This open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention. Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning. This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.

The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support â€" or distort â€" practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices.

This widely adopted textbook provides the essential content and skill-building tools for teaching the responsible conduct of scientific research. Scientific Integrity covers the breadth of concerns faced by scientists: protection of animal and human experimental subjects, scientific publication, intellectual property, conflict of interest, collaboration, record keeping, mentoring, and the social and ethical responsibilities of scientists. Learning activities and resources designed to elucidate the principles of Scientific Integrity include Dozens of highly relevant, interactive case studies for discussion in class or online Numerous print and online resources covering the newest research guidelines, regulations, mandates and policies Discussion questions, role-playing exercises, and survey tools to promote critical thought Documents including published rules of conduct, sample experimentation protocols, and patent applications The new edition of Scientific Integrity responds to significant recent changes—new mandates, policies, laws, and other developments—in the field of responsible conduct of research. Dr. Macrina plants the seeds of awareness of existing, changing, and emerging standards in scientific conduct and provides the tools to promote critical thinking in the use of that information. Scientific Integrity is the original turnkey text to guide the next generations of scientists as well as practicing researchers in the essential skills and approaches for the responsible conduct of science.

Science is built on trust. The assumption is that scientists will conduct their work with integrity, honesty, and a strict adherence to scientific protocols. Written by geoscientists for geoscientists, Scientific Integrity and Ethics in the Geosciences acquaints readers with the fundamental principles of scientific ethics and shows how they apply to everyday work in the classroom, laboratory, and field. Resources are provided throughout to help discuss and implement principles of scientific integrity and ethics. Volume highlights include: Examples of international and national codes and policies Exploration of the role of professional societies in scientific integrity and ethics References to scientific integrity and ethics in publications and research data Discussion of science integrity, ethics, and geoethics in education Extensive coverage of data applications Scientific Integrity and Ethics in the Geosciences is a valuable resource for students, faculty, instructors, and scientists in the geosciences and beyond. It is also useful for geoscientists working in industry, government, and policymaking. Read an interview with the editors to find out more: https://eos.org/editors-vox/ethics-crucial-for-the-future-of-the-geosciences

This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope.

Pharmaceutical researchers are constantly looking for drug products, drug delivery systems and devices for improving the health of society. A scientific and systematic search for new knowledge requires a thorough understanding of research methods and hypothesis design. This volume presents pharmaceutical research through theoretical concepts, methodologies and ethical issues. It fulfils publication ethics course work requirements for students. Chapters have been designed to cater for the curriculum requirements of universities globally. This serves as a guide on how to apply concepts in designing experiments and transforming laboratory research into actual practice. Features: · Complete coverage of research methodology courses for graduate and postgraduate students globally. · Step-by-step assistance in writing technical reports, projects, protocols, theses and dissertations. · Experimental designing in pharmaceutical formulation development and preclinical research designs. · Ethics in using animals in preclinical research and humans in clinical research. · Publication ethics, best practices and guidelines for ensuring ethical writing. · Hypothetical and real-world case studies on ethical issues and measures for prevention and control.

In this new edition of the groundbreaking Ethics for the Practice of Psychology in Canada, content is both revised and expanded. Continuing to fill a vital need for a Canadian textbook, the authors focus on major ethical issues faced by psychologists, including obtaining consent, protecting confidentiality, helping without harming, providing services across cultures, promoting social justice, and conducting research, while incorporating the Canadian Code of Ethics for Psychologists. Each chapter includes case studies for practicing ethical decision-making, and a reflective journal to provide an opportunity for awareness of personal motives and biases relevant to making ethical choices. Written primarily for students in professional psychology graduate programs, the book is also ideal for anyone preparing to practice in Canada or for experienced psychologists seeking to maintain or enhance their ethical knowledge, skills, and integrity.

Over the last two decades, colleges and universities in the United States have significantly increased the formal ethics instruction they provide in science and engineering. Today, science and engineering programs socialize students into the values of scientists and engineers as well as their obligations in the conduct of scientific research and in the practice of engineering. Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators is the summary of a workshop convened in December 2012 to consider best practices for ethics education programs in science and engineering. The workshop focused on four key areas: goals and objectives for ethics instruction, instructional assessment, institutional and research cultures, and development of guidance checklists for instructors and administrators. Leading experts summarized and presented papers on current research knowledge in these areas. This report presents the edited papers and a summary of the discussions at the workshop.

Harry W. Arthurs is a name held in high esteem by labour lawyers and academics throughout the world. Although many are familiar with Arthurs's contributions and accomplishments, few are acquainted with the man himself, or how he came to be one of the most influential figures in Canadian law and legal education. In Connecting the Dots Arthurs recounts his adventures in academe and the people, principles, ideas, motivations, and circumstances that have shaped his thinking and his career. The memoir offers intimate recollections and observations, beginning with the celebrated ancestors who influenced Arthurs's upbringing and education. It then sweeps through his career as an architect of important reforms in legal education and explores his research as a trailblazing commentator on the legal profession. Arthurs analyzes his experiences as a legal theorist and historian and his pivotal role as a discordant voice in debates over constitutional and administrative law. Along the way, he muses on the intellectual projects he embraced or set in motion, the institutional reforms he advocated, the public policies he recommended, and how they fared long term. Framed with commentary on the historical context that shaped each decade of his career and punctuated by moments of personal reflection, Connecting the Dots is a humorous, frank, and fearless account of the rise and fall of Canadian labour law from the man who was at the centre of it all.