EESE: A multidimensional and dynamic ethics education paradigm spanning the science career

确保科学家的研究行为合乎道德的主要方法是向学生传授正式规则，并要求他们参加测试。这种方法可能不足以在整个科学生涯中支持道德能力。这项研究项目使用了一个跨职业道德发展的新框架--负责任的研究行为的掌握标准(MR-RCR)--弥补了这一差距，鼓励博士科学家在整个职业生涯中在道德研究实践中获得技能和掌握。在MR-RCR框架中，教授个人，并给予他们实践和展示伦理推理技能的机会，这些技能是研究诚信和RCR的基础。MR鼓励个人监控自己的发展，以便他们知道寻找多种机会来学习、练习和展示他们对RCR培训目标的具体组成部分的掌握。更具体地说，为了建立并不断增加RCR培训和知识，科学家们创建了能够导致技工和大师级技能认证的投资组合。该方法还支持对培训机会及其与学习目标的一致性进行具体评估和改进，并包括指导机会，以提供凝聚受过道德培训的科学家群体的手段。既定的标准制定方法用于创建测试证据，由内容专家团队进行验证，以评估投资组合证据的可靠性和评级漂移。这个项目的主要理论贡献是，它将负责任的研究行为和道德行动置于集体和个人反思性教学中。这一框架有可能改变道德学术和道德培训，强调在整个职业生涯中有目的和有反思的发展，并通过明确发展目标和业绩标准鼓励自我调节。结果通过出版物传播给60个多机构研究中心，包括历史上的黑人学院和大学，传播到专业协会。

The dominant method for ensuring ethical conduct of research among scientists is to teach students formal rules and require them to take a test. This method may be insufficient to support ethics competency throughout an entire scientific career. Using a new framework for career-spanning ethical development - the Mastery Rubric (MR) for the responsible conduct of research (MR-RCR)- this research project addresses that gap, encouraging Ph.D.scientists to gain skills and mastery in ethical research practices throughout their career. In the MR-RCR framework, individuals are taught, and given opportunities to practice and demonstrate, ethical reasoning skills that underpin research integrity and RCR. MR encourages individuals to monitor their own development, so that they know to seek multiple opportunities to learn, practice, and demonstrate their mastery of the specific components of the RCR training objectives. More specifically, to establish and continually augment RCR training and knowledge, scientists create portfolios that can result in certification of journeyman- and master-level skill. The method also supports concrete evaluation and improvement of training opportunities and their consistency with learning objectives, and includes opportunities for mentorship that provide means of cementing communities of ethically-trained scientists. Established standard-setting approaches are used to create test evidence for validation by a team of content experts to estimate reliability and drift in ratings of portfolio evidence. The central theoretical contribution of this project is that it situates responsible conduct of research and ethical action in collective and individual reflective teaching and learning. This framework has the potential to transform ethics scholarship, as well as ethics training, by emphasizing purposeful and reflective development throughout the career, and to encourage self-regulation by making developmental objectives and performance criteria explicit. The results are disseminated to sixty multi-institutional research centers, including historically black colleges and universities, to professional associations, via publications.