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Educational Initiatives in Europe and the Mediterrean

Educational Initiatives in Europe and the Mediterrean. Giulio M. Mancini Landau Network Centro Volta Second Workshop AHRC Network on Ethics Education for Neuroscientists September 2012. Experience in Promoting Education on Security and Dual Use Issues among Life Scientists.

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Educational Initiatives in Europe and the Mediterrean

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  1. Educational Initiatives in Europe and the Mediterrean Giulio M. ManciniLandau Network Centro Volta Second WorkshopAHRC Network on EthicsEducation for NeuroscientistsSeptember 2012

  2. Experience in Promoting Education on Security and Dual Use Issues among Life Scientists • 2008-2009, LNCV-BDRC project “Fostering the BiosecurityNorm for Life Science Students” on EuropeanUniversities • Fundedby EC, DG JusticeFreedom and Security • Surveyofconsiderations in syllabi and networkingtoengageuniversities, promote information and discussimplementationchallenges • 2010-2011, LNCV projectstosurvey and engageuniversities in North Africa and South Asia • Fundedby the US Biosecurity Engagement Program • Partners: AssociationMarocaine de Biosécurité (AMBS) in Morocco and Quaid-i-AzamUniversity (QAU) in Pakistan • 2011-2013, ISIS Euro-Mediterrean Master on Neuroscience and Biotechnology • Fundedby EC, TEMPUS. • LNCV is Associate Partner to a Consortiumof 11 universitiesestablishing a new Master • Bioethicscoursewith educational materials on dualuse and potentialmilitaryapplicationsofneuroscience • 2011-2012, “EuropeanBiosecurityAwarenessRaising network” (EUBARnet) • Fundedby EC, DG Home Affairs • Present life science studentswithmultidisciplinaryaspectsof security issues

  3. ISIS Euro-Mediterrean Master in Neuroscience and Biotechnology • Fundedby TEMPUS: Modernizinghighereducation in EU neighbours • TEMPUS, managed by the Education, Audiovisual and Culture Executive Agency (EACEA) of the EuropeanCommissionunder the supervision of EuropeAid Development and Cooperation (DEVCO) and the Directorate-General for Enlargement, supports the modernisation of highereducation and creates an area of co-operation in countriessurrounding the EU. • Established in 1990, the schemenowcovers 27 countries in the Western Balkans, Eastern Europe (TACIS), Central Asia, North Africa and the Middle East (MEDA)

  4. www.isis-master.org Full University Partners Associate Partners

  5. ISIS Overview • A twoyears Master Program in Neuroscience and Biotechnology (120 ECTS) • From cellular to integrative physiology and behavioralneuroscience • In English and/or in French • Fullyrecognized Master degree in association with Universities from Euro-Mediterreancountries (France, Italy, Spain, Morocco, Egypt and Lebanon)

  6. Master in Neurosciences & Biotechnology EU member states Tempus IV partner countries 11 universities from 6 countries 3 associated partners • up to 200 students /year from both life sciences and medical schools • e-learning, French/english • quality assurance implementation • student representatives • gender balance attention I. Perroteau (UniversityofTurin), presentationof ISIS at the LNCV-UNESCO Workshop “HigherEducation and Professional Responsibility in CBRN AppliedSciences and TechnologyAcross the Sub-MediterraneanRegion”., Venice, April 3-4, 2012

  7. ISIS Objectives and Jobs Opportunities • Acquiring high-level innovative and interdisciplinary training in Neuroscience • Manipulatingtheoreticalconceptstogether with a broadrange of experimentalmethodsused in Biotechnology and Biomedicine • Mastering competencesrequired to implement and use moderntechniques, and to serve complexexperimental set-up • Conceiving and conductingindividualprojects in Neuroscience and Biotechnology • Elaborating and communicatingscientific data and concepts • Developingconnections and networking in Neuroscienceacross the Mediterrean • Job opportunitiesasResearcher, Service Engineer, Application Scientist, Bio-MedicalEngineer, Sale Engineer, Healthcare Executive

