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This year we returned to an traditional live course for the Ethics Module as well as the Philosophy and Science and Society seminars. The Communication and History modules were given online to reduce the travel expenses for the students outside of Trondheim. Also, based on reference group feedback, the travelling students would prefer to attend the whole course in person as was done up until 2020, however, the travelling students are still not informed that they must pay the MN8000 travel expenses from their own PhD project accounts. Now that the pandemic has passed, I've continued to develop the course by including explicit Open Science lectures from the library staff in the Communication and Ethics Modules. I've added more explicit feedback sessions for the writing and presentation assignments in the Communication, Philosophy and Science and Society modules. Apostolos has improved and updated his history lectures on Physics to include the quantum revolution and to stress the strong contribution of females to theoretical physics and astronomy in the early 20th century. Rune has adapted the ethics module to be more interactive with the students and Fredrik Jutfelt has returned with new whistleblowing cases to discuss. Finally, my refined approach of promoting discussions with intriguing questions appears to be appreciated by the students in the attached reference group reports. Next year, I'll have to update and improve the course information and clarity of the Blackboard assignments, discuss options to include pre-1300 scientific history in the history module as well as improve the pacing of the ethics module.

Based on the attached reference group reports, the students seem to agree that they are developing and maturing intellectually as a result of the work and discussions in this course. The relationship of the course material and the achievement of the course's learning objectives has been addressed by numerous reference groups over the years and I'm confident that the course is achieving the learning objectives. We will need to continue improving elements of the course based on student feedback in the reference groups, but the learning objectives are achieved with the current course content and organization.

NTNU:TIA:REST

Department of Chemical Engineering

Institutt for kjemisk prosessteknologi

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Engelsk

Anbefalte forkunnskaper

Erfaring med praktisk vitenskapelig forskning og formidling (MSc eller ph.d.-nivå).

Faglig innhold

Målsettingen med kurset er å gi alle ph.d.-kandidater innen naturvitenskap og teknologi trening til å bli fremragende forskere, å forstå rollen vitenskapen har i samfunnet, å utføre og kommunisere sin vitenskap effektivt og etisk. Kurset inkluderer en introduksjon til vitenskapshistorie, prinsipper og utfordringer knyttet til vitenskapelige undersøkelser, sentrale og kontroversielle tema på grenseflaten mellom vitenskap og samfunn, vitenskapelig publisering, formidling gjennom media og god vitenskapelig atferd. Et overordnet mål er å gi ph.d.-kandidatene anledning til å reflektere rundt vitenskapelig praksis, knytte dette til eget arbeid og sette dette i perspektiv til vitenskapelig undersøkelse og hvordan dette har utviklet seg gjennom århundrene.

Læringsutbytte

Gjennom kurset vil kandidatene ha oppnådd følgende:Kunnskap i - sentrale tema i vitenskapshistorie- teori og fundamental metode i vitenskapelig undersøkelse  muligheter og begrensninger- sentrale tema i grenseflaten mellom vitenskap og samfunn- prinsipper om vitenskapelig- og populærformidling- etiske problemstillinger i vitenskapelig atferdFerdigheter i- utøve vitenskap og testing av vitenskapelige hypoteser på en formell, systematisk og kritisk måte- diskutere og presentere rollen til vitenskap i samfunnet- vitenskapelig formidling- vitenskapsformidling til allmennheten, interessenter og sluttbrukere- utøve vitenskap i henhold til god etisk skikk og standard, og oppdage tilfeller av vitenskapelig uredelighet.Kompetanse i- prinsipper ift vitenskapelig undersøkelser- god vitenskapelig praksis- kritisk refleksjon rundt egen og andres vitenskap- vitenskapelig formidling- etisk vitenskapelig atferd

Læringsformer og aktiviteter

The course will be conducted as a combination of lectures and seminars. The seminars will be interactive with a focus on the involvement of the course participants and discussions. Themes such as good / bad research practice, principles related to scientific research / methods and dissemination will to a large extent be linked to the course participants' own research work and established practice. The course also aims to provide candidates with skills in relating and communicating science to society. The course is taught as three modules: 1. History of science and theory of science 2. Science and society 3. Communication and ethics in science

Naturvitenskap i praksis: Metode, Etikk og Formidling

Materialteknologi

Biofysikk

Kjemisk prosessteknologi

Biokjemi

Biologi

Bioteknologi

Fysikk

Kjemi

Biofysikk - doktorgrad (ph.d.)

