Linda Gundersen
Linda C. Gundersen is Scientist Emeritus at the U.S. Geological Survey, having spent 34 years there as a research scientist, program manager, and senior executive before retiring in 2013. The first half of her career focused on conducting and managing research projects in geochemistry, ore deposits, and interdisciplinary studies of radionuclides in rocks, soils, and water; eventually assessing the geologic radon potential of the United States. She received numerous grants from DOE and EPA and worked with diverse partners in the health and geological science communities. During 1995-98, she served as program manager for both the Energy Resources and Mineral Resources Programs. As the only geologist on the National Academies of Sciences Committee on Risk Assessment of Exposure to Radon in Drinking Water from 1997-1999, she contributed to the first multimedia risk assessment for exposure to radon in water. In 1998, she became a federal senior executive and the Associate Chief Geologist for Operations. In 2001, she was appointed Chief Scientist for Geology overseeing $260M in research programs encompassing the Earthquakes, Volcanoes, Landslides, Coastal and Marine Geology, National Geologic Mapping, Energy and Mineral Resources, and Global Climate Change programs. She served in that capacity for 10 years before becoming the first Director of the Office of Science Quality and Integrity where she established and directed scientific integrity, ethics, education, career development, publication quality, research excellence, and other programs across the USGS. She has co-authored or led the development of scientific integrity policies for USGS (2007), Department of Interior (2011), American Geosciences Institute (2015), and the American Geophysical Union (2012 and 2017). She recently served on the Geological Society of America Ad Hoc Committee on Ethics and is currently working with the Carnegie Institute of Science to update their scientific integrity policy. She is editor and an author of the book Scientific Integrity and Ethics in the Geosciences (2017). She served on the National Academies of Science Committee on the Impacts of Sexual Harassment in Academia whose report Sexual Harassment of Women: Climate, Culture, and Consequences was released in June 2018. Her academic background includes undergraduate and graduate work in structural geology and geochemistry at Stony Brook University and at the University of Colorado, Boulder. She received the DOI Superior, Meritorious, and Distinguished Service Awards, the Unit of Excellence Award and the Secretary of the Interior’s Bronze Executive Leadership Award. She is a Fellow of the Geological Society of America and was also honored with GSA’s Outstanding Contributions to Geoinformatics award. She has published numerous papers and presented hundreds of lectures in the fields of geology, geoinformatics, science management, scientific integrity, and ethics.
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a list of websites and books that have additional case studies, lesson plans, and resources for students and teachers.
Case studies are an important tool in teaching scientific integrity and ethics. They provide an active learning experience in a safe environment where ethical issues can be explored and discussed with peers, faculty, and/or institutional leadership. By grappling with problems that may arise in student and professional life in a nonthreatening setting, participants can think through problems and gain ethical skills and insights to better prepare themselves when an actual issue arises.
The case studies below are predominantly set in a geoscience context, addressing situations that may occur in the field, classroom, laboratory, industry, and professional settings. Some of these case studies can be used in the context of classroom curricula or for a specific session on integrity and ethics. The case studies in this appendix are brief and based on real situations. Those inexperienced with integrity and ethics may want to work with their institution’s integrity and ethics experts for help in designing a class using these case studies and the
resources provided in this book.
Environmental Protection Agency (EPA) to identify areas of the United States that have the
potential to produce harmful levels of indoor radon. These characterizations were to be based on
both geological data and on indoor radon levels in homes and other structures. The EPA also was
directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement
between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon
potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can
target their radon program resources, to provide guidance in selecting the most appropriate building
code options for areas, and to provide general information on radon and geology for each state for
federal, state, and municipal officials dealing with radon issues.
