Mangalore Meeting Agenda

back to Mangalore home

APRIL 30 – MAY 3, 2015

8:00 – 9:30    Overview of the Institute

Session facilitators:  Indrani Karunasagar, Clarissa Dirks and Rita Guenther

9:30 – 10:30   Introduction to Responsible Conduct of Science (RCR); Ethical Issues in Your Career

This session will discuss the framework, expectations and outcomes of the Institute. It will further provide an overview of the many issues composing responsible science and end with an exercise to help participants learn about and from each other.

Session facilitators: Nancy Connell and Clarissa Dirks

10:30 – 10:45   Coffee Break

10:45 – 11:45   How People Learn

This session will provide a framework to help Institute participants explore evidence from cognitive science about how people learn and to apply these principles to develop instructional materials for the classroom. A short report issued on this subject by the U.S. National Academy of Sciences can be freely downloaded from this page:

Session facilitators:  Clarissa Dirks and Beth Wilbur

11:45 – 13:00    Assessment  (presentation)

This session will focus on the roles and types of assessment (formative and summative) that can be used to measure student learning and how assessments can be constructed to align with and reinforce learning objectives. This session will also examine how instructors can use student assessment to measure the effectiveness of their teaching and the curriculum they are using.

Session facilitators:  Clarissa Dirks and Beth Wilbur

14:00 – 15:15   The Korean Stem Cell Case – Overview  (presentation)

A number of ethical breaches and irresponsible research practices surrounded the publication of the first papers describing the use of human embryonic stem cells. Through an interactive overview of the case the participants will explore issues in responsible conduct of research.

Session facilitator:  Nancy Connell

15:15 – 16:30   Introduction to Group Work and Topic Selection


  • Meet group members
  • Discuss and set parameters for functional group work
  • Discuss the general framework for the teaching module you will create


  • List the goals you would like to accomplish with your teaching module
  • Based on the goals your group identifies, list the learning objectives of your teaching module. To do this, begin by answering the question: What will students be able to do and know after participating in the teaching module? These are measurable through assessment questions.

16:30 – 17:00   Coffee Break

17:00 – 19:00    Group Work

18:00 – 19:00   Facilitators Meet



8:00 – 10:30    Analyzing issues from the Korean Stem Cell Case  (presentation)

  • Research with human participants; and research misconduct

Participants will be able to analyze in depth some of the ethical issues regarding 1) the participation of humans in experiments and clinical trials, and 2) research misconduct using elements of the story of the Korean publications.

Session facilitator:  Nancy Connell

10:30 – 10:45    Coffee Break

10:45 – 12:00   Active Learning  (presentation)

Throughout the Institute’s other sessions, participants have observed and engaged with a variety of techniques designed to improve student learning. Collectively, these constitute what is known as ‘active learning.’ Active learners take responsibility for their learning by participating in problem solving, group work, or related activities that engage them in the learning process and help them construct their knowledge. In this session, we will explore the evidence supporting the benefits of using active learning in classrooms and other venues, and emphasize how faculty can transition from more passive instructor-centered to move active learner-centered teaching approaches using a ‘toolbox’ of techniques for engaging learners.

Session facilitators:  Clarissa Dirks and Beth Wilbur

12:00 – 13:00   Analyzing Issues from the Korean Stem Cell Case (continued)  (authorship presentation, plagiarism presentation, mentoring presentation)

  • Authorship and plagiarism; and mentor/mentee relationships

Participants will be able to define how to give appropriate credit for intellectual contributions to scientific work, including:  1) who can be an author on a scientific paper, 2) how to acknowledge or cite or others’ contributions or previously published work, and 3) professional standards of plagiarism and how to avoid it. Participants will also analyze power relationships between mentor/mentee and consider ways to teach mentoring skills.

Session facilitator:  Nancy Connell

14:00 – 16:30   Group Work

Note:  It is very important that you first develop clear assessments before you begin to create the methods by which you will teach the topic. The assessments are the road map for how you will teach!


