1 / 7

Our experience in teaching research ethics to biological science students

Our experience in teaching research ethics to biological science students. Jamie Dow (IDEA CETL). Experience of Research Ethics teaching. Mine Introduction for Research Postgraduates in Biological Sciences (one session in collaboration with Michelle Peckham) CETL Staff

rudolf
Download Presentation

Our experience in teaching research ethics to biological science students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Our experience in teaching research ethics to biological science students Jamie Dow (IDEA CETL)

  2. Experience of Research Ethics teaching • Mine • Introduction for Research Postgraduates in Biological Sciences (one session in collaboration with Michelle Peckham) • CETL Staff • A key part of CETL activity since its inception (2005), various staff (Gooday, Megone, Testa) with experience going back considerably further • Research Ethics Development Officer (appointment from Autumn 2007)

  3. Key features of CETL perspective • These reflections are from the ethicist’s perspective • CETL approach aims to be strongly collaborative • Case Study-based teaching strongly preferred

  4. Reflections: teaching method • Value of teaching ethics not just codes/rules • Use of case studies • Value of collaborative teaching • Credibility in collaborative teaching

  5. Reflections: purpose and aim • Differences between ethics and science • Disconcerting for some research students • Hazards of co-teaching: disagreement! • Problem or Advantage? Depends on aims. • Hazards of inter-disciplinary collaboration: expectations and aims

  6. Responding to difficulties • Easy to exaggerate difficulties • Avoiding difficulties • Planning / collaboration • Clarifying aims & expectations • Research ethics input at multiple stages

  7. Gooday: Training courses on Research Ethics at Leeds • Starting PhD students: ‘tell me the rules of the game’ • Mid-PhD: arrive at training courses with particular issues in mind • Experienced Academics: often relieved to talk in depth about tricky issues • Relativist “saboteurs”: be prepared!

More Related