Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 23
Appendix A
Recommendations from the NRC report Challenges and
Opportunities for Education about Dual Use Issues in the Life
Sciences
GENERAL APPROACH
An introduction to dual use issues should be part of the education of every life
scientist.
Except in specialized cases (particular research or policy interests), this
education should be incorporated within broader coursework and training
rather than via stand-alone courses. Appropriate channels include biosafety,
bioethics and research ethics, and professional standards (i.e., RCR), as well as
inclusion of examples of research with dual use potential in general life
sciences courses.
Insights from research on learning and effective teaching should inform
development of materials, and approaches to teaching students and preparing
faculty.
SPECIFIC ACTIONS
Achieving the broad goal of making dual use issues part of broader education
will require a number of specific actions. They may be undertaken separately by
different organizations but there will be substantial benefit if there is an effort to
coordinate across the initiatives and share successful practices and lessons learned.
Resources will be needed to ensure that the initiatives are carried out at an appropriate
scale and scope.
The workshop participants and the committee did not explore the
implementation of any specific recommendations in sufficient depth to prescribe a
particular mechanism or path forward. Instead, reflecting the diversity and variety of
situations in which education about dual use issues will be carried out, the final chapter
lays out a number of options that could be used to implement each of the
recommendations below.
23
OCR for page 24
APPENDIX A
24
Develop an international open access repository of materials that can be
tailored to and adapted for the local context, perhaps as a network of national
or regional repositories.
o The repository should be under the auspices of the scientific community
rather than governments, although support and resources from
governments will be needed to implement the education locally.
o Materials should be available in a range of languages.
o Materials should interface with existing databases and repositories of
educational materials dedicated to science education.
o Additional case studies to address broader segments of the life sciences
community should be developed, with a focus on making the case studies
relevant to the student/researcher.
Design methods for commenting and vetting of materials by the community
(such as an appropriately monitored Wikipedia model) so they can be
improved by faculty, instructors and experts in science education.
Build networks of faculty and instructors through train-the-trainer programs,
undertaking this effort if possible in cooperation with scientific unions and
professional societies and associations.
Develop a range of methods to assess outcomes and, where possible, impact.
These should include qualitative approaches as well as quantitative measures,
for example, of learning outcomes.
