lessons from the study of rcr for emerging engineering issues daniel a. vallero, ph.d. pratt school...
TRANSCRIPT
Lessons from the Study of Lessons from the Study of RCR for Emerging RCR for Emerging Engineering IssuesEngineering Issues
Daniel A. Vallero, Ph.D.Daniel A. Vallero, Ph.D.Pratt School of EngineeringPratt School of Engineering
Duke UniversityDuke University
Teaching GeoEthics across the Teaching GeoEthics across the CurriculumCurriculum
June 11, 2014June 11, 2014
RCR Core ExpectationsRCR Core ExpectationsWhy is RCR training an Why is RCR training an academic academic requirement?requirement?
Compliance to federal mandates (NIH, NSF, etc.)Compliance to federal mandates (NIH, NSF, etc.) ECGF set goal as a Ph.D. degree requirement (1993)ECGF set goal as a Ph.D. degree requirement (1993) Practical training for RA’s and TA’sPractical training for RA’s and TA’s Professional and ethical development Professional and ethical development Documentation for funding sourcesDocumentation for funding sources Preparation for the next generation of scholarsPreparation for the next generation of scholars
Carnegie Initiative on Doctorate: forming Carnegie Initiative on Doctorate: forming “Stewards “Stewards of the Discipline”of the Discipline”
Promoting research that gains the Promoting research that gains the public trustpublic trust and and contributes to societycontributes to society
October 9, 2008 3 UNC
Ethics Covers a Lot of Ethics Covers a Lot of Ground …Ground …
Reporting and investigating Reporting and investigating misconduct (fraud, misconduct (fraud, plagiarismplagiarism))
Data managementData management Authorship Authorship Collaborations and sharing Collaborations and sharing
data/resourcesdata/resources Mentoring and teachingMentoring and teaching Publication Publication Peer reviewPeer review Conflicts of interestConflicts of interest Intellectual property Intellectual property
(patents, copyrights)(patents, copyrights)
Compliance with laws and Compliance with laws and
regulationsregulations Equality of opportunity and Equality of opportunity and
multiculturalismmulticulturalism Human researchHuman research Animal researchAnimal research Genetics/biotechnologyGenetics/biotechnology Expert testimonyExpert testimony Interactions with the mediaInteractions with the media Political advocacy Political advocacy Funding of researchFunding of research Censorship of researchCensorship of research
Thanks to David Resnik, RCR Training, 2008.
Graduate Level Ethics Graduate Level Ethics Training at DukeTraining at Duke
GS310A: RCR GS310A: RCR OrientationOrientation (6 credits) (6 credits)
+ +
GS311/312: RCR Forums GS311/312: RCR Forums (3 x 2 credits each)(3 x 2 credits each)
= =
12 transcript credits12 transcript credits
RCR Training RCR Training FormatsFormats
OrientationOrientation ForumsForums Other Pre-approved Other Pre-approved
eventsevents Faculty-guidedFaculty-guided Case-basedCase-based Build from their Build from their
researchresearch Hybrid use of online Hybrid use of online
modules (Duke Trent modules (Duke Trent Center, ORI, NCSU)Center, ORI, NCSU)
Philosophy of RCR Philosophy of RCR educationeducation
Compliance modelCompliance model IndividualisticIndividualistic
(online modules)(online modules) Hypothetical Hypothetical
situationssituations Narrows focusNarrows focus Seeking “right Seeking “right
answers”answers” Goal= certificationGoal= certification
Philosophy of RCR Philosophy of RCR educationeducation
Compliance modelCompliance model IndividualisticIndividualistic
(online modules)(online modules) Hypothetical Hypothetical
situationssituations Narrows focusNarrows focus Seeking “right Seeking “right
answers”answers” Goal= certificationGoal= certification
Interdisciplinary Interdisciplinary modelmodel CollaborativeCollaborative Real-life experiencesReal-life experiences Expands horizonsExpands horizons Generating ethical Generating ethical
questions togetherquestions together Goal= Goal= improve ability improve ability
to respond to ethical to respond to ethical challengeschallenges individually individually or with othersor with others
The Grand Challenges for the The Grand Challenges for the 2121stst Century* Century*
* National Academy of Engineering. Grand Challenges in Engineering:
http://www.engineeringchallenges.org/
Bridging Macro and Micro Ethics
NSF Grant Project Goal: Advancing Ethics Education
for Nano-Scale Researchers Multi-school research teamMulti-school research team
Engineering Engineering (lead)/Graduate/Environment/Jenkins New (lead)/Graduate/Environment/Jenkins New Technology & Society/Kenan Institute of EthicsTechnology & Society/Kenan Institute of Ethics
