Ethics in the Science Classroom
Professional Development for Secondary Science Teachers

2009 Summer Program Overview

Dates: July 14-24, 2009

Draft Agenda

Location:
Week 1- University of Washington Pack Forest Conference Center, Eatonville, WA
(near Mt. Rainier, 1.5 hours from Seattle) - Residential (room and board provided)

• Directions to Pack Forest
• What to Bring

Week 2- Research Facilities, Seattle Area - teachers provide own room and board
Sites include AMGEN, Fred Hutchinson Cancer Research Center, HIV Vaccine Trials Network, Benaroya Research Institute, UW Institute for Stem Cells and Regenerative Medicine, UW Tumor Vaccine Group, UW General Clinical Research Center, Pacific NW Diabetes Research Institute, Puget Sound Blood Center, and more!

Course Reading Prior to Conference

Please complete the mandatory readings and question sheet PRIOR to your arrival at Pack Forest, as we will assume that you have completed the readings.

Article Question Sheet

The following readings are mandatory and will be useful for answering the question sheet:

• Chowning, J, and P. Fraser, An Ethics Primer - Excerpt, Northwest Association for Biomedical Research, 2008 (excerpt).
• Fuchs, B., On Being a Scientist: Responsible Conduct in Research. Second Edition. National Academy Press. 1995.
• Wertz, D, Ethics: A Primer for Non-Ethicists, The Genetic Resource, Vol. 10, No. 1, 1996.

These readings are also mandatory and will provide helpful background information:

• Chowning, J, How to have a Successful Science and Ethics Discussion, The Science Teacher, Dec., 2005.
• Curtler, H M, Ethical Argument: Critical Thinking in Ethics, Oxford Press, 2004.
• Joffe, S, and Franklin, F, Bench to Bedside: Mapping the Moral Terrain of Clinical Research, Hastings Center Report, March-April 2008. NOTE:TABLE 2 on page 35 is mandatory; the rest of the reading is very interesting but optional.

The following reading is optional:

Note: if you are repeating this course, please read this chapter and complete the advanced questions available online in lieu of the article question sheet and readings above.

• Munson, R, Intervention and Reflection: Basic Issues in Medical Issues, Wadsworth, 2000 (optional, online)
• Intervention and Reflection Advanced Questions.

The following readings will be distributed at the workshop, to be read in advance of the second week of the program.

• Meyers, Morton A. Happy Accidents: Serendipity in Modern Medical Breakthroughs. New York: Arcade Publishing, 2007.
• Schwartz, M. The Importance of Stupidity in Scientific Research, Journal of Cell Science, 121, 1771, 2008.

This program is funded by 'Collaborations to Understand Research and Ethics', a Science Education Partnership Award from the National Center for Research Resources, National Institutes of Health.

Summer Program Details

NWABR is pleased to offer a new biomedical research-focused Ethics in the Science Classroom summer program for secondary science teachers! This program totals 12.5 days, and includes a week-long intensive residential summer background course focused on the research process and related ethical aspects, a second week of direct experiences in research labs of NWABR member organizations, and two and one-half days of follow up during the school year, observing Institutional Animal Care and Use Committee (IACUC) or Institutional Review Board (IRB) meetings, participating in NWABR’s IACUC or IRB workshops, and engaging in program follow-up sessions.

Week One - Intensive Teacher Background
July 12-17, 2009
The first week of the workshop will be offered in an intensive, residential retreat setting at the UW Pack Forest Conference Center. We will build upon our successful existing Ethics in Science program, but with a specific focus on research-related issues. This first week provides:

• Background in ethical theories/perspectives and decision-making frameworks
• Pedagogical strategies for integrating discussion of ethics into science classrooms
• The biomedical research process, including the use of animal models and clinical trials
• The application of ethical principles to specific aspects of research
• Resources for teaching science and ethics, including NWABR’s curriculum materials and a new Bioethics curriculum supplement from the NIH office of science education.

