The Integrity of Scholarship: Workshop on Ethics

The Graduate School

January 16, 2012

Gregory 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

• Melinda Gormley, Assistant Director for Research, John J. Reilly Center

• Gretchen Busl, Associate Program Director of Grants & Fellowships, Graduate School

• Amanda McKendree, Assistant Director, John A. Kaneb Center

• Ann Amico Moran, Assistant Director of the Graduate School Career Program, Career Center

Recognition of Facilitators

• Victor Carmona, Theology

• Matt Bowers, Physics

• 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

GOALS AND OVERVIEW

Organizers and Speakers• Ethics

• Melinda Gormley, Assistant Director for Research, John J. Reilly Center for Science, Technology & Values

• Career• Ann Amico Moran, Assistant Director of the Graduate School

Career Program, Career Center

• Research • Gretchen Busl, Associate Program Director of Grants and

Fellowships, Graduate School

• Teaching • Amanda McKendree, Assistant Director, John A. Kaneb Center for

Teaching and Learning

ETHICS

RESEARCH

TEACHING

CAREER

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 FacilitatorsMatt 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 GRADUATE SCHOOL

THE REILLY CENTER

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!

CASE STUDY 1Same Sides

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 AND RESOURCESCase 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

BREAK

CASE STUDY 2Peer Review

Peer Review

• Review of a scholarly manuscript by (a) fellow expert(s) in the field prior to publication.

What is peer review (or refereeing)?

• History• Importance• Forms

Why do we follow the peer review process?

Starting the role playGrad Student: You asked to see me about a manuscript from the Wong Lab?

Professor: Yes, I was asked to review this manuscript, and after reading through it this morning, I think that it would be a good paper for you to review.

Grad Student: That sounds good to me. I have been looking for opportunities to gain experience as a reviewer.

Professor: This manuscript has a number of problems with it, so I’d like to see if you find the same problems that I found. Then we can talk about how to write a professional review. The paper has some ideas that might help 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 been getting somewhat frustrated by my lack of progress on my dissertation research…

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 AND RESOURCESCase Study 2: Peer Review

Teaching/Mentoring• Teach by Words and Example

• Recognize Benefits of Mentoring Undergraduate Students

• Recognize Ethical Obligations as a Mentor

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

• 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

Resources:

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?

CONCLUDING REMARKS

Why 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• Ethics

• Assistant Director for Research, John J. Reilly Center for Science, Technology & Values gormley.6@nd.edu

• Career• Assistant Director of the Graduate School Career Program, Career

Center amoran2@nd.edu

• Research • Associate Program Director of Grants and Fellowships, Graduate

School gbusl@nd.edu

• Teaching • Assistant Director, John A. Kaneb Center for Teaching and

Learning amckendree@nd.edu

MELINDA GORMLEY

GRETCHEN BUSL

AMANDA MCKENDREE

ANN AMICO MORAN