Environmental Protection Agency (EPA) to identify areas of the United States that have the
potential to produce harmful levels of indoor radon. These characterizations were to be based on
both geological data and on indoor radon levels in homes and other structures. The EPA also was
directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement
between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon
potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can
target their radon program resources, to provide guidance in selecting the most appropriate building
code options for areas, and to provide general information on radon and geology for each state for
federal, state, and municipal officials dealing with radon issues.
both geological data and on indoor radon levels in homes and other structures. The EPA also was directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can target their radon program resources, to provide guidance in selecting the most appropriate building code options for areas, and to provide general information on radon and geology for each state for federal, state, and municipal officials dealing with radon issues.
email: gundersmoot@verizon.net; JOHN GEISSMAN ,
University of Texas at Dallas, Richardson; GRETCHEN
GOLDMAN , Union of Concerned Scientists, Washington,
D. C.; DAVID MOGK , Montana State University,
Bozeman; NEESHA SCHNEPF , Massachusetts Institute
of Technology, Cambridge; BRITTA VOSS , Massachusetts
Institute of Technology, Cambridge; MAX
WEISS , International Center for Earth Simulation,
Geneva, Switzerland; and RANDY TOWNSEND , AGU
they are often exceptionally difficult to discover and may exist in different formats and via different services, with different access conditions. The cost and time needed to manually find, assemble, and reformat data are considerable, and many times these data are needed to respond quickly to an issue or emergency. In early 2007, the Federal and State geological surveys in the United States agreed to the development of the U.S. Geoscience Information Network (http://
usgin.org, http://lab.usgin.org) as a data integration framework that is distributed, interoperable, uses open-source standards and common protocols, respects and acknowledges data ownership, fosters communities of practice, and is based on web services and clients (Allison et al., 2008a). This common approach enhances the geoscience community’s ability to coordinate within and across scientific
domains and, as service-oriented architecture (SOA) designs become more common, it can be fully integrated with the growing global cyberinstructure. The “USGIN” as the network has come to be known, has attracted a large number of collaborators across government, industry, and academic institutes and working groups, including such organizations as the U.S. Department of Energy, Energistics,
Inc., Microsoft Research, and the San Diego Supercomputer Center.
a list of websites and books that have additional case studies, lesson plans, and resources for students and teachers.
Case studies are an important tool in teaching scientific integrity and ethics. They provide an active learning experience in a safe environment where ethical issues can be explored and discussed with peers, faculty, and/or institutional leadership. By grappling with problems that may arise in student and professional life in a nonthreatening setting, participants can think through problems and gain ethical skills and insights to better prepare themselves when an actual issue arises.
The case studies below are predominantly set in a geoscience context, addressing situations that may occur in the field, classroom, laboratory, industry, and professional settings. Some of these case studies can be used in the context of classroom curricula or for a specific session on integrity and ethics. The case studies in this appendix are brief and based on real situations. Those inexperienced with integrity and ethics may want to work with their institution’s integrity and ethics experts for help in designing a class using these case studies and the
resources provided in this book.
Environmental Protection Agency (EPA) to identify areas of the United States that have the
potential to produce harmful levels of indoor radon. These characterizations were to be based on
both geological data and on indoor radon levels in homes and other structures. The EPA also was
directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement
between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon
potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can
target their radon program resources, to provide guidance in selecting the most appropriate building
code options for areas, and to provide general information on radon and geology for each state for
federal, state, and municipal officials dealing with radon issues.
Environmental Protection Agency (EPA) to identify areas of the United States that have the
potential to produce harmful levels of indoor radon. These characterizations were to be based on
both geological data and on indoor radon levels in homes and other structures. The EPA also was
directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement
between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon
potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can
target their radon program resources, to provide guidance in selecting the most appropriate building
code options for areas, and to provide general information on radon and geology for each state for
federal, state, and municipal officials dealing with radon issues.
both geological data and on indoor radon levels in homes and other structures. The EPA also was directed to develop model standards and techniques for new building construction that would
provide adequate prevention or mitigation of radon entry. As part of an Interagency Agreement between the EPA and the U.S. Geological Survey (USGS), the USGS has prepared radon potential estimates for the United States. This report is one of ten booklets that document this
effort. The purpose and intended use of these reports is to help identify areas where states can target their radon program resources, to provide guidance in selecting the most appropriate building code options for areas, and to provide general information on radon and geology for each state for federal, state, and municipal officials dealing with radon issues.
