Phy 108F:
Ethics
& Science
First Year Seminar
Instructor: Jan Yarrison-Rice, Associate Professor, Physics
Department,
Miami University
Room 15 Culler Hall, 513-529-1862, or FAX 513-529-5629 or Email: yarrisjm@muohio.edu
Fall 2004 Office HourS
TR 11
AM - noon
& by appointment
Syllabus
Text: Research Ethics: A Reader
Eds. Deni Elliott and Judy E. Stern
Goals:
• To provide a cross disciplinary study of the
scientific
enterprise and the ethics involved.
• To understand various issues facing both the
scientific
community and a scientifically literate society.
The course will begin with the simple
questions:
What is science? How does one engage in the scientific
enterprise?
The next important ideas to investigate are: What is
ethics?
Integrity? Morality? How are they related? Our end goal is
to
face the broad-scoping concerns like: Is science neutral?
Can
science be moral? Should scientists conduct research based upon
conscience?
How does our “human-ness” effect our science? What are the
consequences
of scientific advancement to our society and to quality of human life?
Specific themes in the course will include:
scientific
misconduct, collaborative research, ownership of data and intellectual
property,
mentoring, medical ethics, human and animal experimentation, public
health,
conflicts of interest, and bias in research.
Throughout the course, the themes of misconduct and its effect
on
advancement of technology, the role of the public in determining
research
and funding directions, and public policy and its impact on scientific
integrity
will be considered.
II. Course Structure
A. General Structure: After an introductory class to
present
the overview of the course and the issues to be addressed therein, the
course
will have the following structure. Specific topics will be
presented
in the following manner; an initial discussion on a particular area
will
be held (in some cases an expert will be invited to come to the class
and
present information from that area), case studies will be used to
ilicite
student opinion, students will then embark on fact finding missions,
and
debate on issues will be held with different groups presenting
different
sides to the question, finally a wrap-up session for each topic will
provide
students with an opportunity to share their opinions on the matter and
how
they have changed (or not) due to the class discussions. The last
few
weeks of classes will be used to put all the ideas presented into a
global
context with full group discussions and poster
presentations.
B. Class Format: The course is
a
seminar, so that after topics are introduced, students are in charge of
the
learning situation.
• Students are given an overview on each unit's topic.
• Students can learn to investigate topics via the
internet
and library.
• They will work in groups to research an area that
is
particularly interesting to them in light of their majors or career
goals.
• They will learn how to present information they
have
learned via power point, debate, posters and other presentation
mechanisms.
• They will present the details from their particular
sub-topic
via real-life cases or other case studies to the group.
The class will then discuss the implications of various presentations
both
as a specific topic, and as they pertain to the scientific community at
large.
C. Technical Skills Developed & Used In
Course:
• Web-based search mechanisms - for literature
searches
as well as internet searches
• Group -based working skills
• Presentation formats- Computer-based, poster,
and
other oral presentation styles.
III. Grading:
Your grades will be based upon 5 separate inputs
including
journaling, in class participation, group presentations, and midterm
and
endterm papers.
Journaling – throughout the semester 20%
Group Presentations & In-class
Participation
30%
Midterm Paper 25%
Final Paper 25%
Journaling, sometimes referred to as reflections, on class topics will
be
graded on a scale of Done or Not Done to a reasonable standard.
Your
percentage will then come from the percent of “done” assignments you
hand
in.
Group Presentations & In-class participation is based upon your
participation
in group and classroom activities and discussions. It includes
your
presentations, your participation in full-class and small group
discussions,
and your vocal presence in class.
You will be responsible for conducting literature
and
web-based research on topics for class, developing the talking points
for
the class, and leading discussions on case studies. Active
participation
is essential if we are to create an environment for learning for
everyone
in the class – including the instructor!
Midterm and Final Papers will be 4-5 pages and 8-10 pages in length
respectively.
You will receive a series of suggestions and questions to help you
clarify
your thoughts and develop your reflections. Information from your
journals,
case studies, and real-life cases will support your ideas. The
goal
is to help you develop your own sense of ethics as it relates to
science
and to help you develop your stance on particular issues which are
brought
up in class. Endterm papers can be handed in before finals week
for
a “rough” draft read-through by the instructor. Final copies will
be
due the Tuesday of finals week.
Due Dates:
Midterm Papers: in class on Thursday, October 14th
Final Papers*: Tuesday, December 14th by 4 PM
*(If you choose this option, rough drafts should be turned in by:
Tuesday,
November 23rd in class)
Attendance is important. Absences degrade the classroom
interaction
and will in turn lower your participation score.
III. Case Studies Talking
Points
First, you
should
tell us about the ethical dilema you identified. Second, you
should
share any materials you have found and brought to class. Third, you
should
lead the group in discussions about the topic using the guidelines
below.
