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National Center for Principled Leadership & Research Ethics

Developing values-driven, effective leaders and advancing institutional integrity through intentional professional development

The National Center for Principled Leadership & Research Ethics (NCPRE) is dedicated to creating and supporting academic cultures of excellence: excellence in mission quality; excellence in exemplary leadership; and excellence in ethical and responsible conduct.

Our premise is that excellence is about more than what is achieved; it also encompasses how work is done: with rigor, reproducibility, inclusion, and integrity. This means that exceptional scholarship is done in ethical, inclusive working environments, with positive interpersonal dynamics, and in ways that develop, mentor, and support lab members to build productive, meaningful careers. Research groups and academic units do not only produce data and results: they also reproduce and sustain themselves as effective ongoing collaborations, which in turn builds and contributes to the talent pool of the wider research community.

For us, intentional leadership development, institutional integrity, and cultures of academic excellence are linked. We create tools and resources to inspire, support and evaluate them all.

Recent News

2024.07.08 - Programs at NCPRE

Professional Development Programs

NCPRE is continuing to develop programs for professional development and beyond. For additional information about our programming, please click here.

2024.05.14 - Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies

In Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies, follow Elizabeth A. Luckman and C.K. Gunsalus as they explore common ethical missteps, and offer tested and effective approaches for teaching approaches to counteract them. In their chapter of Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies, Luckman and Gunsalus review research on ethical decision-making and connect this to the pedagogical goals of teaching ethics to students in a classroom setting. They offer a variety of exercises focused on academic based decision-making that can be easily adapted to any class. Educators seeking to teach ethical decision-making can adapt the exercises described for any student body in any area of academic study. This chapter’s exercises are meant to challenge readers and get them to think more critically, and solidifying good habits in decision making.

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