How to Survive Graduate School and Start your Career in Science/Engineering (2004)
This Handbook for Graduate Research Ethics Education by Graduate Research Ethics Education Participants contains essays written by eighteen participants of the Graduate Research Ethics Education Project. There are essays on relationships of graduate students to advisors, mentors, faculty committees, academic research groups, and external collaborators. Also included are essays on research practices including, authorship, data ownership, interpretation and modeling, research with human participants, use of hazardous materials, peer review processes and ethical issues in teaching, industrial collaborations and handling misconduct. There is a final section on science and society. (Association for Practical and Professional Ethics 2004.) This handbook was produced with the support of the National Science Foundation (Grants 9421897 and 9817880).
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Ethical issues surround and permeate science. Graduate students encounter these issues in a variety of ways – in the human relationships they develop as part of their professional training, in the everyday decisions they make regarding their research, in learning and coming to grips with the practices of science, in thinking about the choices they (and other scientists) make about their research and its effects on the world.
While much has been written about science and even about the ethical issues arising in and around science, little has been written specifically for graduate students in the sciences and engineering. Indeed, very few resources (written or otherwise) are available to help graduate students to navigate the ethical dilemmas they face and to make sense of their experiences in graduate school and after.
This handbook is an attempt to fill the gap. It is written by graduate students for graduate students. While it is intended especially for students who are just beginning graduate school, to prepare them for what they might encounter, it may also be helpful to more seasoned graduate students who are looking for assistance in understanding the graduate school environment.
The handbook is the product of a project that began in 1996 when the National Science Foundation’s Program on Ethics and Values (in the Societal Dimensions of Engineering, Science and Technology Program) funded a proposal for workshops training graduate students in research ethics. The project, conducted by the Association for Practical and Professional Ethics, aimed to provide training in research ethics to graduate students in science and engineering so as to reach them early in their careers, in the hope that the early involvement and training would have a lasting effect on their attitudes and interests throughout their careers.
From 1996-2003, graduate students with excellent records in their fields of specialization and an interest in ethics attended a five-day summer workshop at Indiana University and a follow-up meeting during the subsequent year. A second NSF grant allowed all the participants to be brought together as an alumni group so as to facilitate development of a community of scientists and engineers interested in research ethics. The idea for this handbook emerged from the alumni group.
About the Authors
The authors are listed with their institutional affiliation at the time of their initial participation in the Graduate Research Ethics Education Project
- Lida Anestidou, Integrative Biology, University of Texas-Houston
- James Corbett, Engineering and Public Policy, Carnegie Mellon University
- Monette M. Cotreau, Pharmacology/Experimental Therapeutics, Tufts University
- Jeffrey Dudycha, Zoology/Ecology, Michigan State University
- Tristan Fiedler, Biochemistry/Molecular Biology, University of Miami
- Julia Frugoli, Biological Sciences, Dartmouth College
- Kevin Geedey, Zoology, Michigan State University
- DeAnne Marie Goodenough-Lashua, Medicinal Chemistry, University of Michigan
- Tara Kuther, Developmental Psychology, Fordham University
- Lisa P. Landrum, Physiology, University of Oklahoma Health Sciences Center
- Melanie Leitner, Neuroscience, Washington University
- Jennifer M. McCafferty, Molecular and Cellular Pharmacology, University of Miami
- Josephine M. Li-Mcleod, Pharmaceutical Science, University of Oklahoma
- Vanessa Ott, Cellular and Molecular Biology, University of Wisconsin-Madison
- Julie Anne Reyes, Anthropology, Michigan State University
- Amy Sayle, Epidemiology, University of North Carolina at Chapel Hill
- Lisa Y. Stein, Molecular and Cellular Biology, Oregon State University
- Sara E. Wilson, Medical Engineering/Medical Physics, Massachusetts Institute of Technology