Engaging Everyone in Research Ethics: Assessment of a Workshop for Engineering and Computer Science Graduate Students

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  • Additional Information
    • Availability:
      American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Ethics; Engineering Education; Computer Science Education; Graduate Students; College Faculty; Faculty Development; Decision Making; Research Training; Workshops; Interdisciplinary Approach; Research Design; Publications; Coding; Intellectual Property; Specialists; Discussion; Law Schools; Librarians; Technical Writing; Self Evaluation (Individuals); Knowledge Level
    • Subject Terms:
      Nevada (Las Vegas)
    • ISSN:
      1941-1766
    • Abstract:
      How can we engage new engineering and computer science graduate students in meaningful conversations about research and publication ethics without establishing a common understanding of the issues and expectations? Most universities offer extensive responsible conduct of research (RCR) training programs, which are usually a semester-long. Absent a requirement, it is unlikely that engineering and computer graduate students and their advisors would prioritize a lengthy training during the student's first semester. Recognizing this, the University of Nevada, Las Vegas' Howard R. Hughes College of Engineering designed and implemented an introductory research ethics workshop for all graduate students entering engineering and computer science. We engaged an interdisciplinary team of faculty and staff in the workshop's design and implementation, and approached our design within the sensemaking framework for ethical decision-making. Each workshop included lecture content in four priority topic areas identified by the college faculty: research design and data ethics, publication ethics, computer coding ethics, and intellectual property. The workshops also included a face-to-face panel discussion with experts including engineering, computer science, and law professors; librarians; and technical writers. Our assessment showed that after completing the workshop, students demonstrated increased content knowledge, and their self-assessed expertise ratings were better aligned with their content knowledge.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1429244