1887

Integration of RCR and Ethics Education into Course-Based Undergraduate Research Experiences in the Biological Sciences: A Needed Discussion

    Authors: Jeffrey T. Olimpo1,*, Laura A. Diaz-Martinez2, Jay M. Bhatt3, Christina E. D’Arcy1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968; 2: Campus Office of Undergraduate Research Initiatives (COURI), The University of Texas at El Paso, El Paso, TX 79968; 3: Department of Chemistry, The University of Texas at El Paso, El Paso, TX 79968
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 27 April 2017 Accepted 28 June 2017 Published 01 September 2017
    • ©2017 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968. Phone: 915-747-6923. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1344
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    Abstract:

    Course-based undergraduate research experiences (CUREs) have been identified as a promising vehicle to broaden novices’ participation in authentic scientific opportunities. While recent studies in the bioeducation literature have focused on the influence of CUREs on cognitive and non-cognitive student outcomes (e.g., attitudes and motivation, science process skills development), few investigations have examined the extent to which the contextual features inherent in such experiences affect students’ academic and professional growth. Central among these factors is that of ethics and the responsible conduct of research (RCR)—essential cornerstones of the scientific enterprise. In this article, we examine the intersectionality of ethics/RCR instruction within CURE contexts through a critical review of existing literature that details mechanisms for the integration of ethics/RCR education into undergraduate laboratory experiences in the science domains. Building upon this foundation, we propose a novel, evidence-based framework that seeks to illustrate posited interactions between core ethics/RCR principles and unique dimensions of CUREs. It is our intent that this framework will inform and encourage open dialogue around an often-overlooked aspect of CURE instruction—how to best prepare ethically responsible scholars for entrance into the global scientific workforce.

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2017-09-01
2019-05-26

Abstract:

Course-based undergraduate research experiences (CUREs) have been identified as a promising vehicle to broaden novices’ participation in authentic scientific opportunities. While recent studies in the bioeducation literature have focused on the influence of CUREs on cognitive and non-cognitive student outcomes (e.g., attitudes and motivation, science process skills development), few investigations have examined the extent to which the contextual features inherent in such experiences affect students’ academic and professional growth. Central among these factors is that of ethics and the responsible conduct of research (RCR)—essential cornerstones of the scientific enterprise. In this article, we examine the intersectionality of ethics/RCR instruction within CURE contexts through a critical review of existing literature that details mechanisms for the integration of ethics/RCR education into undergraduate laboratory experiences in the science domains. Building upon this foundation, we propose a novel, evidence-based framework that seeks to illustrate posited interactions between core ethics/RCR principles and unique dimensions of CUREs. It is our intent that this framework will inform and encourage open dialogue around an often-overlooked aspect of CURE instruction—how to best prepare ethically responsible scholars for entrance into the global scientific workforce.

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FIGURE 1

Alignment of core ethics/RCR components and CURE dimensions. RCR = responsible conduct of research; CURE = course-based undergraduate research experience.

Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1344
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