Primary Target Group “Nano” Centers: Primary Target Group “Nano” Centers: Center for Biologically Inspired Materials and Center for Biologically Inspired Materials and
Material Sciences (CBIMMS)Material Sciences (CBIMMS) Center for Biological Tissue Engineering (CBTE)Center for Biological Tissue Engineering (CBTE)
Our DefinitionsOur Definitions Microethics – ethical choices and dilemmas
faced by individual researchers/practitioners, especially as they relate to acting in accordance with professional codes and norms
Macroethics – ethical issues of research and practice in larger social and institutional contexts, including broader social responsibilities of engineers, policy and political questions and debates, questions about what the rules and norms should be, and who is involved in debates
StagesStages Ethics:Ethics:
AwarenessAwareness Decision MakingDecision Making BehaviorBehavior
Our Project:Our Project:I.I. PlanningPlanningII.II. Implementation and Modality TestingImplementation and Modality TestingIII.III. AssessmentAssessment
ThroughoutThroughout 33rdrd year dedicated to dissemination, adoption year dedicated to dissemination, adoption
and adaptation successesand adaptation successes
Study SpecificsStudy Specifics New paradigm for ethical education of graduate-level
researchers in emerging fields Originally aimed at Ph.D. research
Now includes modules related to professional degrees and masters research
Developing, implementing, and assessing multiple pedagogical modes for micro- and macro-ethical training to optimize ethical content and consciousness
Community Building• Within Duke • Other universities in North Carolina and beyond. • LANGURE and CITI
Measures of SuccessMeasures of Success AwarenessAwareness
Focus groups/student Focus groups/student conversations/workshopsconversations/workshops
Progress and more to come….Progress and more to come…. Decision MakingDecision Making
Workshops 2 and 3, using scenariosWorkshops 2 and 3, using scenarios BehaviorBehavior
Long-term investmentLong-term investment
Undergraduate Challenge:Undergraduate Challenge: The Tyranny of the SyllabusThe Tyranny of the Syllabus
Undergraduate EthicsUndergraduate Ethics
Undergraduate experience now must Undergraduate experience now must include:include: understanding of “the impact of understanding of “the impact of
engineering solutions in a global and engineering solutions in a global and societal context” (ABET, 2003) and societal context” (ABET, 2003) and
ability to recognize and address ethical ability to recognize and address ethical questions involving institutional design, questions involving institutional design, stakeholder relations, culture, and stakeholder relations, culture, and governance.governance.
Research Ethics as ChaosResearch Ethics as Chaos
Unintended consequences….Unintended consequences…. Spaceship earth, Malthusian curves….Spaceship earth, Malthusian curves…. Andromeda Strain and “Gray Goo”…Andromeda Strain and “Gray Goo”…
Uncertainties in time and spaceUncertainties in time and space Advocacy scienceAdvocacy science Junk scienceJunk science Truth as a casualtyTruth as a casualty
Risk Risk as projected in natural versus as projected in natural versus
engineered futuresengineered futures
Undergraduate EthosUndergraduate Ethos Honesty, integrity, fairness, and Honesty, integrity, fairness, and
benevolence remain core ethical valuesbenevolence remain core ethical values Putting these values into practice requires Putting these values into practice requires
sensitivity to how the undergraduate faces sensitivity to how the undergraduate faces ethical challengesethical challenges
Beyond risk/benefit (utility)…Beyond risk/benefit (utility)… Must consider justice, respect for persons, Must consider justice, respect for persons,
beneficence: beneficence: lessons from human subjects/Belmont lessons from human subjects/Belmont
Report/IRBs….Report/IRBs….
18
ChaosChaos
Subsequent event series1…n
Desired engineering outcome
Subsequent event series1…p
Fortuitous, positive impact
Present Future
Subsequent event series1…q
Neutral impact
Subsequent outcome series1…r
Unplanned negative impact
Initial event
0.970
Chain of events Actual outcome Probability of outcome at outset
0.003
0.026
0.001
Miti
gatin
g m
easu
res
Bayesian Belief Network: Mistakes Bayesian Belief Network: Mistakes change outcomes, whether in change outcomes, whether in
science or society…science or society…
D1
D2
D3
D4
C2
C3
C4
B1
B2
B3
B4
B1
A1
A2
A3
A4
An outcome of research causes some specific
harm.
