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

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.

Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life

“…More instructors have been turning to these hands-on experiences, including writing and defending IRB-like protocols, when teaching research ethics (e.g., Danowitz, Brown, Jones, Diegelman-Parente, & Taylor, 2016;Diaz-Martinez, et al, 2019;Kallgren & Tabuer, 1996;Olimpo, Diaz-Martinez, Bhatt, & D'Arcy, 2017;Olszewski, 2019;Segarra & Gomez, 2014). The few existing studies on the benefits of using IRB-like procedures have shown that students reported an appreciation for ethical issues (Kallgren & Tabuer, 1996) and were more likely to address issues of informed consent and risks to participants in study design (Segarra & Gomez, 2014).…”

Introducing undergraduate students to reverse genetics in the laboratory: a case study of a project-oriented learning (POL) system in Taishan Medical University, China

“…Thus, the comprehensive capability of students in different specific fields was enhanced. As CURE has focused extensively on student outcomes, recent efforts have tremendously increased official regulation and formal training in the responsible conduct of research (RCR) [16]. The overarching goal of these initiatives is to ensure that a majority of researchers receive some form of RCR instruction in their careers.…”

Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report

“…While this is the case, it is important to note that pedagogical and professional development efforts of this nature are not unique to CUREs, nor to the biological sciences subdisciplines. Indeed, all course- or apprenticeship-based laboratory experiences in STEM would benefit from explicit discussion of core E/RCR principles (DuBois and Dueker, 2009; Olimpo et al. , 2017), both with respect to the experience itself and the STEM domain more broadly.…”

“…, 2018). However, despite the salient role that CUREs play in developing students’ research skills, there is a generalized absence of E/RCR education within most CUREs and only a small number of documented efforts to integrate E/RCR education into such learning environments (Olimpo et al. , 2017).…”