  8. ISIS Teaching Modalities • Sharedresources in the Consortium • Mainly e-learning courses (platformatUniversitéSenghor d’Alexandrie) • On-site teaching • Conferences by Consortiummembers • Internships (at Associate Partners or otherlabs or companies) • Enrolment: 40 students (on 240 candidates) started in 2011 in 2 universities; otherswill start in September 2012

  9. ISIS Syllabus • Fourdifferenttracks: • Molecular and cellularneurosciences (syntheticbiology) • Neuropharmacology and innovative therapeutics (drug design, drugdeliver, vectorization, nanotechnology) • Integrative and systembiology (cognitive neurosciences: from sensation to perception and from perception to action) • MedicalNeuroscience and neuroimaging (neurostimulation, interventionneuroradiology, radiosurgery) Allstudentsattend “core” common modules, including: “Regulations, Laws and Ethics, Biosecurity” (3 ECTS)

  10. Introducing Bioethics, Biosecurity and Dual Use Topics in ISIS • Background: Seminar on security and dualuseissueswith Master students in biology and PhDstudents in neurosciences at the UniversityofTurin, 23 May 2009 • Promotedby the CouncilofBiologistsofItalianUniversities (Collegio dei Biologi delle Università Italiane, CBUI) • TurinparticipatesbothtoEUBARnet and ISIS Report of the 2009 Board Meeting of CBUI: “interest in […] coordinate activities and initiatives aimed to including educational contents on biosecurity at different levels; test common strategies for the implementation of online modules; disseminate educational materials and modules to further universities interested in using them.”

  11. Introducing Bioethics, Biosecurity and Dual Use Topics in ISIS • Reference from Bologna process and DublinDescriptors • Knowledge and understanding • Applyingknowledge and understanding • Makingjudgements • Communication • Learning skills • Presented to partners and students in the second annual general assembly of the Consortium in Beirut, May 2012 • Interest raised and more integration proposed Bachelor: “to informjudgementsthat include reflection on relevant social, scientific or ethicalissues” Master: “reflecting on social and ethicalresponsibilitieslinked to the application of theirknowledge and judgements” Session “Les Neurosciences au Quotidien” included presentation on “Dual use and military applications of neuroscience” byGiulio M. Mancini, Gerald Walther and Malcolm Dando

  12. Course “Bioethics, Laws and Ethics, Biosecurity” • 3 ECTS = 75 hours workload • Co-designedby USEK and LNCV • Short but compulsory (“core”) course, in the third semester before the 4 tracks differentiate • 10 to 12 thematiclectures • 4 lectures on dualuse, potentialmisuse and militaryapplications, regulation and prohibition

  13. Course “Bioethics, Laws and Ethics, Biosecurity” in ISIS • Draftsyllabus • Ethique de la recherche touchant l'homme et la liberté du chercheur • Bioethics : europeanlaws • Recherche en santé, regard éthique et principe de précaution • Conseilgénétique • Essaiscliniques • Consentement aux soins dans les maladiesmentales • Braindeath • Neuroimagerie : enjeuxéthiquesetaspectsmédico-légaux • Security and dualuseimplications • Historyofmisuse: chemical, biological and toxinweapons • The CBW prohibition regime, lawof war, humanrights, drugcontrol • Weaponsof the future?

  14. Course “Bioethics, Laws and Ethics, Biosecurity” in ISIS • Lectures on Dual Use and Potential military applications • 1. Introduction: Security and DualUseimplicationsofNeuroscience and Biotechnology • Beneficialadvances can open issuesofmisuse; overviewofmilitaryinterests; regulations and policy options; ethicalissues and the roleofsientists. • 2. HistoryofMisuse: Chemical, Biological and ToxinWeapons • Historyofdisease and poisonused in war; examplesfromnationalprograms; long-termimpacts and uncontrolledconsequences; threatsfrom state and non-stateactors • 3. Restraints: the CBW Prohibition Regime, Lawof War; HumanRights; DrugControl • The Geneva Protocol; the BTWC; the CWC; nationalimplementationnorms; humanitarianlaw; drugcontrol and export controls. • 4. Weaponsof the Future? • Discussion on case studies: deepbrainsimulation and brain-computerinterfaces; the assimilationofS&T in militarycomplexes; incapacitantstoday and in the future; the roleofscientists.

