Research Ethics Modules

Why a rock climbing photo? When we began this modular series, the metaphor of exploration (geography, maps and mountain climbing) came to mind. These modules are like pocket guides; keep them in the glove compartment when you want to clarify the best technique to use when faced with a circuitous passage. On a given day you may want to consult with one expert; for a different rock formation you may need someone else.

There are many questions throughout the modules and not all of them are either answered or answerable. Both philosophy and scientific research share a fascination with asking the right questions; in both it is often true that how we frame the questions is key to what answers we find. In thinking through difficult moral dilemmas, as in doing research, becoming skillful at articulating the questions and framing possible answers is part of the process. A good question is similar to a good moral work-out.

Each module will address a particular topic in research ethics. You will find that certain themes recur throughout the modules, like   sine curves. For instance, the idea of "right balance," the conflict between "the good and the good," (to use Tom Regan's terms) the importance of community/collaboration, and professional responsibility. The quotes in the boxes are from articles and book chapters that are hyperlinked directly to the electronic course reserves at the NC State library. These materials are also available as print reserves with a three day circulation. Each module is organized with the following sections: 

Introduction -- brief presentation of one or two key concepts relating to the subject of the module

Central Essay or Overview Reading Selections-- major presentation of issues to focus on-- this is the basic reading for the module

Applied Philosophy - -- this section summarizes a companion topic in applied philosophy

Theme -- focuses on a major topic-- for many modules, NC State's guidelines and policies are presented here; for example, the module on Human Participants in Research has the SPARCS site as part of the theme pages.

Case Studies -- One or two case studies as "thought experiments" to practice moral reasoning -- for classroom use in particular. Additional supporting materials to go with the cases, prepared by the Association for Practical and Professional Ethics (http://www.indiana.edu/~appe/) are available online via the Online Ethics Center at http://www.onlineethics.org/reseth/appe/index.htm.

Exercises (Thinking Outside the Box) -- areas of particular interest or challenge within the topic; again, material from the real world

Resources -- annotated bibliography of articles, books and websites for further study.

FACULTY EXPERTS FOR THE MODULES  -- These instructional modules were prepared as part of the Research Ethics Initiative, a National Science Foundation sponsored project undertaken by the Graduate School at North Carolina State University. The modules were edited and the text written by Nell Kriesberg, Division of Multidisciplinary Studies, North Carolina State University. Faculty experts contributed general advice, articulated key issues and readings and in many cases, wrote central essays for the module in their area of specialty. Their contributions were an integral part of this project. For specific authorship details see the listing below.

HOW BEST TO USE THE MODULES?

The Adobe format has been used for the modules so that you can print only one page, several, or the entire module as a "little book." The materials are intended for classroom use. Each module with a central essay includes the central essay within the module and you have the option of printing out only the essay, if you so desire. Module 1, Research Ethics: An Introduction, with the central essay by Tom Regan, is the place to begin. Dr. Regan gives us a   method for analyzing the ethical dilemmas we encounter in our daily lives as researchers. Throughout the series, we will refer back to this module. What some instructors have done to good results is to have students read the central essay first and then encourage class discussion with either a film or the case studies. One of the basic questions many people ask when beginning to think about ethics concerns methodology. The following comment by Dr. Regan seems an appropriate place to begin..

For questions, comments, concerns, glitches, please contact: Dr. Gary Comstock.
 

Module 1: Research Ethics: An Introduction

Module 2: Authorship and Peer Review

Module 3: The Mentoring of Graduate Students

Module 4: Animal Subjects in Research

Module 5: Professional Responsibility and Codes of Conduct

Module 6: Human Participants in Research

Module 7: Rightdoing and Misconduct in Research

Module 8: Intellectual Property - Copyright

Module 9: Responsible Use of Statistical Methods

Module 10: Science and the Media: Ethical Issues

Back to Research Ethics Initiative Home Page
 

All materials used in these modules are used with permission or pursuant to the fair use provisions of Section 107 of Title 17,  the United States Copyright law. Further uses may be subject to the copyright law. The materials under North Carolina State University copyright may be used for non-profit educational purposes, if given the customary attribution. Commercial use is prohibited.   This material is based upon work supported by the National Science Foundation under Grant No. 9818359.  Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).

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