June 23, 2013
June 23, 2013
June 26, 2013
23.702.1 - 23.702.8
Implementing a Campus-Wide RCR Training Requirement for Doctoral StudentsOver the last few years, Responsible Conduct of Research (RCR) training has been takingon increasing importance in the graduate curriculum. This is largely due to a change inpolicy that was promulgated by the National Science Foundation and to evolvingguidelines for NIH training grants and fellowships. In 2011, Institute XXX implementedan academic policy that requires of all new doctoral students that they receive RCRtraining. It was decided that the institution would move “beyond compliance” in thesense that students would receive RCR training irrespective of their funding source. Thispaper outlines the strategy used to ensure that these students receive RCR training and thechallenges associated with implementing this training on a campus-wide scale at a largeengineering institution. The aforementioned policy has both an online and an in-personcomponent. For the purposes of this paper, the focus will be on the in-person portion.The in-person training component of the policy may be satisfied by completing a one-credit RCR course that is available to any graduate student. However, individualgraduate programs are permitted to develop their own “in-house” approach in lieu of theone-credit course, and in some cases, they have already done so. The underlying logichere is that RCR content should be more directly tailored to the student’s discipline ofstudy. Traditionally, RCR cases and other materials have molded by concerns originatingout of biomedical and social-behavioral research fields.With over #### full-time doctoral students, the challenges associated with implementingthe RCR policy described here have been non-trivial. These challenges include: 1)offering a sufficient number of in-person courses with reasonable class sizes to facilitateeffective dialogue; 2) identifying faculty members with the expertise relevant to ethicsand/or RCR; and 3) encouraging graduate programs to develop their own “in-house”approach, especially within the Institute XXX’s college of engineering.The expanded version of this paper will highlight some of the steps that have been takento address these challenges. It will include a description of an orientation that introducesfaculty to RCR content (a “train the trainer” approach). The preliminary stages relatingto the development of an online RCR course specifically tailored to engineering studentswill be described as well.
Borenstein, J., & Butera, R. J. (2013, June), Implementing a Campus-Wide RCR Training Requirement for Doctoral Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19716
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015