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: jtolimpo@utep.edu.
    Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1344
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    60.93 Kb
  • PDF
    320.48 Kb
  • XML
    91.19 Kb

    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.

Key Concept Ranking

Stems
0.6931452
Inclusions
0.5285714
Elements
0.5068547
Translation
0.50606966
0.6931452

References & Citations

1. Corwin LA, Graham M, Dolan E2015aModeling course-based undergraduate research experiences: an agenda for future research and evaluationCBE Life Sci Educ14es110.1187/cbe.14-10-0167 http://dx.doi.org/10.1187/cbe.14-10-0167
2. Brownell S, Kloser M, Fukami T, Shavelson R2012Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiencesJ Coll Sci Teach413645
3. Drew J, Triplett E2008Whole genome sequencing in the undergraduate classroom: outcomes and lessons from a pilot courseJ Microbiol Biol Educ931110.1128/jmbe.v9.89236538183577148 http://dx.doi.org/10.1128/jmbe.v9.89
4. Hanauer D, Frederick J, Fotinakes B, Strobel S2012Linguistic analysis of project ownership for undergraduate research experiencesCBE Life Sci Educ1137838510.1187/cbe.12-04-0043232228333516793 http://dx.doi.org/10.1187/cbe.12-04-0043
5. Harrison M, Dunbar D, Ratmansky L, Boyd K, Lopatto D2011Classroom-based science research at the introductory level: changes in career choices and attitudeCBE Life Sci Educ1027928610.1187/cbe.10-12-0151218858243164567 http://dx.doi.org/10.1187/cbe.10-12-0151
6. Jordan T, Burnett S, Carson S, Caruso S, Clase K, DeJong R, Dennehy JJ, Denver DR, Dunbar D, Elgin SCR, Findley AM, Gissendanner CR, Golebiewska UP, Guild N, Hartzog GA, Grillo WH, Hollowell GP, Hughes LE, Johnson A, King RA, Lewis LO, Li W, Rosenzweig F, Rubin MT, Saha MS, Sandoz J, Shaffer CD, Taylor B, Temple L, Vazquez E, Ware VC, Barker LP, Bradley KW, Jacobs-Sera D, Pope WH, Russell DA, Cresawn SG, Lopatto D, Bailey CP, Hatfull G2014A broadly implementable research course in phage discovery and genomics for first-year undergraduate studentsMBio5e010511310.1128/mBio.01051-13244967953950523 http://dx.doi.org/10.1128/mBio.01051-13
7. Shaffer C, Alvarez C, Bailey C, Barnard D, Bhalla S, Chandrasekaran C, Chandrasekaran V, Chung HM, Dorer DR, Du C, Eckdahl TT, Poet JL, Frohlich D, Goodman AL, Gosser Y, Hauser C, Hoopes LL, Johnson D, Jones CJ, Kaehler M, Kokan N, Kopp OR, Kuleck GA, McNeil G, Moss R, Myka JL, Nagengast A, Morris R, Overvoorde PJ, Shoop E, Parrish S, Reed K, Regisford EG, Revie D, Rosenwald AG, Saville K, Schroeder S, Shaw M, Skuse G, Smith C, Smith M, Spana EP, Spratt M, Stamm J, Thompson JS, Wawersik M, Wilson BA, Youngblom J, Leung W, Buhler J, Mardis ER, Lopatto D, Elgin SC2010The Genomics Education Partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutionsCBE Life Sci Educ9556910.1187/09-11-0087201948082830162 http://dx.doi.org/10.1187/09-11-0087
8. Siritunga D, Montero-Rojas M, Carrero K, Toro G, Vélez A, Carrero-Martínez F2011Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratoriesCBE Life Sci Educ1028729710.1187/cbe.11-04-0035218858253164568 http://dx.doi.org/10.1187/cbe.11-04-0035
9. Corwin LA, Runyon C, Robinson A, Dolan E2015bThe Laboratory Course Assessment Survey: a tool to measure three dimensions of research-course designCBE Life Sci Educ14ar3710.1187/cbe.15-03-0073 http://dx.doi.org/10.1187/cbe.15-03-0073
10. Hanauer D, Hatfull G2015Measuring networking as an outcome variable in undergraduate research experiencesCBE Life Sci Educ14ar3810.1187/cbe.15-03-0061265383874710399 http://dx.doi.org/10.1187/cbe.15-03-0061
