IDS 3932 Honors Ethics and Science

Professors Veljko Dragojlovic and Mark Tunick
Spring 2016

http://wise.fau.edu/~tunick/courses/ids/science_ethics/index.html

Course Description: This course focuses on ethical issues arising in the sciences. Students will be introduced to competing ethical frameworks and arguments for why one should be ethical, and then turn to some substantive ethical issues that arise in the sciences and to discussions of what it is to practice science ethically. The objective is for students not merely to become familiar with ethical standards in the sciences, but to be able to justify these standards through an understanding of why it is important to act ethically. This 1-credit course counts toward the Honors College critical inquiry seminar requirement. Class meets M 1-1:50, AD205. There are no prerequisites for this course. Consult the FAU catalog for FAU's policy on incompletes.
Course Evaluation method: Attendance and participation in class discussion is required. Grades will be based on 2 papers, each ~ 3-4 pages in length (25% each), a group oral presentation (20%), and on in-class quizzes and participation in class discussion (30%). Excessive absences will result in a reduced grade for the course and late papers will be penalized.
Readings: Most readings are available through Blackboard (bb).  Some readings/videos are available via links below, or at the FAU library's online journal collection, which can be accessed off-campus by using a proxy.
Instructor Contact and Office Hours:
Prof. Veljko Dragojlovic, Phone: 561-799-8012; email: vdragojl@fau.edu; Office: RF 212; office hours M 2:30 – 3:30; 5:30 – 6:00; W 1:00 – 3:30; 5:30 - 6:00 PM.
Prof. Mark Tunick, Phone: 561-799-8670; email tunick@fau.edu; Office: HC 133; office hours before or after class or by arrangement, or just stop by HC 133.
Honor Code: Students agree to adhere to the honor code, available online at http://www.fau.edu/divdept/honcol/students/honorcode.html
Course objectives/student learning outcomes: It is expected that upon the completion of the course, students will be able to: • Identify and define ethical issues in science. • Apply different ethical frameworks in analysis of an issue. • Make connections between scientific, legal and ethical aspects of a subject under consideration. • Explain what constitutes the ethical practice of science. • Analyze the available literature and write a thoughtful paper on an ethics and science topic that draws on and properly cites this literature.

SCHEDULE
I. Ethical Frameworks
1/11. Why be moral?
Rdg: from Machiavelli, The Prince (ch 18)(bb); from Plato, Republic (bb)[to be read prior to first class]
Recommended: NYT article on homeless man who returns $3,300 he found (12/11/2010).

1/18. No class (Martin Luther King, Jr. Holiday). Though there is no class, students are required to do the following reading.
Rdg: Resnik, “Ethical Theory and Applications,” in Ethics of Science (1998) (bb)

1/25. Ethical Frameworks
Rdg: excerpts from Kant, Grounding for a Metaphysics of Morals (bb); excerpts from Bentham, Principles of Morals and Legislation (bb)

2/1. Example of thinking ethically
Rdg: Judith Jarvis Thomson, “The Trolley Problem,” Yale Law Journal 94(6):1395-1415 (1985)(bb)
For those interested: Joshua D. Greene, “Beyond Point-and-Shoot Morality: Why cognitive (Neuro)Science Matters for Ethics,” Ethics 124(4):695-726 (2014, July), online at jstor

II. Applying the frameworks to some substantive ethical issues in the sciences

2/8. The Ethics of the Kennedy Krieger Institute Lead Study
Rdg: David Buchanan and Franklin Miller, “Justice and Fairness in the KKI Lead Paint Study,” American Journal of Public Health 96(5):781-7 (2006)(bb)
Update: NYT, 9-16-11, Suit over Lead Dust, online; Baltimore Sun, 6-7-14, Lawsuits dog Kennedy Krieger, online.

2/15. Ethical issues concerning drug testing (1)
Rdg: Neergard, "US apologizes for '40s syphilis study in Guatemala', online; Dragojlovic, "Clinical Trials and Drug Development" Forum Power Point (bb); Emanuel and Miller, 'Ethics of Placebo-Controlled Trials,' NEJM, 2001, online (from FAU domain) or in blackboard.

2/22. Ethical issues concerning drug testing (2)
Rdg: Specter, 'Participants eagerness to use AZT endangers AIDS studies', Wash. Post, June 13, 1988 (bb); Arthur Caplan, 'Is there a duty to serve as a subject in biomedical research,' IRB: Ethics and Human Research 6(5):1-5 (1984), online (also in blackboard).
For those interested: John Harris, 'The Survival Lottery', Philosophy 50:81-7 (1975)(online at jstor); George Klosko, "Presumptive Benefit, Fairness, and Political Obligation," Philosophy and Public Affairs 16:241-59 (1987)(online at jstor)

2/29. Should science that can have dangerous consequences be censored? Are scientists responsible for dangerous consequences of their research?
Rdg:  Michael Selgelid, “Ethics, Bioterrorism, and the Censorship of Science,” Hastings Center Report 37(3):35-43 (2007)(bb); "US Asks Journals to Censor Articles on Bird Flu Virus," NYT 12/21/11, online; "Scientist in Bird Flu Study Says He is Not Convinced Censorhip is a Safeguard," NYT 12/22/11, online; P.W. Bridgman, “Scientists and Social Responsibility,” The Scientific Monthly 65(2):148-54 (1947)(bb)
For those interested: Further NYT articles on Bird Flu Virus, NYT 12/26/2011, online, and 2/18/12, online; Rice v. Paladin Enterprises 128 F.3d 233 (1997)(bb 'recommended reading'): 1st Amendment case addressing whether we should censor a book that teaches people how to get away with murder  

