Fellows support the OEC by leading its Communities of Practice (CoP). Each community focuses on a specific area of interest, such as ethics education, responsible conduct of research, and ethics in STEM fields. To view our current calls for Fellows, please visit the CoP homepage.
Julie Simpson, Ph.D., is the Director of Research Integrity Services (RIS) at the University of New Hampshire (UNH) and an Affiliate Assistant Professor of College Teaching and of Education. She has worked at UNH for 29 years. Her office administers UNH’s human subjects protections and the Institutional Review Board (IRB), humane care and use of animals and the Institutional Animal Care & Use Committee (IACUC), and responsible conduct of research and scholarly activity (RCR) program and RCR Committee, as well as UNH’s financial conflict of interest in research and HIPAA programs. She is a member of UNH’s IRB, IACUC, RCR Committee, and UNH’s Radiation Safety Committee. She is UNH’s Research Integrity Officer (RIO). She co-developed and co-teaches UNH’s GRAD 930: Ethics in Research and Scholarship, a cross-disciplinary graduate seminar that has been offered since 2005. She was the UNH project director for an Office of Research Integrity (ORI) grant to develop web-based RCR training materials. She is a community member on IRBs at three institutions in New England. Julie has an ongoing research study looking at incoming graduate students’ knowledge of research integrity issues. Julie leads the OEC's Scholars, Educators, and Administrators Fostering Research Integrity community of practice.
Rider W. Foley is an Associate Professor in the Science, Technology, & Society program in the Department of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the "4C Project" on Cultivating Cultures of Ethical STEM education with colleagues from Notre Dame, Xavier University, and St. Mary’s College. His research focuses on wicked problems that arise at the intersection of society and technology. Rider holds a Ph.D. in Sustainability from Arizona State University, and a Master's degree in Environmental Management from Harvard University, and a Bachelor’s degree in Environmental Science from University of New Hampshire. Before earning his doctorate, he worked for a decade in consulting and emergency response for Triumvirate Environmental Inc. Rider co-leads the Teaching Ethics to Engineering Students CoP with Laura Grossenbacher.
Laura R. Grossenbacher is Director of Undergraduate Program Review and Director of the Technical Communication Program in the College of Engineering at the University of Wisconsin-Madison. She holds a Ph.D. from the University of Texas at Austin and has been teaching courses in engineering communication and engineering ethics for over 20 years. In collaboration with several program directors in Engineering Professional Development, she has taught engineering ethics for continuing education credits to Professional Engineers across the state of Wisconsin since year 2012. She and her colleagues together have taught engineering ethics to over 5000 engineers across Wisconsin. She has taught business ethics for the full-time MBA program in the UW-Madison School of Business, and more recently, she has been teaching the GLE 401 Geological Engineering Ethics course for undergraduates at UW-Madison, as well as the graduate-level elective in Professional Ethics course for Interdisciplinary Professional Programs at UW-Madison. She is a longtime member of the Association for Practical and Professional Ethics (APPE) and the American Society of Engineering Education (ASEE). Laura co-leads the Teaching Ethics to Engineering Students CoP with Rider Foley.
Andrew O. Brightman is Professor of Engineering Practice in the Weldon School of Biomedical Engineering at Purdue University. Professor Brightman initiated his educational research in engineering ethics in 2012 when he assembled a multidisciplinary team from Engineering Education, Materials Science, Electrical and Computer Engineering, Philosophy, and Communication that gained NSF funding to investigate a new pedagogy for training engineering students in ethical reasoning. The team developed and evaluated a hybrid course delivery model (in-class and online pedagogy) that involves a scaffolded, integrated, reflective analysis (SIRA) of historical and recent cases dealing with emerging technologies. This pedagogy is based on Reflexive Principlism (RP), an ethical reasoning framework developed for engineers by Brightman and Philosophy colleague, Jonathan Beever. Professor Brightman also developed and has co-taught, since 2005 with a colleague from the medical device industry, a graduate–level course that uses RP and the SIRA pedagogical approach to analyze ethical issues in the design, development, and deployment of medical technologies. Professor Brightman also serves on the Bioethics and Subjects Advocacy Program (BSAP) of the Indiana Clinical and Translational Sciences Institute run by the Center for Bioethics at the Indiana University School of Medicine. Professor Brightman’s current research investigates the ethical experiences of practicing engineers in the health products industry as well as ethical and responsible conduct of research in Biomedical Engineering faculty labs. At the OEC, he leads the CoP on Biomedical Engineering.