  15. What the ISIS experience can suggest on the questions from AHRC first workshop • Lack of time, resources, expertise and teaching space • How much tailoring to the discipline is needed? • Does the incorporation in the curriculum reduces flexibility? • What starting point would engage scientists best? • Appropriateness of web-based courses? • What are the minimum standards? • ISIS case is a (quite uncommon) case with engagement with neuroscientists during the curriculum design. It was easy to include a reasonable but compulsory course on ethics • Tailor as much as possible in the context. ISIS faculty was interested in discussing practical cases related with home departments’ specializations (anesthetics, fear drugs…) • ISIS is mostly e-learning, with Partners expert in one field lecture for students of all universities

  16. Networking In Europe • Continued engagement of universities in Europe: European Biosecurity Awareness Raising network • Map the current educational opportunities on biosecurity; • Produce multidisciplinary informational materials; • Organize events and seminars for students • Engaged universities aimed at addressing various aspects of biosecurity/dual use, including an holistic approach to possible “threats” and “risks” (either natural or deliberate) • Information does not limit strictly to “pathogens” but also the GMOs; invasive species; and ecotoxicology-related meanings of “biosafety and biosecurity”

  17. The European Biosecurity Awareness Raising Network www.biosecurityeducation.eu www.eubarnet.eu Consortium Partners Larger Network

  18. Ethics in Neuroscience Curricula • Assessment on a sample of 184 degreecourses in 7 EU MemberStates in neuroscience, toxicology and biotechnology; • Carriedwith online investigationof keyword in syllabi and coursedescription; • Lessthan 20% ofneurosciencecurriculaclearlyincludedreferencesto “ethics” in theirsyllabi, learningobjectives or coursedescription (7 out of 39), but for almosttwo-thirdstherewasnotenough information available

  19. 2011 – 2012 EUBARnet Seminar Series • Seminars organized locally • Internal teachers • Embedded in courses: follow ups, continued discussion... • Tailored to contexts (language, specialization…) • EUBARnet • provides external experts (and “multidisciplinary”); • monitors feedback of students; • collects informational materials on the website

  20. Feedback from Students: Some Preliminary Suggestions • Questionnairesfromstudentsparticipating in Spring 2012 seminars (UniversityofCoimbra, Universityof Milano, Universityof Torino, DelftTechnicalUniversity). Total 79 students • Ecologists, Biologists, Biotechnologists and Neuroscientists. Mainly Master students. • Almost 80% mentionedtohave at least some “previousknowledge” ofissuesofbiosecurity/dualuse; • However, 45% reportedthatthoseissueswerenotmentioned in curriculacourses (and the restthatreferences are small).

  21. Feedback from Students: Some Preliminary Suggestions Do you think that your knowledge and understanding of the following aspects have developed after this seminar? Definition of “dual use” in S&T Do you think that some aspects of research that you study could present a “dual use” issue? Based on 79 respondentsfromUniversityofCoimbra, Universityof Milano, Universityof Torino and DelftTechnicalUniversity. AY 2012

  22. Feedback from Students: Some Preliminary Suggestions “I think it’s necessary to develop the culture of responsibility and a strong ethical protocol among life scientists. In my opinion it’s important to include programmes like (and stronger that) this one, in scientific curricula to rise the knowledge of potential dual use and biological weapons and to train people, that will become scientists, to biosecurity awareness” [Participant from UNIMI] “Knowledge means power, and everything can be used for good or bad issues, it’s just the way of thinking and your personal principles. So in order to avoid a hostile application work should be done in the basic level, that means changing the way people think.” [Participant from DTU] “Less presentations about organizations and terminology and more interaction…” [Participant from DTU] “More practical case studies” [Participant from UC] “Add laboratory biosafety and biosecurity” [Participant from UC]

  23. Thank you! Giulio M Mancini - Landau Network Centro Volta - www.centrovolta.it/landau

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