Cultural factors Financial factors Laboratory and fieldfactors
Humanfactors
But this assumes we know what is in the But this assumes we know what is in the ellipses and which arrows go where – ellipses and which arrows go where – Decisions under uncertainty, when we Decisions under uncertainty, when we think they are decisions under risk and think they are decisions under risk and reliabilityreliability
D1
D2
D3
D4
C2
C3
C4
B1
B2
B3
B4
B1
A1
A2
A3
A4
Failure: Harm of doing or not
doing something in the chain….
???
?
? ??
?
?
Cultural factors Financial factors Laboratory and field
factors
Humanfactors
Agent or Judge?Agent or Judge?
Whitbeck's “Ethics by Design”Whitbeck's “Ethics by Design” Engineers are not prepared to be Engineers are not prepared to be
judgesjudges More adept at being agentsMore adept at being agents
Engineering codes refer to “faithful Engineering codes refer to “faithful agents”agents”
This is a major flaw in case analysis, This is a major flaw in case analysis, at least for engineers (geologists?)at least for engineers (geologists?)
Tested PedagogiesTested Pedagogies
RCR good for microethics for general scientific integrity
Engineering needs targeted pedagogical modes for micro- and macro-ethical training to optimize ethical content and consciousness within the graduate experience community building• Within Duke • Other universities in North Carolina and
beyond.
AssessmentAssessment Three key dimensions of ethical learning:
knowledge or awareness of ethically relevant issues and considerations,
reasoning and reflection skills that lead to thoughtful conclusions about what ought to be done; and
motivation and will to act in accordance with one’s judgment about the right, or best, thing to do.
First 2 dimensions assessed through pre-and post- workshop surveys.
Third dimension assessed through tools that collect feedback from the participants’ research community.
Linking Research Ethics Linking Research Ethics with Professional Ethicswith Professional Ethics Can be likened to Kohlberg’s
Theory of Moral Development
The journey begins….The journey begins….
Awareness
Academic integrityAcademic integrity
AwarenessGood decision making
Professional EthicsProfessional Ethics
Awareness Good decision making
Professionalism
Linking Research Ethics Linking Research Ethics with Professional Ethicswith Professional Ethics Can be likened to Kohlberg’s Theory
of Moral Development Research and practical careers differ
in terms of ethical expectations For example, medical and engineering practice
is more concerned with avoiding malpractice Medicine is patient-focused Engineering is public-focused (first) and client-
focused next
The Engineer’s ViewThe Engineer’s ViewENGINEERING PROFESSIONALISM MODEL
KOHLBERG’S THEORYOF MORAL DEVELOPMENT
Post-Conventional Level:Concern for wider society;universal ethical principles
Pre-Conventional Level:Avoid punishment
Legal, Career, Reputation :Oriented toward staying out of trouble, gaining knowledge, making money
Future Engineers (FE)Engineers in Training (EIT), Designers
Conventional Level:Concern about peers;
concern about community
The Engineer’s ViewThe Engineer’s ViewENGINEERING PROFESSIONALISM MODEL
KOHLBERG’S THEORYOF MORAL DEVELOPMENT
Post-Conventional Level:Concern for wider society;universal ethical principles
Pre-Conventional Level:Avoid punishment
Legal, Career, Reputation :Oriented toward staying out of trouble, gaining knowledge, making money
Future Engineers (FE)Engineers in Training (EIT), Designers
Conventional Level:Concern about peers;
concern about community
Much like the apprentice in the
“guild”
The Engineer’s ViewThe Engineer’s ViewENGINEERING PROFESSIONALISM MODEL
KOHLBERG’S THEORYOF MORAL DEVELOPMENT
Post-Conventional Level:Concern for wider society;universal ethical principles
Pre-Conventional Level:Avoid punishment
Legal, Career, Reputation :Oriented toward staying out of trouble, gaining knowledge, making money
Partners, Full Members of Societies, Mentors, Professional Engineers (PE)
Future Engineers (FE)Engineers in Training (EIT), Designers
Leader and Expert:Oriented toward leading customers,suppliers, employees, and engineering profession
Conventional Level:Concern about peers;
concern about community
The Engineer’s ViewThe Engineer’s ViewENGINEERING PROFESSIONALISM MODEL
KOHLBERG’S THEORYOF MORAL DEVELOPMENT
Post-Conventional Level:Concern for wider society;universal ethical principles
Examples:
Sages, Founding Members, Members of the Academy
Pre-Conventional Level:Avoid punishment
Legal, Career, Reputation :Oriented toward staying out of trouble, gaining knowledge, making money
Partners, Full Members of Societies, Mentors, Professional Engineers (PE)
Future Engineers (FE)Engineers in Training (EIT), Designers
Leader and Expert:Oriented toward leading customers,suppliers, employees, and engineering profession