Kjemisk prosessteknologi - doktorgrad (ph.d.)

Bioteknologi - doktorgrad (ph.d.)

Fysikk - doktorgrad (ph.d.)

Biologi - doktorgrad (ph.d.)

Kjemi - doktorgrad (ph.d.)

Materialteknologi - doktorgrad (ph.d.)

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The discussion format of the course book (Peter Kosso - Reading the book of nature) in the scientific philosophy seminars was altered from direct discussions about the book to application of the principles outlined in the book to various topics in science chosen by the students. The topics ranged from String Theory to Dark Matter and Energy to Origins of Life to Extinction Events to Ice Ages etc.

This was very successful in the opinion of the students because it let them discuss what they learned from the book in terms of actual scientific theories that are currently accepted by the scientific community at large.  Also, it was a good opportunity for the students to look at big picture scientific topics and reignite their general interest in scientific discovery and learning.  

Tiltak

Modification of Kosso Seminars

Include additional details for course and exam registration, a tentative course schedule and details, stress the use of Blackboard and indicate that the course book can be found online.

Add details to the informational mail

Must add the fact that the course is intensive with mandatory attendance in the course description.

Update course description

The course continued in the full online format in 2022 and there were no major changes to the content. Based on the feedback in the attached reference group reports, the students appreciated the thematic topics for discussing the course book (Kosso seminars). Additionally, all five modules of the course are well appreciated by the students as valuable for their development as scientific researchers in both the short and long term.

In the reference group report entitled "Protocol", the students directly address the learning outcomes and indicate that the learning outcomes are achieved to the best degree possible with the available resources for the course. However, the learning outcomes "skills in testing hypotheses in a rigorous and systematic way" and "scientific methodology" are very broad and have very different applications in the various fields of natural science. Still, these topics are discussed in various forms through the History, Communication, Philosophy and Ethics modules.

Gjennom kurset vil kandidatene ha oppnådd følgende: Kunnskap i - sentrale tema i vitenskapshistorie - teori og fundamental metode i vitenskapelig undersøkelse  muligheter og begrensninger - sentrale tema i grenseflaten mellom vitenskap og samfunn - prinsipper om vitenskapelig- og populærformidling - etiske problemstillinger i vitenskapelig atferd Ferdigheter i - utøve vitenskap og testing av vitenskapelige hypoteser på en formell, systematisk og kritisk måte - diskutere og presentere rollen til vitenskap i samfunnet - vitenskapelig formidling - vitenskapsformidling til allmennheten, interessenter og sluttbrukere - utøve vitenskap i henhold til god etisk skikk og standard, og oppdage tilfeller av vitenskapelig uredelighet. Kompetanse i - prinsipper ift vitenskapelig undersøkelser - god vitenskapelig praksis - kritisk refleksjon rundt egen og andres vitenskap - vitenskapelig formidling - etisk vitenskapelig atferd 

