This is of help in planning teaching strategies in the biological sciences for students with visual or orthopedic disabilities.

These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2011.

Costs to faculty in time and costs for the purchase of software help inhibit widespread instructional computing. mpAuthor is an expensive program for DOS/IBM microcomputers; anyone able to use a word processor producing ASCII files can create menu-driven exercises. Several examples of its use are presented, including some to improve thinking and problem- solving skills. Strengths of the program include: minimal computer skills required (have students create exercises instead of a term paper or as a project); works with virtually any DOS microcomputer (students can study anywhere); and easily exchange exercises with colleagues, and customize their exercises for your courses.

A presentation of methodologies for TA training - focusing on effective and often varied means of instruction, clear and concise methods of communication, and consistent and fair marking.

Each year since 1999 ABLE has provided a forum for presentation, discussion, and sharing of ideas concerning the use of undergraduates and graduate students to run labs and teach in the Departments of Biological Science. There have been lively films, games, examples, and discussions of the many university training sessions and/or workshops to Train Graduate Teaching Assistants to handle students, labs, and even teaching assignments. This year we will offer four other areas of discussion for you. Ethics in the classroom; a powerful subject in most colleges and universities, we will offer a skit to lead into a discussion on ethics and how easy it is for faculty to cross the line with students concerning ethics. Also we will offer a skit on the first day of class or the first day teaching. Each of you can certainly add a suggestion or warning to this topic and we welcome your experiences with the first day teaching also. And then we will move to an exercise on performing investigative labs and how to develop and set up these labs for your teaching assistants. And we will address plagiarism and grading to follow up on last year's workshop.

Science and technology of Republican China (1912-1949) often replicated the West in all hierarchies. However, in 1949 when the Chinese Communist Party (CCP) declared the nation the People's Republic of China, it had assumed Soviet pseudo-science, namely neo-Lamarckian and anti-Mendelian Lysenkoism, which led to intense propaganda campaigns that victimized intellectuals and natural scientists. Not until the 1956 Double Hundred Campaign had China engaging in meaningful exploration into modern genetics with advancements of Morgan. The CCP encouraged discussions on the impact of Lysenkoism which cultivated guidelines to move science for-ward. However, Mao ended the campaign by asserting the Anti-Rightist Movement (1957) that reinstated the persecution of intellectuals, for he believed they did not contribute to his socialist ethos of the working people. The Great Leap Forward (1958-1959), an idealist and unrealistic attempt to rapidly industrialize the nation, and the Cultural Revolution (1966-1976), a grand at-tempt to rid China of the "technological elite," extended China's lost years to a staggering two decades.

Opportunity for individual or group study of advanced topics in Engineering Systems Division not otherwise included in the curriculum at MIT.: This course introduces the theory and the practice of engineering ethics using a multi-disciplinary and cross-cultural approach. Theory includes ethics and philosophy of engineering. Historical cases are taken primarily from the scholarly literatures on engineering ethics, and hypothetical cases are written by students. Each student will write a story by selecting an ancestor or mythic hero as a substitute for a character in a historical case. Students will compare these cases and recommend action.

Detailed specification for Ethics and Integrity in Data Use and Management.

This module defines basic concepts related to the ethics of data use, compares the ethics of using clinical and research data, and reviews key ethical guidelines and regulations. The module explains why U.S. regulations are relevant for data managers outside the U.S. The module outlines how key ethics concepts affect data retention, sharing, security, ownership, and analysis as well as publication of research results.

Issues concerning the use and/or sacrifice of living organisms in the laboratory is discussed using a traditional muscle physiology exercise as a case study. The premise is put forth that sacrificing an animal's life is the only way to successfully establish the learning situation necessary to understand the concepts being presented. Instructor responsibilities and possible student reactions to animal use and sacrifice are explored with the intent of developing a consensus statement by the workshop participants.