Conventional Level:Concern about peers;
concern about community
Engineering Exemplar:Oriented toward wisdom, being a role model and setting tone for future generations of engineers
7 Principles of an 7 Principles of an Effective Higher Effective Higher
Education*Education*1)1) Encourage student-faculty contactEncourage student-faculty contact
2)2) Encourage cooperation among studentsEncourage cooperation among students
3)3) Encourage active learningEncourage active learning
4)4) Give prompt feedbackGive prompt feedback
5)5) Emphasize time on task (academic learning time)Emphasize time on task (academic learning time)
6)6) Communicate high (but attainable) expectationsCommunicate high (but attainable) expectations
7)7) Respect diverse ways of learningRespect diverse ways of learning**By Arthur W. Chickering and Zelda F. Gamson, The American Association for By Arthur W. Chickering and Zelda F. Gamson, The American Association for
Higher Education Bulletin, March 1987. Reprinted with permission. Or seeHigher Education Bulletin, March 1987. Reprinted with permission. Or see http://www.tltgroup.org/Seven/basics.htm
Goals for Ethics Goals for Ethics EducationEducation
Moral sensitivityMoral sensitivity being able to recognize ethical issues/concernsbeing able to recognize ethical issues/concerns
Moral understandingMoral understanding understanding moral conceptsunderstanding moral concepts
Moral reasoningMoral reasoning deliberating about ethical conduct, interpreting deliberating about ethical conduct, interpreting
and applying rules, balancing competing values, and applying rules, balancing competing values, resolving moral/ethical dilemmasresolving moral/ethical dilemmas
Moral courageMoral courage doing the right thing even if it may require doing the right thing even if it may require
some personal cost. some personal cost.
Common 6-step approach Common 6-step approach to to
ethical decision makingethical decision making1. State or define the problem/issue1. State or define the problem/issue
2. Gather information (“facts”) from all 2. Gather information (“facts”) from all sidessides
3. Delineate all possible resolutions.3. Delineate all possible resolutions.
4. Apply different values, rules, principles, 4. Apply different values, rules, principles, regulations to the different options.regulations to the different options.
5. Resolve conflicts among values, rules, 5. Resolve conflicts among values, rules, etc. etc.
6. Make a decision and act6. Make a decision and act
NSF Project – Educational NSF Project – Educational Approaches to Bridge Macro Approaches to Bridge Macro
and Micro Ethicsand Micro Ethics Workshop 1Workshop 1
Began with leadership training of facultyBegan with leadership training of faculty Workshop 2Workshop 2
Technical workshop led by, and with, nano-scale Technical workshop led by, and with, nano-scale researchersresearchers
Workshop 3Workshop 3 Framework for ethical decision-making led by public policy Framework for ethical decision-making led by public policy
and ethics center leadership (must build naturally from and ethics center leadership (must build naturally from research questions)research questions)
Workshop 4Workshop 4 Potential downstream health & environmental effects Potential downstream health & environmental effects
identified by engineering and environment school studentsidentified by engineering and environment school students Workshop 5Workshop 5
Broad audience (Humanities, Soc.Sci, Engineering, etc) Broad audience (Humanities, Soc.Sci, Engineering, etc) Identify and clarify how organizational culture and Identify and clarify how organizational culture and
mentor/mentee relations can inform ethical behaviorsmentor/mentee relations can inform ethical behaviors
Pre- and Post-Tests Pre- and Post-Tests (Awareness)(Awareness)
Goal: Goal: Assess whether students were able to better both Assess whether students were able to better both
identify macro-ethical issue and articulate strategies for identify macro-ethical issue and articulate strategies for addressing them as a result of workshop participationaddressing them as a result of workshop participation
Participants given 1 of 2 brief cases and asked to Participants given 1 of 2 brief cases and asked to outline the main points that should be considered outline the main points that should be considered and strategy for addressing them. and strategy for addressing them. Half of the participants were given Case 1 as a pre-test Half of the participants were given Case 1 as a pre-test
and half given Case 2. and half given Case 2. After the workshop, participants were given the After the workshop, participants were given the
case they had not seen and asked to repeat the case they had not seen and asked to repeat the exercise. exercise.
