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Author Notes:

Jeffrey T. Olimpo (jtolimpo@utep.edu)

Subjects:

Research Funding:

Support for this work was provided by a grant from the NSF (DBI-1727867).

Keywords:

  • Social Sciences
  • Education, Scientific Disciplines
  • Education & Educational Research
  • SCIENCE
  • CURRICULUM
  • KNOWLEDGE
  • FRAMEWORK
  • INSTRUCTION

Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report

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Journal Title:

CBE-Life Sciences Education

Volume:

Volume 18, Number 2

Publisher:

, Pages mr2-mr2

Type of Work:

Article | Final Publisher PDF

Abstract:

Advancement of the scientific enterprise relies on individuals conducting research in an ethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), has been shown to increase cognitive and noncognitive student outcomes. Because of these important benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in the research process, we know of few efforts to incorporate E/RCR education into CUREs. The Ethics Network for Course-based Opportunities in Undergraduate Research (ENCOUR) was created to address this concern and promote the integration of E/RCR within CUREs in the biological sciences and related disciplines. During the inaugural ENCOUR meeting, a four-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives; 2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining key aspects of professional development for CURE facilitators. Meeting outcomes, including the aforementioned E/RCR guidelines, are described herein.

Copyright information:

© 2019 L. A. Diaz-Martinez, G. R. Fisher, et al. CBE-Life Sciences Education.

This is an Open Access work distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/).

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