A team of philosophers and scientists at Dartmouth College worked for three years to create, train faculty and pilot test an adequate and exportable class in research methods for graduate students of science and engineering. Developing and testing methods for evaluating students’ progress in learning research ethics were part of the project goals. Failure of methods tried in the first year led to the refinement of methods for the second year. These were used successfully in the pilot course and in one university setting external to Dartmouth. The process of development and justification for the final methods are discussed here.
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For more detailed description about the difference between ethics education and inculation of professional value, see Elliott, D. (1984) “Education: Avoiding Indoctrination Through Ethics Instruction”,1984–85 Journalism Ethics Report. National Ethics Committee, Society of Professonal Journalists, Sigma Delta Chi. p. 31.
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Moore, G.T., Block, S.D., Style, C.B. and Mitchell, R. (1994) “The influence of the New Pathway Curriculum on Harvard Medical Students”Academic Medicine 69 (12): 983–989.
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Ibid
Personal communication between co-authors and William S. Moore.
Knefelkamp, L., Moore, W., Taylor, K. (1991).Dimensions of Effective Teaching: Four Classroom Design Elements. Center for Intellectual Development, Seattle, WA, USA.
Personal communication between co-authors and William S. Moore.
University of Montana, 59847, Missoula, MT, USA
Deni Elliott (Mansfield Professor of Ethies in Public Affairs)
Department of Obstetrics and Gynecology, Dartmouth-Hitchcock Medical Center, 03756, Lebanon, NH, USA
Judy E. Stern (Associate Professor)
Elliott, D., Stern, J.E. Evaluating teaching and students’ learning of academic research ethics. Sci Eng Ethics 2, 345–366 (1996). https://doi.org/10.1007/BF02583922
Received: 21 September 1995
Revised: 11 June 1996
Accepted: 12 June 1996
Issue Date: September 1996
DOI: https://doi.org/10.1007/BF02583922
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