In each case, the responses were completed in In each case, the responses were completed in approximately 10 to 15 minutes. approximately 10 to 15 minutes.
Case 1Case 1 You are engaged in the research You are engaged in the research
associated with a class of engineered associated with a class of engineered nanoparticles using silver that assists in nanoparticles using silver that assists in desalination. The expanded application desalination. The expanded application of this research could include large-scale of this research could include large-scale manufacturing and usage of these manufacturing and usage of these materials. Currently, there are no clear materials. Currently, there are no clear standards for toxicity of the material standards for toxicity of the material being produced at these very small being produced at these very small particle sizes.particle sizes.
Case 2Case 2
Your research into the use of Your research into the use of nanocomposites for tissue regeneration nanocomposites for tissue regeneration associated with bone healing has associated with bone healing has resulted in a novel use that could have resulted in a novel use that could have broad application. A biotech company is broad application. A biotech company is interested in commercializing your interested in commercializing your research. Currently little is known on research. Currently little is known on whether these nanocomposites are whether these nanocomposites are stable or can be translocated to other stable or can be translocated to other parts of the body. parts of the body.
Approach to Macro-Ethics: ImpactApproach to Macro-Ethics: ImpactSpring 2007Spring 2007
0%
20%
40%
60%
80%
100%
Manufacturing Consumer Environment
IMPACT
% M
enti
on
ing Pre- 1 (Desal)
Post- 1
Pre- 2 (Bone)
Post- 2
**
* - Significant at the p < 0.05 level
* - Significant at the p < 0.05 level
** - Significant at the P < 0.01 level
Approach to Macro-Ethics: ImpactApproach to Macro-Ethics: ImpactFall 2007Fall 2007
0%
20%
40%
60%
80%
100%
Manufacturing Consumer Environment Lab
IMPACT
% M
enti
on
ing
Question 1
Pre - 1 (Desal)
Post - 1
Pre - 2 (Bone)
Post - 2
Approach to Macro-Ethics: ImpactApproach to Macro-Ethics: ImpactSpring 2008Spring 2008
0%
20%
40%
60%
80%
100%
Manufacturing Consumer Environment
% M
enti
on
ing Pre- 1 (Desal)
Post- 1
Pre- 2 (Bone)
Post- 2
* - Significant at the p < 0.05 level
* - Significant at the p < 0.05 level
** - Significant at the P < 0.01 level
Approach to Macro-Ethics: Approach to Macro-Ethics: StrategiesStrategies
Spring 2007Spring 2007
0%
20%
40%
60%
80%
100%
Testing Research Standards Monitoring Education
STRATEGY FOR ADDRESSING
% M
en
tio
nin
g Pre- 1 (Desal)
Post- 1
Pre- 2 (Bone)
Post- 2
* - Significant at the p < 0.05 level ** - Significant at the P < 0.01 level
*
*
Approach to Macro-Ethics: Approach to Macro-Ethics: StrategiesStrategiesFall 2007Fall 2007
0%
20%
40%
60%
80%
100%
Testing Research Standards Monitor Education - Self Education - Others
% M
enti
on
ing Pre - 1 (Desal)
Post - 1
Pre - 2 (Bone)
Post - 2
Approach to Macro-Ethics: Approach to Macro-Ethics: StrategiesStrategies
Spring 2008Spring 2008
0%
20%
40%
60%
80%
100%
Testing Research Standards Monitoring Education
% M
enti
on
ing Pre- 1 (Desal)
Post- 1
Pre- 2 (Bone)
Post- 2
* - Significant at the p < 0.05 level ** - Significant at the P < 0.01 level
**
FindingsFindings
Analysis and methodology for all three Analysis and methodology for all three semesters applied same t-testing semesters applied same t-testing techniques techniques
Compared pre and post cases in order Compared pre and post cases in order to assess the impact of the workshop to assess the impact of the workshop seminar. seminar.
