Teaching Responsible Conduct Responsibly

Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collThe advancement of science requires trust – trust in the literature, in our collaborators, in the data we are handed,...

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Autores principales:	Michael J. Zigmond, Beth A. Fischer
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9aa33720d3a0493b8d021d0f4758c58e
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spelling	oai:doaj.org-article:9aa33720d3a0493b8d021d0f4758c58e2021-11-15T15:15:36ZTeaching Responsible Conduct Responsibly10.1128/jmbe.v15i2.8741935-78851935-7877https://doaj.org/article/9aa33720d3a0493b8d021d0f4758c58e2014-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i2.874https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collThe advancement of science requires trust – trust in the literature, in our collaborators, in the data we are handed, and most of all in ourselves. Policies issued by U.S. federal funding agencies (e.g., the National Institutes of Health and National Science Foundation) have been valuable in prompting institutions to initiate formal mechanisms for providing instruction in the responsible conduct of research (RCR). However, the guidelines vary greatly in scope, detail, and the types of individuals to which they apply. Unfortunately, at many institutions, the provision of RCR instruction has become a bureaucratic exercise aimed at fulfilling a regulatory requirement, instead of an activity optimized for promoting a climate of integrity. We argue that for RCR instruction to be effective it should (1) be provided to everyone involved in the research enterprise, be they students, trainees, faculty, or staff, (2) be infused throughout one’s time at an institution. For graduate students, that would include from orientation to thesis completion, including integration into all “core classes” within their discipline, as well as into discussions at research group meetings. (3) We also advocate that the bulk of the instruction should be provided primarily by active researchers who know the issues and have relevance to, and credibly with, those being taught, and (4) that the instruction actively engages the learners. Not only will we be providing RCR instruction in a much more optimized manner, such an approach also emphasizes through our actions, not just in words, that behaving responsibly is an essential skill for researchersMichael J. ZigmondBeth A. FischerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 2, Pp 83-87 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Michael J. Zigmond Beth A. Fischer Teaching Responsible Conduct Responsibly
description	Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collThe advancement of science requires trust – trust in the literature, in our collaborators, in the data we are handed, and most of all in ourselves. Policies issued by U.S. federal funding agencies (e.g., the National Institutes of Health and National Science Foundation) have been valuable in prompting institutions to initiate formal mechanisms for providing instruction in the responsible conduct of research (RCR). However, the guidelines vary greatly in scope, detail, and the types of individuals to which they apply. Unfortunately, at many institutions, the provision of RCR instruction has become a bureaucratic exercise aimed at fulfilling a regulatory requirement, instead of an activity optimized for promoting a climate of integrity. We argue that for RCR instruction to be effective it should (1) be provided to everyone involved in the research enterprise, be they students, trainees, faculty, or staff, (2) be infused throughout one’s time at an institution. For graduate students, that would include from orientation to thesis completion, including integration into all “core classes” within their discipline, as well as into discussions at research group meetings. (3) We also advocate that the bulk of the instruction should be provided primarily by active researchers who know the issues and have relevance to, and credibly with, those being taught, and (4) that the instruction actively engages the learners. Not only will we be providing RCR instruction in a much more optimized manner, such an approach also emphasizes through our actions, not just in words, that behaving responsibly is an essential skill for researchers
format	article
author	Michael J. Zigmond Beth A. Fischer
author_facet	Michael J. Zigmond Beth A. Fischer
author_sort	Michael J. Zigmond
title	Teaching Responsible Conduct Responsibly
title_short	Teaching Responsible Conduct Responsibly
title_full	Teaching Responsible Conduct Responsibly
title_fullStr	Teaching Responsible Conduct Responsibly
title_full_unstemmed	Teaching Responsible Conduct Responsibly
title_sort	teaching responsible conduct responsibly
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/9aa33720d3a0493b8d021d0f4758c58e
work_keys_str_mv	AT michaeljzigmond teachingresponsibleconductresponsibly AT bethafischer teachingresponsibleconductresponsibly
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Teaching Responsible Conduct Responsibly

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