email: gundersmoot@verizon.net; JOHN GEISSMAN ,
University of Texas at Dallas, Richardson; GRETCHEN
GOLDMAN , Union of Concerned Scientists, Washington,
D. C.; DAVID MOGK , Montana State University,
Bozeman; NEESHA SCHNEPF , Massachusetts Institute
of Technology, Cambridge; BRITTA VOSS , Massachusetts
Institute of Technology, Cambridge; MAX
WEISS , International Center for Earth Simulation,
Geneva, Switzerland; and RANDY TOWNSEND , AGU
they are often exceptionally difficult to discover and may exist in different formats and via different services, with different access conditions. The cost and time needed to manually find, assemble, and reformat data are considerable, and many times these data are needed to respond quickly to an issue or emergency. In early 2007, the Federal and State geological surveys in the United States agreed to the development of the U.S. Geoscience Information Network (http://
usgin.org, http://lab.usgin.org) as a data integration framework that is distributed, interoperable, uses open-source standards and common protocols, respects and acknowledges data ownership, fosters communities of practice, and is based on web services and clients (Allison et al., 2008a). This common approach enhances the geoscience community’s ability to coordinate within and across scientific
domains and, as service-oriented architecture (SOA) designs become more common, it can be fully integrated with the growing global cyberinstructure. The “USGIN” as the network has come to be known, has attracted a large number of collaborators across government, industry, and academic institutes and working groups, including such organizations as the U.S. Department of Energy, Energistics,
Inc., Microsoft Research, and the San Diego Supercomputer Center.
Section I: Examples of Recently Developed International and
National Codes and Policies
1 The Origin, Objectives, and Evolution of the World Conferences
on Research Integrity
Nicholas H. Steneck, Tony Mayer,
Melissa S. Anderson, and Sabine Kleinert....................................................3
2 Fostering Integrity in Research: Overview of the National
Academies of Sciences, Engineering, and Medicine Report
Thomas Arrison and Robert M. Nerem......................................................15
3 Scientific Integrity: Recent Department of the Interior Policies,
Codes, and Their Implementation
Alan D. Thornhill and Richard A. Coleman ...............................................29
Section II: The Role of Geoscience Professional Societies in Scientific
Integrity and Ethics
4 The American Geosciences Institute Guidelines for Ethical
Professional Conduct
Maeve A. Boland and David W. Mogk ......................................................57
5 American Geophysical Union Adopts and Implements a New
Scientific Integrity and Professional Ethics Policy
Michael McPhaden...................................................................................67
6 The National Association of State Boards of Geology (ASBOG):
Involvement in Geoscience Professional Ethics
John W. Williams.......................................................................................77
7 Brief History and Application of Enforceable Professional
Geoscience Ethics Codes
David M. Abbott, Jr...................................................................................91
Section III: Scientific Integrity and Ethics in Publications and Data
8 The New Landscape of Ethics and Integrity in Scholarly
Publishing
Brooks Hanson.....................................................................................113
9 Scientific Integrity and Ethical Considerations for the Research
Data Life Cycle
Linda C. Gundersen..............................................................................133
Section IV: Ethical Values and Geoethics
10 Understanding Coupled Ethical‐Epistemic Issues Relevant
to Climate Modeling and Decision Support Science
Nancy Tuana........................................................................................157
11 The Emerging Field of Geoethics
Peter Bobrowsky, Vincent S. Cronin, Giuseppe Di Capua,
Susan W. Kieffer, and Silvia Peppoloni...................................................175
Section V: Scientific Integrity, Ethics, and Geoethics in Education
12 Experiential Ethics Education
Vance S. Martin and Donna C. Tonini ...................................................215
13 Teaching Geoethics Across the Geoscience Curriculum: Why,
When, What, How, and Where?
David W. Mogk, John W. Geissman, and Monica Z. Bruckner ...............231
14 Facilitating a Geoscience Student’s Ethical Development
Vincent S. Cronin..................................................................................267
Appendix A. Case Studies for Scientific Integrity and Geoethics Practice ...293
Linda C. Gundersen
Appendix B. Resources and References for Scientific Integrity,
Ethics, and Geoethics..................................................................................305
Index..........................................................................................311