Overall it appears that the workshops Overall it appears that the workshops impacted the way in which impacted the way in which participants developed ethical codes.participants developed ethical codes.
Lessons Learned: Effective RCR Lessons Learned: Effective RCR InstructionInstruction
1.1. Using Using Action ResearchAction Research methods, the core methods, the core project team used ongoing student feedback project team used ongoing student feedback and pre/post assessment to inform next steps and pre/post assessment to inform next steps in the projectin the project
Lessons Learned: Effective RCR Lessons Learned: Effective RCR InstructionInstruction
1.1. Using Using action researchaction research methods, the core methods, the core project team used ongoing student feedback project team used ongoing student feedback and pre/post assessment to inform next steps and pre/post assessment to inform next steps in the projectin the project
Followed an action-reflection cycle to gather data, engage in reflection with stakeholders (faculty and graduate students), take action, evaluate, and modify training across several workshops.
Lessons Learned: Effective RCR Lessons Learned: Effective RCR InstructionInstruction
1.1. Using Using Action ResearchAction Research methods, the core project team methods, the core project team used ongoing student feedback and pre/post assessment used ongoing student feedback and pre/post assessment to inform next steps in the projectto inform next steps in the project
2.2. Expanded audience to promote interdisciplinary Expanded audience to promote interdisciplinary discussion and ideasdiscussion and ideas
3.3. Applied “active learning” strategies such as “Think, Applied “active learning” strategies such as “Think, Pair, Share”, case studies, and guided critical reflection Pair, Share”, case studies, and guided critical reflection of their own research steps to engage studentsof their own research steps to engage students
4.4. Included an ethical decision-making framework at each Included an ethical decision-making framework at each event to promote “visible thinking” event to promote “visible thinking”
5.5. Created a safe space in which graduate students could Created a safe space in which graduate students could ask questions with colleagues – and pause to consider ask questions with colleagues – and pause to consider macro and/or micro ethical issues in their own research macro and/or micro ethical issues in their own research and experience and experience
Lessons Learned: Effective RCR Lessons Learned: Effective RCR InstructionInstruction
Student training must meet them where Student training must meet them where they are -- as students according to:they are -- as students according to: Maturity level and intellectual stage of dev.Maturity level and intellectual stage of dev. Experience (in research and in life)Experience (in research and in life) Relevance to area of interestRelevance to area of interest
Be aware of the interplay between Be aware of the interplay between individual AND societyindividual AND society Beyond Kohlberg’sBeyond Kohlberg’s “moral development”, recent “moral development”, recent
theorists like Kegan’s “Evolving Self” focus more on the theorists like Kegan’s “Evolving Self” focus more on the expanding role of how society/culture interact with expanding role of how society/culture interact with individuals.individuals.
Must recognize that even for macro issues, Must recognize that even for macro issues, individualsindividuals who are conducting the research who are conducting the research are also concerned with micro concerns are also concerned with micro concerns
Feedback Feedback RCR must address realities of graduate student RCR must address realities of graduate student
experienceexperience Faculty leadership is vital; Faculty leadership is vital;
advanced graduate students are helpfuladvanced graduate students are helpful Use outside speaker- confirms Use outside speaker- confirms “it’s not just a Duke issue”“it’s not just a Duke issue” Human/animal topics optional; apply to Human/animal topics optional; apply to “some students”“some students” Value the social dimension (talk with faculty; meet peers)Value the social dimension (talk with faculty; meet peers)
Science is a social enterprise Science is a social enterprise Off-campus setting = “a marked advantage”Off-campus setting = “a marked advantage” Case studies help students to engage with ideasCase studies help students to engage with ideas
Collaborators to DateCollaborators to Date EngineeringEngineering
Tod Laursen, PITod Laursen, PI Rob ClarkRob Clark Monty ReichertMonty Reichert Mark WiesnerMark Wiesner Yvonne ConnellyYvonne Connelly
Jenkins ChairJenkins Chair Tim LenoirTim Lenoir
EnvironmentEnvironment Lynn MaguireLynn Maguire
Graduate SchoolGraduate School Doug JamesDoug James
Kenan InstituteKenan Institute Noah PickusNoah Pickus Elizabeth KissElizabeth Kiss John HawkinsJohn Hawkins
GenomicsGenomics Bob Cook-DeeganBob Cook-Deegan
AssessmentAssessment Alan PeterfreundAlan Peterfreund
