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The power of mentors is in their capacity to awaken a truth
within us, a truth we can reclaim years later by recalling their
impact on our lives. - Parker Palmer |
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Chapter 1: References
and Resources
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Allen, J. (2006). The new faculty
and graduate mentor: A guide for developing teacher-scholars
for mentors, faculty, administrators, and graduate students.
Sterling, VA: Stylus Publishers.
Anderson, M., Oju, E., & Falkner, T. (2001). Help from faculty: Findings from the Acadia Institute Graduate Education Study. Science and Engineering Ethics, 7, 487-503.
Bird, S. (2002). Self-plagiarism and dual and redundant publications: What is the problem? Science and Engineering Ethics, 8, 543-544.
Bird, S. (2001). Mentors, advisors and supervisors: Their role in teaching responsible research conduct. Science and Engineering Ethics, 7, 451-453.
Bird, S., & Sprague, R. (2001). Mentoring and the responsible conduct of research. Science and Engineering Ethics, 7, 451-453.
Braxton, J., & Baird, L. (2001). Preparation for professional self-regulation. Science and Engineering Ethics, 7, 595-610.
Eisen, A. (2002). The absent professor: Why we don’t teach research ethics and what to do about it. American Journal of Bioethics, 2(4), 38-49.
Faden, R., Klag, M., Kass, N., & Krag, S. (2002). On the importance of research ethics and mentoring. American Journal of Bioethics, 2(4), 50-51.
Fischer, B., & Zigmond, M. (2001). Promoting responsible conduct in research through “survival skills” workshops: Some mentoring is best done in a crowd. Science and Engineering Ethics, 7, 563-587.
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This chapter addresses mentoring and
supervisory relationships. Upon your completion of this chapter,
we hope that you can identify appropriate expectations and roles
in mentoring for responsible conduct of research. We also hope
you learn about the mandate that mentors and institutions have
for the ethical training of graduate students and post-doctoral
fellows.
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