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Despite the need for online lectures due to pandemic restrictions, the 2021 offering of MN8000 was considered very successful by both myself and the students (please see attached course survey and reference group reports). The course exceeded the students expectations and 90% of the students commented that the course was valuable to their future careers as STEM researchers. All modules of the course were rated as excellent or very good by the students and the learning objectives seem to have been met or exceeded. It should be noted that starting in 2020 and through 2021, I have been teaching the course with only the contributions of external instructors (Reidar Lyng (Scientific Presentation), Pernille Feilberg (Interaction with Media), Apostolos Gerontas (History of Science), and Rune Nydal (Research Ethics)). I found it frustratingly difficult to organize the course with the other faculty teachers as they often backed out of agreements on seminar structures and topics, and claimed they didn't have time to contribute to the course or familiarize themselves with the course material. Thus, I reorganized the seminar structures to allow myself to be present at all 3 seminars by organizing three 1- hour seminar sessions in the morning and three 1-hour seminar sessions in the afternoon with group work and discussions in between the morning and afternoon seminars. This allowed me to (i) provide a uniform experience for all students in the various seminar sections, (ii) implement writing assignments for seminar topics (strangely, the students liked the extra work to practice writing and give each other feedback), (iii) desegregate the classes to allow physics, material, chemistry and bio science students to meet and discuss together, and (iv) gave the students flexibility to choose their schedule in order to accommodate teaching duties, Norwegian course responsibilities and personal responsibilities such as children etc.

Learning outcomes: As stated on the NTNU maintained course webpage:Knowledge of  - central issues in the history of science  - theory and fundamental methods of scientific enquiry  – their potential and limitations  - central issues regarding the interface between  science and society  - principles of scientific and popularized dissemination  - ethical issues in scientific conduct  Skills in  - performing science and testing scientific hypotheses in  a rigorous, systematic and critical way  - discussing and presenting the role of science in society  - scientific writing  - dissemination of science to the general public,  stakeholders and end users  - performing science according to high ethical standards  and in detecting cases of scientific misconduct  Competence in  - principles of scientific enquiry  - good scientific practice  - critical reflection about own and other science  - communicating science  - ethical scientific conduct

The main structure of the course has been preserved. That is there are five course modules: Scientific Communication, History of Science, Philosophy of Science (evaluation of theories as scientific or non-scientific), Research Ethics, and Science and Society. The teaching activities consist of a combination of traditional lectures from myself or the external contributors, inverted classroom lectures where students present the material to the other students, and plenty of group work associated with both types of lectures. For the past two years, I have implemented writing assignments to accompany the lectures given by the students in the classroom as well as peer evaluation of the writing assignments. At first the students feel that it will be a lot of work, but soon realize that the workload is manageable and, furthermore, helps them to develop their own writing skills and evaluation skills. As always, the exam is oral and, with all the added group writing and presentation assignments, it would be wise to keep it that way.

The official assessment is an oral exam where I assess the students and, more importantly, the students assess themselves, each other, me, the external contributors and the course in general. Less formally, but more importantly, for the past 2 years I have introduced writing assignments that accompany the student presentations in the Scientific Communication, Philosophy of Science, Research Ethics, and Science and Society Modules. I give them feedback and they give each other feedback on these writing assignments.

