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Using Small Group Assignments In Teaching Research Ethics, Kenneth D. Pimple

Ethics in Science and Engineering National Clearinghouse

No abstract provided.

Using Short Writing Assignments In Teaching Research Ethics, Kenneth D. Pimple

Ethics in Science and Engineering National Clearinghouse

Regularly asking students to write down their thoughts and reactions to class readings and discussions is an effective method of teaching and assessing student learning. Furthermore, as composition teachers will attest, frequent writing assignments, regardless of content, dramatically improve writing skills. Asking students to think “on paper” about topics encountered in the classroom encourages them to think about those topics in greater depth, relate them to their own lives, and thus connect the classroom to the world outside. I will describe four kinds of useful short writing assignments – freewriting, the non-quiz, the one-minute paper, and logbooks.

Middlefield Open Space And Recreation Project, Center For Economic Development

Center for Economic Development Technical Reports

Over one thousand acres of farmland, open space, and wetlands are converted to residential or commercial development each week in New England. In Massachusetts, nearly two acres of open space land is lost to development every hour. Current development trends suggest that this building pattern, referred to as sprawl, is likely to continue into the near future. Because the negative consequences of sprawl development are highly visible, residents of Massachusetts are becoming increasingly concerned about its impact on their communities. Residents see the unique character of their communities being transformed by uncontrolled residential and commercial development. Green fields and open …

Assessing Student Learning In The Responsible Conduct Of Research, Kenneth D. Pimple

Ethics in Science and Engineering National Clearinghouse

Introduction

As with all effective teaching, a key element in any unit designed to teach research ethics is assessment of student learning, whether the “unit” is a whole course, a brown bag lunch seminar, or a few sessions or segments of sections within a course. How can we know what our students learned, and whether they learned what we intended them to learn? How can we tell whether our instructional goals were met?

I am reminded of the Saturday Night Live skit in which a reporter asks President Carter, “Why are you building the B-1 Bomber?” To which Carter replies, …