Ethical Reasoning for Quantitative Scientists: A Mastery Rubric for Developmental Trajectories and Professionalism, and Portfolios That Document Both

• Activity Number: 260
• Type: Contributed
• Date/Time: Monday, August 5, 2013 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Education
• Author(s): Rochelle Tractenberg*+
• Keywords: portfolio assessment ; graduate education ; ethics ; responsible conduct of research ; Ethical Guidelines for Statistical Practice ; professional identity

Abstract

Training in the responsible conduct of research (RCR) is necessary, but RCR training typically targets those conceptualizing the experiments, and is not prioritized for those who analyze the data. This approach and bias cannot encourage development in ethical reasoning for quantitative scientists, and it does not support the identification of quantitative students with a professional code of ethics. A published model for lifelong learning of RCR, based on ethical reasoning skills that underpin research integrity generally, was combined with the ASA ethical guidelines. The model is based on a Mastery Rubric, a tool for curriculum development and evaluation. A Mastery Rubric is created to describe the knowledge, skills and abilities that the curriculum is intended to target (the ASA guidelines and ethical reasoning in this example), as well as concrete but flexible descriptions of performance across a continuum of developmental levels from more novice to more expert exhibition of the curricular goals. Here, a new approach to teaching the ASA Ethical Guidelines for Statistical Practice, and documentation of their performance with portfolios, is described. A semester course combining ethical reasoning that supports the responsible conduct of research (in quantitative as well as other sciences) with the ASA Ethical Guidelines is outlined. It promotes sustainable learning with a developmental trajectory for reasoning and a sense of professionalism for quantitative scientists. The model also has implications for training and certification of mentors for statistical practice. Synthesizing the ASA Guidelines with a published developmental trajectory can support instruction in the Guidelines and also accomplish the RCR training that federally-funded students must have. Together, these can lead to stronger professional identity for our students and (future) ASA members. The use of a portfolio, like the ASA PStat® accreditation application, can be used to document a wide variety of experiences and skills, including growth in reasoning, responsibility in the conduct of research, and professional identity.