical discussions into traditional chemistry courses, and the design of a flexible model that can be applied to a variety of scientists in many different contexts . As researchers who are responsible for generating and publishing original research, and as individuals who are often carrying out research full-time for the first time in their lives, graduate students are a key audience for these discussions.…”

mentioning

confidence: 99%

Integrating a Peer-Taught Module on Practical Research Ethics into the Graduate Student Orientation Curriculum

Danowitz

Taylor

2011

As active members of the scientific community, graduate students make ethical judgments about the conduct and presentation of their research. Pressures in the research environment often influence these decisions. Because inappropriate decisions can lead to unethical behavior and scientific misconduct, it is important that students understand the resources available to them and learn to analyze and resolve conflicts that are likely to arise in the course of their studies. We describe an approach to integrating practical, peer-led, ethics training into the orientation process for incoming chemistry graduate students. We used a series of case studies drawn from the experiences of senior graduate students to provide the incoming students with a vehicle for discussing relevant moral concerns. In these discussions, we emphasized deciding upon an appropriate course of action and evaluating its practical and ethical consequences. We discuss our experiences, the case studies, and student response to these sessions.