The program is divided into three parts:

1. Ethical theories and application of ethical principles
   We will begin with a brief introduction to three of the most influential and widely read ethical theories in western Philosophy. These sessions are intended to familiarize you with (or for those of you who at some point may have taken an ethical theory course, to remind you of) the broad outlines of systematic approaches to ethical thinking and ethical decision making. The aim of these sessions will be pragmatic: We will be approaching these theories not for scholarly purposes, nor with the expectation that you will teach them in your own classes, but rather with the aim of using them as tools for helping your students analyze, classify and ultimately make decisions about ethical issues that arise in various professional situations. Jane will introduce these theories in the first part of each session, and the second part will be devoted to working out ways in which the theoretical approach might help students make specific moral choices in the professional setting.
2. Application of principles for the responsible conduct of research
   The next part of the course will focus on the application of ethical theory to the core competencies that form the foundation of “responsible conduct of research” (RCR) instruction. These sessions will focus on how to teach students professional norms for collecting, sharing and publishing data, emphasizing how expectations for professional conduct are justified using ethical theory. The goal of this section is to help participants learn how to incorporate ethical reasoning into RCR instruction, with the hope that participants will be able to modify existing courses in their disciplines to include discussions about how the resolution of professional dilemmas may be facilitated by the reasoned application of ethical theory.
3. Participant presentations based on issues in your own disciplines
   The final section will be a demonstration by the participants of how they might use the materials presented in the earlier sessions to “infuse” their own courses with tools based on ethical reasoning skills. Whether the courses are discipline-specific RCR courses, more general graduate seminars that teach professional norms, or regular, didactic classes, the goal of this program is to teach students the value of applying ethical reasoning to their discipline. Therefore, each participant will be asked to make a 10-15 minute presentation describing a course that they either currently teach or plan on teaching, which has been infused with the concepts developed throughout the program.