  • Review the framework and learning objectives for your group’s teaching module
  • Brainstorm how you would know if a student was able to do or know something after participating in your teaching module. This discussion sets the stage for developing assessments for your module.
  • Discuss the best way to teach your group’s topic based on how you would assess it. Think of ways in which you can give students practice at working with the material before they take your assessment. The practice is the active learning component of your teaching module.


  • Create real assessments (quiz/exam questions or other kinds of assessments) that will be administered to your students to determine if they have learned what you wanted them to learn from your teaching module.
  • Draft a teaching module for your topic and be sure to use active learning techniques that will help students achieve your learning objectives.

16:30 – 17:00    Coffee Break

17:00 – 19:00   Group work (continued)

18:00 – 19:00   Facilitators meet



8:00 – 10:30   Dual Use Research of Concern  (presentation)

In this session participants will be introduced to what is known as dual use research, essentially discussing appropriate use or misuse of research. Participants will look at a number of issues and the research undertaken and will be encouraged to form a view as to the appropriateness, or not, of the work done. Participants will discuss aspects of dual use research (biosafety, biosecurity, dissemination of potentially dangerous information). Participants will also create a list of actions toward ensuring that scientific knowledge and resources are not used inappropriately.

Session facilitators:  Nancy Connell and Clarissa Dirks

 10:30 – 10:45   Coffee Break

10:45 – 13:00   The case of the H5N1 transmissibility studies  (presentation)

In 2012, two research groups submitted for publication manuscripts on studies that enabled the transmission of H5N1 influenza virus between ferrets. Since then the global scientific community, international organizations, and governments have been trying to agree on a framework that will govern this type of research. Participants will be able to define the roles of the scientist in contemporary society; examine historical and contemporary examples of the impact of individual scientists on societal events; teach and develop ways for students to recognize and appreciate their roles and responsibilities in society.

Session facilitators:  Nancy Connell and Clarissa Dirks

14:00 – 15:15   Group Work


  • Review the framework, learning objectives and assessments for your teaching module. Are they aligned with respect to cognitive level?
  • Review your assessments and teaching methods. Do your teaching methods allow students to practice at the same level at which you will assess them?


  • Refine your teaching module
  • Prepare and present a draft of your teaching module for another group. Provide your teaching framework for them including your goals, learning objectives, and assessments. Teach your module to the other group as if you were teaching a class.
  • After the group share, incorporate feedback from the other group to improve your teaching module.

15:15 – 16:30   Group Share Session

In this session your group will share what you have accomplished thus far and your plans for development your presentation with another group, which will make suggestions for modifying or improving your work. The two groups will then reverse roles.

16:30  -17:00   Coffee Break

17:00 – 19:00   Group Work (continued)

Review the framework, learning objectives and assessments for your teaching module based on your analysis of the peer review that your group received in the previous session.

18:00 – 19:00   Facilitators meet



8:00 – 9:45   Group work

Use this time to finalize your presentation and prepare to present.

9:45 – 10:30  Group presentations

10:30 – 10:45   Coffee break

10:45 – 13:30   Group presentations

Each group will have a total of 25 minutes for its presentation. You should allocate the following amount of time to each of these components of the presentation:


2 min. Introduce your topic. In this part of the presentation, help your audience understand your group’s learning goals and objectives and where this module would be taught. For example, would it be part of a course on that topic (e.g., a course on research ethics?) A survey course in some discipline (e.g., a graduate course on research techniques?) Part of training in your lab?
15 min. Teach your module.  All of the other participants at the Institute will be your students or scientific colleagues for this exercises. Present your module using your selection of active learning techniques and any formative assessments that your group has developed. Reserve several minutes at the end of your presentation to either administer or discuss the kinds of assessments your group developed during its work at the Institute to measure what people who participated in the module know and are able to do.
8 min. Peer Review from Participants.  Participants should help members of the presenting group know what worked well in their module and how it might be further improved.

Group 1 Presentation

Group 2 Presentation

Group 3 Presentation

Group 4 Presentation

Group 5 Presentation

Group 6 Presentation

Group 7 Presentation

14:10 – 15:15   Next Steps

Discussion of next steps and opportunities

  • The need for and uses of a post-Institute survey
  • Post-assessment of learning

Session facilitators:  Clarissa Dirks and Indrani Karunasagar