11. Olimpo J, Fisher G, DeChenne-Peters SE2016Development and evaluation of the Tigriopus course-based undergraduate research experience: impacts on students’ content knowledge, attitudes, and motivation in a majors introductory biology courseCBE Life Sci Educ15ar7210.1187/cbe.15-11-0228 http://dx.doi.org/10.1187/cbe.15-11-0228
12. Velasco J, Knedeisen A, Xue D, Vickrey T, Abebe M, Stains M2016Characterizing instructional practices in the laboratory: the laboratory observation protocol for undergraduate STEMJ Chem Educ931191120310.1021/acs.jchemed.6b00062 http://dx.doi.org/10.1021/acs.jchemed.6b00062
13. Mabrouk P2015What knowledge of responsible conduct of research do undergraduates bring to their undergraduate research experiences?J Chem Educ93465510.1021/acs.jchemed.5b00264 http://dx.doi.org/10.1021/acs.jchemed.5b00264
14. Saengsuwan W, Boonprakob M, Wongyounoi S, Teanrungroj S2009Survey of science teachers and students’ opinions on learning ethics in a science classroomInt J Learn16325336
15. National Academy of Science, National Academy of Engineering, Institute of Medicine, Committee on Science, Engineering, and Public Policy2009On being a scientist: a guide to responsible conduct in researchThe National Academies PressWashington, DC
16. Steneck N, Bulger RE2007The history, purpose, and future instruction in the responsible conduct of researchAcad Med8282983410.1097/ACM.0b013e31812f7d4d17726385 http://dx.doi.org/10.1097/ACM.0b013e31812f7d4d
17. Presidents Commission for the Study of Bioethical Issues (PCSBI)2016Bioethics for every generation: deliberation and education in health, science, and technologyWashington, DC
18. Gentile J, Brenner K, Stephens A2017Undergraduate research experiences for STEM students: successes, challenges, and opportunitiesThe National Academies PressWashington, DC10.17226/24622 http://dx.doi.org/10.17226/24622
19. Balster N, Pfund C, Rediske R, Branchaw J2010Entering research: a course that creates community and structure for beginning undergraduate researchers in the STEM disciplinesCBE Life Sci Educ910811810.1187/cbe.09-10-0073205163562879377 http://dx.doi.org/10.1187/cbe.09-10-0073
20. Danowitz A, Brown R, Jones C, Diegelman-Parente A, Taylor C2016A combination course- and lab-based approach to teaching research skills to undergraduatesJ Chem Educ9343443810.1021/acs.jchemed.5b00390 http://dx.doi.org/10.1021/acs.jchemed.5b00390
21. Frantz K, Demetrikopoulos M, Britner S, Carruth L, Williams B, Pecore J, DeHaan R, Goode C2016A comparison of internal dispositions and career trajectories after collaborative versus apprenticed research experiences for undergraduatesCBE Life Sci Educ16ar110.1187/cbe.16-06-0206 http://dx.doi.org/10.1187/cbe.16-06-0206
22. Gasparich G, Wimmers L2014Integration of ethics across the curriculum: from first year through senior seminarJ Micro Biol Educ1521822310.1128/jmbe.v15i2.850 http://dx.doi.org/10.1128/jmbe.v15i2.850
23. Hendrickson T2015Integrating responsible conduct of research education into undergraduate biochemistry and molecular biology laboratory curriculaBiochem Mol Bio Educ43687510.1002/bmb.20857 http://dx.doi.org/10.1002/bmb.20857
24. Keiler K, Jackson K, Jaworski L, Lopatto D, Ades S2017Teaching broader impacts of science with undergraduate researchPLoS Biol15e200131810.1371/journal.pbio.2001318283238185360197 http://dx.doi.org/10.1371/journal.pbio.2001318
25. Senchina D2011Video laboratories for the teaching and learning of professional ethics in exercise physiology curriculaAdv Physiol Educ3526426910.1152/advan.00122.201021908835 http://dx.doi.org/10.1152/advan.00122.2010
26. Shachter A2003Integrating Ethics in Science into a summer undergraduate research programJ Chem Educ8050751210.1021/ed080p507 http://dx.doi.org/10.1021/ed080p507