In preparing to direct the discussion,
highlight
the main questions listed below for your particular case, and identify
answers
to the following so you are ready to fill in if the discussion slows
down.
• What are the facts of the case?
• What are the issues brought out in the study?
• Who is affected by the problem (may or may not be
persons
directly mentioned in stories)?
• What are possible directions one could take from
where
the story left off?
• What would be the possible consequences of such
actions?
• Is there a viable solution (or are there viable
solutions)
to the problem?
The goal of the case studies is NOT to solve the dilemma. The
questions
are to guide the investigation of the issues presented by the cases and
to
provide a basis upon which to create an informed opinion on ideas
involved
in the cases. Possible outcomes are considered with an eye to the
possible
affects they would have on the different people, policies, situation,
etc.
involved. This is an excellent opportunity to see how “brain
storming”
can be used as an approach to studying a problem.
IV. Miami Plan Principles
Critical Thinking: This course will
rely
heavily on student-directed presentations and discussions surrounding
ethical
issues that arise in the day-to-day scientific enterprise, as well as
more
global societal issues. In order to be contemporaneous, students
will
be searching the web for literature, news stories, and other
information
to enlighten the issues. Many difficult questions arise as one
considers
scientific ethics such as: integrity in science, is science
neutral,
ethical practices in research, collaborative research, ownership of
data
and intellectual property, and conflicts of interest. Students
must
address these topics by a four pronged approach: (1) journaling
of
initial reactions to probing questions, (2) working in groups on
fact-finding
missions, (3) presentation of the different sides to each issue and
their
take on the topic and case studies, classroom discussions, and finally
(4)
considering all the above input what is each person’s “final”
individual
take on the particular topic.
Understanding Contexts: Ethics in
Science,
or Ethics and Science, is a topic in which context plays an important
role.
In order to decide on their stance on genetics research, or nuclear
power
and its use as an alternative energy source, or whether a conflict of
interest
exists in a particular research situation students must consider the
history,
the current status of the technology/science, the public’s perception
of
the situation, and the possible effects on society or a portion of
society
depending on the resolution.
Engaging with Other Learners:
Students will spend most of their time both inside and outside the
classroom
working in groups. Experts in particular areas will be invited to
come
to the class to provide the contexts of particular issues (as outlined
above),
students will identify areas that require additional research, and
students
will be responsible for presenting case studies to assist other
students
in thinking through different topics.
Reflecting and Acting:
Each individual (or possibly group) will choose an issue that is
important
to them. As they research the topic and consider case studies
related
to the issues, they will form an opinion on the matter. At the
end
of the semester, they will be asked to integrate their particular issue
with
the broader topic of ethics and science. This reflection will
culminate
in a final poster session where students will present their issue, will
demonstrate
how it relates to ethics and science and society, and will identify
particular
actions they can/have taken as a result of the semester’s activities.
V. Topics of Study
Ethics, Morality, and Science – Ch. 1&2
Examples of Scientific Misconduct
Relationships in labs and the research community – Ch. 4
Mentoring
Chilly climate for women and minorities?
Collaborative Research
Conducting, Reporting, and Funding Research – Ch. 5
Ownership of data
Scientific method – bias in gender and race
Intellectual property
Plagiarism
Conflicts of Interest – Ch. 6
Medical Ethics: Animal research (Ch. 8) & Human experiments
(Ch.
9)
Public health
Public good vs. private rights
Institutional Responsibility – Ch. 7
Military research
Misconduct effect on advancement of technology
Public role in public policy and funding
Finale’
Is science neutral?
Can science be moral?
How does our “human-ness” effect?
What are the consequences of scientific advancement to our society and
to
quality of human life?
VI. Some articles we will
consider:
1. “Can science by moral?” G.J. Emerson, Humanist in Canada, 15-17
(Spring
2001).
2. “Is science neutral?” E. Goldsmith and L. Wolpert, Ecologist, 20-23
(May
2000).
3. “Refletions on Scientific Progress,” D.T. Suzuki, Ascent, 14-16
(Spring
2001).
4. “The social conscience of scientists,” J. Rotblat, Physics World,
65-68
(Dec. 1999).
5. “Conduct, misconduct, and the structure of science,” J. Woodward and
D.
Goodstein, American Scientist, 479-490 (Sept. Oct. 1996).
6. “Higher Education: Pushing back the frontiers: things that
once
seemed like science fiction are now a reality, forcing us to look at
the
ethical implications. But it’s a minefield,” J. Crace, Guardian
Education,
12 (July 2003).
7. “As science advances, will ethics retreat?” M. Thompson, Daily News
of
Los Angeles, U3 (July 7, 2003).
VII. Websites Focused on
Scientific
Ethics