This course reviews the key genomic technologies and computational approaches that are driving advances in prognostics, diagnostics, and treatment. Throughout the semester, emphasis will return to issues surrounding the context of genomics in medicine including: what does a physician need to know? what sorts of questions will s/he likely encounter from patients? how should s/he respond? Lecturers will guide the student through real world patient-doctor interactions. Outcome considerations and socioeconomic implications of personalized medicine are also discussed. The first part of the course introduces key basic concepts of molecular biology, computational biology, and genomics. Continuing in the informatics applications portion of the course, lecturers begin each lecture block with a scenario, in order to set the stage and engage the student by showing: why is this important to know? how will the information presented be brought to bear on medical practice? The final section presents the ethical, legal, and social issues surrounding genomic medicine. A vision of how genomic medicine relates to preventative care and public health is presented in a discussion forum with the students where the following questions are explored: what is your level of preparedness now? what challenges must be met by the healthcare industry to get to where it needs to be?

This course will focus on understanding aspects of modern technology displaying exponential growth curves and the impact on global quality of life through a weekly updated class project integrating knowledge and providing practical tools for political and business decision-making concerning new aspects of bioengineering, personalized medicine, genetically modified organisms, and stem cells. Interplays of economic, ethical, ecological, and biophysical modeling will be explored through multi-disciplinary teams of students, and individual brief reports.

This course is intended to Law students and legal professionals who would like to know more about Neuroethics field and to neuroethicists who would like to have a first contact to international human rights law.

The goals of the course are:

1.To give you an overview on Neuroethics and a first contact to International Human Rights Law;
2.To introduce you to Universal Declaration on Bioethics and Human Rights;
3.To help you understand how neuroethical issues are related to human rights and their protection.

This workshop demonstrates on-line use of the national electronic bulletin board, complete with electronic mail started in 1987 by the National Association of Biology Teachers. Once on-line, 14 special interest areas are available, such as AP- Biology, magazine and book reviews, ABT Journal, NABT membership services, question and answer forum, software reviews, and swap/sale of used equipment. Also available for downloading onto your computer are extensive files of labs, graphics, and handouts. Discussions of this and other databases will emphasize the power of these new professional communication tools. Note: This workshop is not included in the published proceedings volume because it was not submitted by the author.

This laboratory exercise is designed to get a class of students organized into teams and examine the scientific process. The concepts of inductive and deductive reasoning will be discussed and then used in the problem solving process. The students will also examine their own problem solving process in comparison to the scientific method.

Discusses social, ethical and clinical issues associated with the development of new biotechnologies and their integration into clinical practice. Basic scientists, clinicians, bioethicists, and social scientists present on four general topics: changing political economy of biotech research; problems associated with the adaption of new biotechnologies and findings from molecular biology for clinical settings; the ethical issues that emerge from clinical research and clinical use of new technologies; and the broader social ethics associated with investigations of population genetics and social problems. Use of cases and recent literature.

Mastery-based, individualized instruction leads to equal or better learning in an atmosphere that students judge to be more enjoyable. This type of instruction, particularly in the laboratory setting, tends to put extra demands on staff time and facilities. The advanced sign-up, supplies request, and shoebox provisions systems of laboratory management, and mastery-based grading and instructor-set pacing concepts of course design are presented. The net effect of these management strategies is the benefit of individualization and mastery with manageable instructor and technician time. Everyone has precisely-defined responsibilities and students receive ample individual attention.

This object was developed to strengthen the level of collaboration between educators at all levels. It should be used to develop workshops, curricula, and projects with the intent of increasing the amount of communication between educators at different levels, and to promote a better exchange of information to improve teaching at all levels in the biological sciences.

This unit focuses on teaching students about the many aspects of biomedical engineering (BME). Students will see that it is a broad field that relies on concepts from each of the other disciplines of engineering. They will also begin to understand some of the special considerations which must be made when dealing with the human body. Activities and class discussions will encourage students to think as engineers to come up with their own solutions to some of the basic medical problems that have been solved throughout the history of BME. A great deal of class time will be spent brainstorming and presenting ideas to the class for discussion. Specific activities may include examination of the material properties and functions of surgical instruments and prosthetics, a simulation of the training experience of a surgical resident, and an investigation of the properties of fluid flow in vascular tissue.