27. Smith K, Wueste D, Frugoli J2007Using “ethics labs” to set a framework for ethical discussion in an undergraduate science courseBiochem Mol Biol Educ3533233610.1002/bmb.9421591119 http://dx.doi.org/10.1002/bmb.94
28. Swanson H, Sarge O-K, Rodrigo-Peiris T, Xiang L, Cassone V2016Development of a course-based undergraduate research experience to introduce drug-receptor conceptsJ Med Educ Curr Dev3576610.4137/JMECD.S31233 http://dx.doi.org/10.4137/JMECD.S31233
29. Wahila M, Amey-Proper J, Jones W, Stamp N, Piper L2017Teaching advanced science concepts through Freshman Research ImmersionEur J Phys3811410.1088/1361-6404/aa5959 http://dx.doi.org/10.1088/1361-6404/aa5959
30. Jagger K, Furlong J2014Infusing bioethics into biology and microbiology courses and curricula: a vertical approachJ Micro Biol Educ1521321710.1128/jmbe.v15i2.783 http://dx.doi.org/10.1128/jmbe.v15i2.783
31. Zaikowski L, Garrett J2004A three-tiered approach to enhance undergraduate education in bioethicsBioScience5494294910.1641/0006-3568(2004)054[0942:ATATEU]2.0.CO;2 http://dx.doi.org/10.1641/0006-3568(2004)054[0942:ATATEU]2.0.CO;2
32. Booth J, Garrett J2004Instructors’ practices in and attitudes toward teaching ethics in the genetics classroomGenetics1681111111710.1534/genetics.103.023077155796731448769 http://dx.doi.org/10.1534/genetics.103.023077
33. Downie R, Clarkeburn H2005Approaches to the teaching of bioethics and professional ethics in undergraduate coursesBioscience Educ51910.3108/beej.2005.05000003 http://dx.doi.org/10.3108/beej.2005.05000003
34. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP2014Active learning increases student performance in science, engineering, and mathematicsProc Natl Acad Sci1118410841510.1073/pnas.1319030111248217564060654 http://dx.doi.org/10.1073/pnas.1319030111
35. Antes A, Murphy S, Waples E, Mumford M, Brown R, Connelly S, Devenport L2009A meta-analysis of ethics instruction effectiveness in the sciencesEth Behav1937940210.1080/10508420903035380 http://dx.doi.org/10.1080/10508420903035380
36. Davidson G, Garton A, Joyce M2003Survey of ethics education in Australian university schools and departments of psychologyAust Psych3821622210.1080/00050060310001707237 http://dx.doi.org/10.1080/00050060310001707237
37. Nebeker C2014Smart teaching matters! Applying the research on learning to teaching RCRJ Microbiol Biol Educ15889210.1128/jmbe.v15i2.849 http://dx.doi.org/10.1128/jmbe.v15i2.849
38. Strohmetz D, Skleder A1992The use of role-play in teaching research ethics: a validation studyTeach Psych1910610810.1207/s15328023top1902_11 http://dx.doi.org/10.1207/s15328023top1902_11
39. Lopatto D2007Undergraduate research experiences support science career decisions and active learningCBE Life Sci Educ629730610.1187/cbe.07-06-0039180563012104507 http://dx.doi.org/10.1187/cbe.07-06-0039
40. Abu-Odeh D, Dziobek D, Jimenez N, Barbey C, Dubinsky J2015Active learning in a neuroethics course positively impacts moral judgment development in undergraduatesJ Undergrad Neurosci Educ13A110A119258388024380300
41. Lewis S, Conley L, Horst C2003Structuring research opportunities for all biology majorsBioscene29914
42. Loike J, Rush B, Schweber A, Fischbach R2013Lessons learned from undergraduate students in designing a science-based course in bioethicsCBE Life Sci Educ1270171010.1187/cbe.13-01-0012242972963846520 http://dx.doi.org/10.1187/cbe.13-01-0012
43. Mumford M, Connelly S, Brown R, Murphy S, Hill J, Antes A, Waples E, Devenport L2008A sensemaking approach to ethics training for scientists: preliminary evidence of training effectivenessEthics Behav1831533910.1080/10508420802487815 http://dx.doi.org/10.1080/10508420802487815
