How can we engage new engineering and computer science graduate students in meaningful conversations about research and publication ethics without establishing a common understanding of the issues and expectations? Most universities offer extensive responsible conduct of research (RCR) training programs, which are usually a semester-long. Absent a requirement, it is unlikely that engineering and computer graduate students and their advisors would prioritize a lengthy training during the student’s first semester. Recognizing this, the University of Nevada, Las Vegas’ Howard R. Hughes College of Engineering designed and implemented an introductory research ethics workshop for all graduate students entering engineering and computer science. We engaged an interdisciplinary team of faculty and staff in the workshop’s design and implementation, and approached our design within the sense-making framework for ethical decision-making. Each workshop included lecture content in four priority topic areas identified by the college faculty: research design and data ethics, publication ethics, computer coding ethics, and intellectual property. The workshops also included a face-to-face panel discussion with experts including engineering, computer science, and law professors; librarians; and technical writers. Our assessment showed that after completing the workshop, students demonstrated increased content knowledge, and their self-assessed expertise ratings were better aligned with their content knowledge.

DOI: 10.18260/3-1-1153-36053

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Susan Wainscott

Mohamed Trabia

Dave James