I have taken on the responsibility of teaching the course with only the external contributors. This has allowed me to desegregate the student seminars from the previous BIO / CHEM / PHYS-MAT structure of previous years into multi-disciplinary discussion seminars where biologists, physicists, chemists and material scientists can discuss together as well as meet and learn from each other. The students liked this desegregation and enjoyed the multi-disciplinary seminar environments. Also, changing the seminar structure from three simultaneous 3-hour blocks in the afternoon to three sequential 1-hour morning sessions and three sequential 1-hour afternoon sessions gave the students added flexibility to fit in their other responsibilities during the intensive course schedule. As mentioned previously, I have implemented writing assignments to accompany the presentations the students give in the various course modules. These assignments are a group effort and I ensure that each student participates as a main author on at least one of the writing / presentation assignments. I have changed the discussion structure of the course book in the Philosophy of Science from a chapter-by-chapter discussion of the book to a discussion of elective topics from mainstream science where concepts from the book can be applied. Elective topics discussed this year were String Theory, Dark Matter and Energy, Origins of the Earth and Moon, Origins of Life on Earth, the Permian Extinction, Vulcanism and Disease, theories of Ice Ages and Thermal Maxima. Based on the feedback from the students in the attached course survey and reference group reports, discussing the Kosso book without discussing the Kosso book was very much appreciated by the students. The History of Science lectures will be amended to include the historical development of Quantum Mechanics (a fun story!). It should have happened in 2021, but there were technical difficulties with the online teaching remotely from Germany and we had numerous losses of connection with Apostolos for a few hours. It looks like we will be able to do the lectures live-in-person this year, so this should not be an issue this year. A common issue is that the students think there is not enough time for discussions during the Research Ethics Module. Thus, in 2022, we will extend this module and extra day to allow for more student participation, reflection and discussion between Rune's lectures. Extra topics for the science and society seminars have been added to introduce students to the concepts of Public Understanding of Science and Technology as well as discussions about our experiences as STEM researchers during the pandemic when the focus of society was placed heavily on their interpretations of science. The seminars on statistical analysis of data from 2020 were removed in 2021 since this was too broad and superficial for the course (see 2020 survey attached).

Målsettingen med kurset er å gi alle ph.d.-kandidater innen naturvitenskap og teknologi trening til å bli fremragende forskere, å forstå rollen vitenskapen har i samfunnet, å utføre og kommunisere sin vitenskap effektivt og etisk. Kurset inkluderer en introduksjon til vitenskapshistorie, prinsipper og utfordringer knyttet til vitenskapelige undersøkelser, sentrale og kontroversielle tema på grenseflaten mellom vitenskap og samfunn, vitenskapelig publisering, formidling gjennom media og god vitenskapelig atferd.  Et overordnet mål er å gi ph.d.-kandidatene anledning til å reflektere rundt vitenskapelig praksis, knytte dette til eget arbeid og sette dette i perspektiv til vitenskapelig undersøkelse og hvordan dette har utviklet seg gjennom århundrene.



Kurset vil bli gjennomført som en kombinasjon av forelesninger og seminar. Seminarene vil være interaktive med fokus på involvering av kursdeltakerne og diskusjoner. Tema som god/dårlig forskningspraksis, prinsipper knyttet til vitenskapelige undersøkelser/metode og formidling vil i stor grad bli knyttet imot kursdeltakernes eget forskningsarbeid og etablert praksis. Kurset har også som målsetting å gi kandidatene ferdigheter i å relatere og kommunisere vitenskapen til samfunnet. 

Kurset undervises som tre moduler:
1. Vitenskapshistorie og vitenskapsteori
2. Vitenskap og samfunn
3. Kommunikasjon og etikk i vitenskap


Gjennom kurset vil kandidatene ha oppnådd følgende:

Kunnskap i 
-	sentrale tema i vitenskapshistorie
-	teori og fundamental metode i vitenskapelig undersøkelse 
         muligheter og begrensninger
-	sentrale tema i grenseflaten mellom vitenskap og samfunn
-	prinsipper om vitenskapelig- og populærformidling
-	etiske problemstillinger i vitenskapelig atferd

Ferdigheter i
-	utøve vitenskap og testing av vitenskapelige hypoteser på 
        en formell, systematisk og kritisk måte
-	diskutere og presentere rollen til vitenskap i samfunnet
-	vitenskapelig formidling
-	vitenskapsformidling til allmennheten, interessenter 
        og sluttbrukere
-	utøve vitenskap i henhold til god etisk skikk og standard, 
        og oppdage tilfeller av vitenskapelig uredelighet.

Kompetanse i
-	prinsipper ift vitenskapelig undersøkelser
-	god vitenskapelig praksis
-	kritisk refleksjon rundt egen og andres vitenskap
-	vitenskapelig formidling
-	etisk vitenskapelig atferd



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Naturvitenskap i praksis: Metode, Etikk og Formidling - MN8000