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While the government and the public look to universities to educate students in research ethics, those who teach ethics to science and engineering graduate students still struggle to find the most effective models for ensuring that their students internalize professional values and make them part of their scientific and technical practices. (1) This paper will report on a four year research project to develop and assess four different instructional models that introduce and educate science and engineering graduate students to the micro-and macroethical issues in their work. Efforts at integrating micro-and macroethics in graduate education of engineers and scientists have been few. To be effective such efforts require incorporation of interdisciplinary concepts and methods drawn from such fields as science and technology studies and applied ethics. The four models included in the project are: 1) a standalone course on societal implications of science and engineering; 2) micro-and macroethics material embedded in a required science course; 3) a hybrid online/face-to-face course on responsible conduct of research; and 4) engaging ethics in the lab. In the paper we discuss development of the course models and assessment results of students' knowledge of relevant standards, ethical sensitivity, and ethical reasoning, as well as student-instructor communication.

Nanotechnology has emerged as a broad, exciting, yet ill-defined field of scientific research and technological innovation. There are important questions about the technology's potential economic, social, and environmental implications. We discuss an undergraduate course on nanoscience and nanotechnology for students from a wide range of disciplines, including the natural and social sciences, the humanities, and engineering. The course explores these questions and the broader place of technology in contemporary societies. The course is built around active learning methods and seeks to develop the students' critical thinking skills, written and verbal communication abilities, and general knowledge of nanoscience and nanoengineering concepts. Continuous assessment was used to gain information about the effectiveness of class discussions and enhancement of student understanding of the interaction between nanotechnology and society.Comment: 7 pages, 1 figure. Edited and shortened for readability. Visit http://www.tahan.com/charlie/nanosociety/course201/ for more informatio

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Her primary research areas include organizational communication and family communication in contexts of disability and public policy. She teaches courses across the communication discipline, particularly in organizational and family communication. In her courses, Dr. Canary emphasizes ethical implications of communication behavior. Her research includes investigating efficacy of ethics education in communication courses. Dr. Canary's work has been published in several journals, including Journal of Business Ethics, Communication Education, Journal of Applied Communication Research, and Health Communication. Karin Ellison, Arizona State University Dr. Ellison works in the areas of research ethics and history of technology. As Associate Director, Center for Biology at Society, she provides responsible conduct of research education to life scientists and is a founding member the doctoral degree program in science studies. As a Dean's Fellow, she is reviewing the student academic integrity policy for the College of Liberal Arts and Sciences.