At the culmination of the first week, teachers will submit ‘Action Plans’ that address how they will integrate materials from the workshop into their classrooms. These may consist of specific lessons, collections of case studies, or plans for bioethics courses. Lead teachers will assist participants in creating a usable product that can be taken back into the classroom. Room and board for this week are paid by NWABR.

Week Two – Research Institutions in the Seattle Area
July 20-24, 2009
During the second week, teachers will visit institutions conducting research with animal models or clinical trials in order to have direct experiences with researchers and their work. Teachers will discuss the process and the ethical dimensions of biomedical research with the scientists they encounter, and will also share their challenges addressing research topics with students. Teachers will interview scientists about certain aspects of research in the laboratories that they visit, and consolidate their findings into a written reflective summary. The purpose of these experiences is for teachers to develop a broad understanding of the research process - from grant writing and planning, to conducting the actual project, through to the analysis and reporting of results. Teachers will need to provide their own transportation and meals for this week.


IACUCs and IRBs and School Year Follow-Up
A series of experiences with the IACUC/IRB community and follow-up meetings during the school year constitute the final aspect of our professional development program. Teachers will choose one of the following during the school year: they can attend an IACUC or IRB workshop, attend an IACUC or IRB meeting, or meet with staff at IACUC/IRB offices. Funds for substitutes will be provided by NWABR. There are two mandatory follow-up sessions, one in January and a second in May. During the January session, teachers will have a chance to discuss their concerns in applying elements from the workshop in their classrooms and to learn from the successes their peers may have had in facing similar challenges. The May session provides an opportunity to reflect on the course of the school year, collect follow-up data, and to introduce additional resources and strategies.


Credits/Clock Hours
In collaboration with UW Educational Outreach and the Washington State Science Teachers Association, teachers will be able to purchase either graduate-level credit (estimated 10 credits) or clock hours (100 clock hours) for the course.


Stipend
Teachers will receive an $800 stipend for their participation, $100 of which will be withheld until the follow-up sessions are completed and student survey materials are returned.


Research and Evaluation
In order to determine whether our program is meeting its goals, we will conduct a research study in classrooms of participating teachers. We are interested in the effect of the professional development workshop and curricula on student achievement. The research study is also required by our funders, the National Institutes of Health. All teachers who participate in the summer workshop are requested to participate in this study. However, the study is voluntary and teachers may choose to opt out at any time.

Accepted candidates will be selected to participate in EITHER the 2009 or 2010 summer programs, and will be able to indicate their preference for the summer that they wish to participate. We will make every attempt to accommodate teacher preferences. Teachers will also need to secure the support of their administration (principal or district supervisor) as part of their application. If a teacher is assigned to participate in the workshop during the summer of 2010, he/she would agree to serve as part of a ‘control’ group during the academic year 2009-2010. After the summer workshop, teachers will introduce the study to their students, provide instruction based on the program materials (approximately one week), administer brief (15 minute) pre-tests, post-test, or both, and provide the tests to us for analysis.

Important Dates

Application Schedule

Workshop Dates

Dates 2009-2010

Dates 2010-2011 (TENTATIVE)

The CURE program is funded by a Science Education Partnership Award #1R25RR025131from the National Center for Research Resources at the National Institutes of Health

Interested in the 2010 Workshop?
Applications will open again in early 2010.

"This has been one of the most valuable workshops. Thanks for the lead teachers, the Primer, the guest speakers, the resources. All were amazing. I am excited to do ethics justice this term."

"This week has been one of the most enjoyable and informative that I have experienced in my 10+ years of teaching!"

"Everything was REALLY great! It was much better than I thought it could EVER be. I am structuring an ENTIRE class on this week's material."

"Lots of great info...didn't waste time on frivolous stuff! Loved the expertise of the lead teachers and their enthusiasm."

"I really appreciate how organized this workshop has been. I also love all the materials I have to use now.

Contact Jeanne Chowning , Director of Education, with questions or to request additional information. Phone: 206.957.3337

NWABR is a 501(c)3 organization. All contributions are tax deductible.
Copyright 1999-2009 Northwest Association for Biomedical Research.
All rights reserved.