Graduate Education

    Graduate Education

    Outcomes assessment of role-play scenarios for teaching responsible conduct of research
    Seiler, S.N. et. al.
    2011
    Taylor & Francis Group, LLC
    We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering.
    Academic and research misconduct in the PhD: Issues for students and supervisors
    Mitchell, T. & Carrol, J.
    2008
    There are many pressures upon PhD students not least the requirement to make an original or significant contribution to knowledge. Some students, confronted with complex research processes, might adopt practices that compromise standards that are unacceptable within a research community. These practices challenge the PhD student–supervisor relationship and have implication for the individual, the supervisory team, the institution, the awarding body and the wider research context.
    Ethics & Scholarly Integrity (Grad 5014)
    Virginia Tech University
    This resource is the syllabus used for Grad 5014: Ethics & Scholarly Integrity. The class was a joint venture to better understand the topic of academic integrity in a graduate school setting.
    Ethics education and scientific and engineering research: What's been learned? What should be done? Summary of a workshop
    Center for Engineering, Ethics, and Society (CEES)
    2006
    The National Academies Press
    Increasing complexity and competitiveness in research environments, the prevalence of interdisciplinary and international involvement in research projects, and the close coupling of commerce and academia have created an ethically challenging environment for young scientists and engineers.
    Graduate education for the responsible conduct of research
    Council of Graduates Schools
    2006
    This publication identifies "best practices" in responsible conduct of research (RCR) education and is aimed at helping graduate deans, department chairs, and faculty members establish and sustain educational programs that foster RCR on their campuses.
    Incorporating principles and practical wisdom in research ethics education: A preliminary study
    Deming N. et. al.
    2007
    Association of American Medical Colleges
    Researchers are faced with daily ethical decisions that are subtle and nuanced. However, research ethics training has primarily focused on formal guidelines, general ethical principles, and historically noteworthy cases of research abuse, which may not prepare researchers to respond to everyday dilemmas in research. This study characterized researchers’ responses to ethical dilemmas with the goal of aligning research ethics education programs with the demands of practice.
    Responding to challenges in educating for the responsible conduct of research
    Kalichman, M.W.
    2007
    Association of American Medical Colleges
    The importance of responsible conduct of research (RCR) is widely recognized, but the necessary role for RCR education is limited by three significant challenges. First, the stated goals and purpose of RCR education are diverse, inconsistent, and sometimes not feasible. RCR is variably defined as knowing and following the rules, being a moral person, having good character, exhibiting good ethical judgment, and acting with integrity and responsibility.
    Teaching and learning responsible research conduct: Influences of prior experiences on acceptance of new ideas.
    McGee, R., Almquist, J., Keller, J.L., & Jacobsen, S.J.
    2008
    Taylor & Francis Group, LLC
    Despite requirements for Responsible Conduct of Research (RCR) training, little is known about how much this training actually influences the thinking and behaviors of participants. Interview-based qualitative research methods were used to study the reactions of Ph.D. students and postdoctoral fellows to what was taught in an RCR course.
    The history, purpose, and future of instruction in the responsible conduct of research
    Steneck, N.H. & Bulger, R.E.
    September 2007
    Association of American Medical Colleges
    This article discusses the key decisions and steps that have partially formalized instruction in the responsible conduct of research (RCR) in U.S. research institutions, the different purposes for offering and/or requiring such instruction, and suggestions for what needs to be done to enhance the professional development of researchers in the future.

     

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