44. Pearce R2009A compulsory bioethics module for a large final-year undergraduate classBioscience Educ1312110.3108/beej.13.1 http://dx.doi.org/10.3108/beej.13.1
45. Holt C, Abramoff P, Wilcox L, Abell D1969Investigative laboratory programs in biology: a position paper of the commission on undergraduate education in the biological sciencesBiosciences191104110710.2307/1294868 http://dx.doi.org/10.2307/1294868
46. McCabe D1997Classroom cheating among natural science and engineering majorsSci Eng Ethics343344510.1007/s11948-997-0046-y http://dx.doi.org/10.1007/s11948-997-0046-y
47. Plemmons D, Brody S, Kalichman M2006Student perceptions of the effectiveness of education in the responsible conduct of researchSci Eng Ethics1257158210.1007/s11948-006-0055-216909159 http://dx.doi.org/10.1007/s11948-006-0055-2
48. Powell S, Allison M, Kalichman M2007Effectiveness of a responsible conduct of research course: a preliminary studySci Eng Ethics1324926410.1007/s11948-007-9012-y17717736 http://dx.doi.org/10.1007/s11948-007-9012-y
49. DuBois J, Dueker J2009Teaching and assessing the responsible conduct of research: a Delphi consensus panel reportJ Res Admin404970
50. DuMez E2000The role and activities of scientific societies in promoting research integrityAmerican Association for the Advancement of ScienceWashington, DCRetrieved from http://www.aaas.org/sites/default/files/content_files/The%20Role%20and%20Activities%20of%20Scientific%20Societies%20in%20Promoting%20Research%20Integrity.pdf
51. Brownell S, Hekmat-Scafe D, Singla V, Seawell P, Imam J, Eddy S, Stearns T, Cyert M2015A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret dataCBE Life Sci Educ14ar2110.1187/cbe.14-05-0092260338694477737 http://dx.doi.org/10.1187/cbe.14-05-0092
52. College of Natural Sciences, University of Texas at Austin2017CUREnet: course-based undergraduate research experienceRetrieved from http://curenet.cns.utexas.edu
53. Kloser M, Brownell S, Shavelson R, Fukami T2013Effects of a research-based ecology lab course: a study of nonvolunteer achievement, self-confidence, and perception of lab course purposeJ Coll Sci Teach427281
54. Lopatto D, Alvarez C, Barnard D, Chandrasekaran C, Chung H, Du C, Eckdahl T, Goodman A, Hauser C, Jones C, Kopp O2008Genomics education partnershipScience32268468510.1126/science.1165351189743352953277 http://dx.doi.org/10.1126/science.1165351
55. Auchincloss LC, Laursen SL, Branchaw JL, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S, Towns M, Trautmann NM, Varma-Nelson P, Weston TJ, Dolan EL2014Assessment of course-based undergraduate research experiences: a meeting reportCBE Life Sci Educ13294010.1187/cbe.14-01-0004245915013940459 http://dx.doi.org/10.1187/cbe.14-01-0004
56. Spell RM, Guinan JA, Miller KR, Beck CW2014Redefining authentic research experiences in introductory biology laboratories and barriers to their implementationCBE Life Sci Educ1310211010.1187/cbe.13-08-0169245915093940451 http://dx.doi.org/10.1187/cbe.13-08-0169
jmbe.v18i2.1344.citations
jmbe/18/2
content/journal/jmbe/10.1128/jmbe.v18i2.1344
Loading

Citations loading...

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v18i2.1344
2017-09-01
2017-09-25

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.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/18/2/jmbe-18-45.html?itemId=/content/journal/jmbe/10.1128/jmbe.v18i2.1344&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

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
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error