3/7. No class--spring break

III. Practicing science ethically

3/14. Fabrication, Falsification, Plagiarism
Rdg: Lee, "Misconduct in Science," ch. 5 (bb); excerpts from “Do Scientists Cheat?” NOVA video; NSF Case Studies, p. 17 (bb)
Recommended: NSF, On Being a Scientist: A Guide to Responsible Conduct in Research, 3d ed. (available for download); Kirby and Houle, “Ethics and the Welfare of the Physics Profession,” Physics Today Nov 2004: 42-6 (bb)(also available via FAU journals online, type in Physics Today for Title, then select Nov. 2004 and scroll to article)
Paper 1 Due

3/21. Manipulation of data
Rdg: Rossner and Yamada, “What’s in a Picture? The Temptation of Image Manipulation,” J of Cell Biology 166(1):11-15 (July 5, 2004)(bb); NSF Case Studies, p. 10 (bb); Carmen Drahl, Stephen K. Ritter, “Insert Data Here … But Make It Up First,” Chemical & Engineering News, August 09, 2013 (bb); William G. Schulz, “A Puzzle Named Bengü Sezen,” Volume 89 Issue 32 | pp. 40-43, August 8, 2011 (bb); Stephen K. Ritter, “Warning Shot On Data Integrity,” Volume 91 Issue 25, p. 32, June 24, 2013 (bb)

3/28. Giving credit where credit is due
Rdg: Candice Pert, "Molecules of Emotion" (bb)
Recommended: Fine and Kurdek, “Reflections on Determining Authorship Credit and Order on Faculty-Student Collaborations,” American Psychologist 48(11):1141-7 (1993)(bb); NSF Case Studies, pp. 18, 36, 38 (bb)  

4/4. Dealing with the pressures of publishing I
Rdg: V. Dragojlovic, "Three Publications," Powerpoint presentation (bb)

4/11. Dealing with the pressures of publishing II
Rdg: V. Dragojlovic, "Three Publications," Powerpoint presentation (bb)
Recommended: Tobenna Anekwe, “Profits and Plagiarism: The Case of Medical Ghostwriting,” Bioethics 42(6):267-72 (2010)(bb); Errami and Garner, “A Tale of Two Citations,” Nature 451:397-9 (Jan 24, 2008)(bb); Jefferson, “Redundant publication in biomedical sciences,” Science and Engineering Ethics 4(2):135-40 (1998)(bb); Feibelman, "Writing Papers: Publishing without Perishing"(bb); NSF Case Studies, p. 32 (bb)

4/18, 4/25. Cases of scientific misconduct: Group presentations
Class will break into groups and each group will research and make a 10 minute presentation on a case of scientific misconduct, with time left for discussion. Possible examples include the cases of Anna Stubblefield (see NYT magazine article); Looney v. Moore (BB Recommended reading--recent lawsuit alleging serious injuries as a result of participating in a study of the effects of oxygen saturation levels in premature infants); Dalibor Sames; Jesse Gelsinger; Henrik Schon; Hwang Woo-Suk; or Dipak K. Das; or possible ethical concerns with engineering monkeys to mimic autism like behaviors to help humans (NYT article of 1/25/16); or students may find another case.
Paper 2 Due

Additional notes:
Policy on Accommodations: In compliance with the Americans with Disabilities Act (ADA), students who require reasonable accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) -- SR 110 (561-799-8010) – and follow all OSD procedures.
Academic Integrity Policy:Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the university mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the university community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see University Regulation 4.001 and http://www.fau.edu/divdept/honcol/students/honorcode.html
Classroom Etiquette Policy: In order to enhance and maintain a productive atmosphere for education, personal communication devices, such as cellular telephones and pagers, are to be disabled in class sessions.
Policy on Recording in Class The Honors College of FAU prohibits the audio and/or video recording of class lectures and discussions without the express permission of the instructor. Students who record class lectures or discussions without express permission may be subject to disciplinary action under the FAU Student Code of Conduct, Regulation 4.007; the FAU Code of Academic Integrity, Regulation 4.001; or the Honors College Honor Code. Unless otherwise expressly permitted by the instructor, permission to record class lectures or discussions applied exclusively to the individual student who receives such permission from the instructor whose class is to be recorded. In no case shall recording occur without notice to all students in the class that the lecture and discussions may be recorded. The recording may not be replicated, accessed, utilized by, or made available to any other student or individual without the permission of the instructor. Students who request recording of class lectures or discussions under the Americans with Disabilities Act must contact the Office of Students with Disabilities (OSD) to obtain such permission or accommodation, and must otherwise comply with the requirements of OSD. Information for the OSD is available at http://www.fau.edu/sas/. This policy remains subject to existing policies, procedures, and regulations of FAU, all of which shall continue to apply. This policy is not intended to address recordings or videos taken by faculty or FAU officials.


updated 2/29/16