GBE 350 | Course Introduction and Application Information - Department of Genetics and Bioengineering

Course Name

Ethics in Science and Research

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
GBE 350	Fall/Spring	3	0	3	5

Prerequisites	None
Course Language	English
Course Type	Elective
Course Level	First Cycle
Mode of Delivery	-
Teaching Methods and Techniques of the Course	Discussion Group Work Q&A Lecture / Presentation
National Occupation Classification	-
Course Coordinator	Dr. Öğr. Üyesi Yağmur Kiraz
Course Lecturer(s)	Dr. Öğr. Üyesi Yağmur Kiraz
Assistant(s)	-

Course Objectives

To understand the importance of ethics in scientific research involving human beings and model organisms. To develop an understanding on the nature of ethical decision-making and its importance in research ethics.

Learning Outcomes

#	Content	PC Sub	* Contribution Level
#	Content	PC Sub	1	2	3	4	5
1	Understand the importance of ethics in research and scientific studies
2	Describe decision-making processes by research ethics committees
3	Explain privacy and confidentiality related to research ethics and key principles of using animal and human beings in research
4	Discuss the involvement of science in society and develop solid arguments to defend in a debate setting
5	Determine research-specific ethical issues involved in biotechnology, genetics, nanotechnology, etc.

Course Description

The course will explore the ethics in science and research with an emphasis on biological sciences. The students will become familiar with common ethical debates in science including the topics listed as: misconduct in research, conflicts of interest and scientific objectivity, publication and peer review, intellectual property, ethical decision-making, dual-use of research, principles of ethics in science for model organisms and human beings.

Related Sustainable Development Goals

Course Category	Core Courses
	Major Area Courses	X
	Supportive Courses
	Media and Management Skills Courses
	Transferable Skill Courses

Week	Subjects	Related Preparation	Learning Outcome
1	Course Introduction – Case Study- Debate
2	Key principles of ethics in science	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
3	Dual-use of Research	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
4	Case Study- Debate
5	Animal Subjects in Research	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
6	Human Subjects in Research	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
7	Case Study – Debate
8	Midterm / Presentations
9	Current Ethical Issues in Biological Sciences	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
10	Case Study - Debate
11	Data Acquisition & Management, Publication & Peer Review	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
12	Collaboration, Conflict of Interest, Authorship Issues	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
13	Case Study - Debate
14	Science, Society and Social Responsibility	Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7
15	Case Study - Debate
16	Final Exam

Course Notes/Textbooks

Good Research Practice - Swedish Research Council, 2017, ISBN 978-91-7307-354-7

Shamoo, Adil E. and Resnik, David B. Responsible Conduct of Research, 2 nd ed. New York: Oxford University Press, 2009

Suggested Readings/Materials

Advisory Committee on Human Radiation Experimentation, The Human Radiation Experiments: Final Report of the President’s Advisory Committee. http://www.hss.energy.gov/HealthSafety/ohre/roadmap/achre/chap12_3.html.

Adam, David and Jonathan Knight, “Publish, and be damned…,” Nature 419 (2002 Oct. 24): 772-776.

Beckwith, Jon and Franklin Huang, “Should we make a fuss? A case for social responsibility in science,” Nature Biotechnology 23 (2005): 1479 – 1480.

Barrow, Craig S. and James W. Conrad, Jr., “Assessing the Reliability and Credibility of Industry Science and Scientists,” Environmental Health Perspectives 114(2) (2006): 153-155

Kunzig, Robert, “Geoengineering: How to Cool Earth – At a Price,” Scientific American Magazine (2008 October 20). http//www.scientificamerican.com/article.cfm?id=geoengineering-how-to-cool-earth&pri…

McArthur, Dan, “Good Ethics Can Sometimes Mean Better Science: Research Ethics and the Milgram Experiments,”Science and Engineering Ethics 15 (2009): 69-79.

Moore, Adam and Kristene Unsworth, "Information Ethics: An Introduction. In Information Ethics: Privacy, Property, and Power, ed. Adam Moore (Seattle: University of Washington Press, 2005), 11-28.

Nature Editorial, “Three cheers for peers.” Nature 439 (2006 January 12): 118.

Resnik, David B. “The Scientist in Society.” In Resnik, The Ethics of Science: An Introduction. (New York: Routledge, 1998), 147 – 172.

Rotblat, Joseph, “A Hippocratic Oath for Scientists.” Science 286 (1999): 1475

Sarewitz, Daniel, How science makes environmental controversies worse. Environmental Science & Policy 7 (2004): 385-403.

Semester Activities	Number	Weigthing	LO 1	LO 2	LO 3	LO 4	LO 5
Participation	1	10
Laboratory / Application
Field Work
Quizzes / Studio Critiques	1	15
Portfolio
Homework / Assignments	1	15
Presentation / Jury	2	30
Project
Seminar / Workshop
Oral Exams
Midterm
Final Exam	1	30
Total

Weighting of Semester Activities on the Final Grade	5	70
Weighting of End-of-Semester Activities on the Final Grade	1	30
Total

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	3	48
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	16		0
Study Hours Out of Class	16	2	32
Field Work			0
Quizzes / Studio Critiques	1	10	10
Portfolio			0
Homework / Assignments	1	15	15
Presentation / Jury	2	10	20
Project			0
Seminar / Workshop			0
Oral Exam			0
Midterms			0
Final Exam	1	25	25
		Total	150

#	PC Sub	Program Competencies/Outcomes	* Contribution Level
#	PC Sub	Program Competencies/Outcomes	1	2	3	4	5
1	To have adequate knowledge in Mathematics, Science and Genetics and Bioengineering; to be able to use theoretical and applied information in these areas on complex engineering problems.		-	-	-	-	-
2	To be able to identify, define, formulate, and solve complex Genetics and Bioengineering problems; to be able to select and apply proper analysis and modeling methods for this purpose.		-	-	-	-	-
3	To be able to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the requirements; to be able to apply modern design methods for this purpose.		-	-	-	-	-
4	To be able to devise, select, and use modern techniques and tools needed for analysis and solution of complex problems in Genetics and Bioengineering applications; to be able to use information technologies effectively.		-	-	-	-	-
5	To be able to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or Genetics and Bioengineering research topics.		-	-	-	-	-
6	To be able to work efficiently in Genetics and Bioengineering disciplinary and multi-disciplinary teams; to be able to work individually.		-	-	X	-	-
7	To be able to communicate effectively in Turkish, both orally and in writing; to be able to author and comprehend written reports, to be able to prepare design and implementation reports, to present effectively, to be able to give and receive clear and comprehensible instructions.		-	-	-	-	-
8	To have knowledge about global and social impact of Genetics and Bioengineering practices on health, environment, and safety; to have knowledge about contemporary issues as they pertain to engineering; to be aware of the legal ramifications of Genetics and Bioengineering solutions.		-	-	-	X	-
9	To be aware of ethical behavior, professional and ethical responsibility; to have knowledge about standards utilized in Genetics and Bioengineering applications.		-	-	-	-	X
10	To have knowledge about industrial practices such as project management, risk management, and change management; to have awareness of entrepreneurship and innovation; to have knowledge about sustainable development.		-	-	-	-	-
11	To be able to collect data in the area of Genetics and Bioengineering, and to be able to communicate with colleagues in a foreign language.		-	-	-	-	-
12	To be able to speak a second foreign language at a medium level of fluency efficiently.		-	-	-	-	-
13	To recognize the need for lifelong learning; to be able to access information, to be able to stay current with developments in science and technology; to be able to relate the knowledge accumulated throughout the human history to Genetics and Bioengineering.		-	-	-	-	-