HW3proj and H3case (topic: ethics in research)

(Updated 2/7/18)

HW3proj and HW3case

HW3proj, Ethics in the Profession
Due Friday, Mar. 2, 2018 for in-class students (online students: Su Mar. 4)

Note: Professional neatness and clarity of format count! Do it like this.

  1. For your ethics-related term project (see “Course Information” tab for details): Let us continue to develop it step by step over the semester so that it will be manageable rather than a crunch at the end, as follows. Write up 349 words or more (per person if a group project) if your project is a writing project. If it is not a writing project, do work on the project equivalent in effort to writing 349 words or more, and explain specifically what you did (in much less than 349 words!), giving examples (code, for example) if that makes sense. Put this in your blog, labeling it consistently as in this.
  2. Explain what needs to be done next on the project. Put this in your blog, labeling it consistently as in this.


Due dates for in-class students:

  • Q1 is due Monday, Mar. 5, 2018 at the beginning of class
  • Q2 is due Monday or Wednesday, Mar. 5 or 7, 2018, during class
  • Q3 is due Sunday, Mar. 11, 2018

Due date for online students:

  • All Qs due Sunday, Mar. 11, 2018

Note 1: Professional neatness and clarity of format counts! In-class students see this example. Online students see this example.

1. Prepare case notes on an ethics case related to ethics in science or engineering research. If you are an in-class student, these should be usable in class for presenting your ethics case to your group and leading the group in discussing it on one of the two class days devoted to group discussion for this unit. (Online students can use them to help with the other parts of this HW.) In-class students (due before class): you will use these notes in class, so show them to me right before class so I can note down that you get credit for Q1:

  • Print them out on paper, or
  • Write them by hand on a sheet of paper, or
  • Display them on a smartphone, tablet, or laptop (not the desk computer in the classroom, because group dynamics work better when the discussion leader does not need to face or turn toward a stationary computer).

Online students: post your notes to your blog.

Your notes should include the following.

  • A link or other citation to the case you are using, or if it is from personal experience, point that out.
  • A list of 8 or more important facts about the case. These could help you tell your group members or anyone or remind yourself what the case is all about.
  • A list of questions (5 or more) you could ask your group members in order to get an interesting and enlightening discussion going (for in-class students), or that you could consider yourself or ask someone else about (for online students); see the “Questions to ask during discussion” tab on the course web page for some suggestions in developing your discussion questions.

2. In-class students: On one of the two class days devoted to group discussions, explain your case to your group and lead discussion on it. Divide the two 50-minute classes into parts so that each person in your group gets to lead discussion about their case. It is ok, however, if some discussions end up taking longer than others, as long as everyone gets a turn.When another member of your discussion group is leading, help them out, and sharpen your thinking skills, by listening and participating in the discussion. Doing other things, using your phone, etc., will lose points. NOTE: When another member of your discussion group is leading, help them by participating in the discussion.

Online students: Explain the case and discuss the questions you devised, plus the 3 standard questions, about it. Post this on your blog.

3. Write up your case on your blog with the following subheadings:

  • “The facts of the case.” Here is where you describe the case in your own words.
  • “Analysis.” Examine the case in terms of the questions and/or discussion. In-class students: also reflect on the challenges and possible solutions involved in leading a discussion in a classroom or workplace setting.
  • “Conclusions.” Your analysis, opinions, and conclusions about the case. Your group members’ opinions and why they are or are not valid.
  • “Future environment.” Describe your vision of a future in which technology is more advanced than today, or society has changed in some significant way, such that the ethical issues of the case would be even more important than they are in today’s world. 3 sentences of average length or more.
  • “Future scenario.” Describe how this ethical case (or an analogous one) would or should play out in the environment of the future, and give your opinions about it. 3 sentences of average length or more.

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