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University of Nebraska-Lincoln
Training Graduate Students in the Responsible Conduct of Research
UNLs proposal will consist of Web-based educational resources, the development and use of a RCR video vignette, and face-to-face small group discussions with Engineering and Life Sciences graduate students and faculty at an RCR training workshop.
Instruction will occur over a six-month time period and will focus on the three RCR core areas that have special relevance to graduate students pursuing advanced degrees in these fields of study: research misconduct, appropriate authorship designation, and conflicts of interest. Participants who complete the RCR program will receive recognition certificates from the Office of Graduate Studies and $50 bookstore gift certificates. The video vignette will be a collaborative effort between the following UNL programs: Office of Graduate Studies, Office of Research Responsibility, 10 member faculty advisory board, Theatre Arts, and Nebraska Educational Television.
Past efforts will also be integrated into UNLs new plan including a new Office of Research Responsibility (ORR) Web site that will utilize educational resources from the Office of Research Integrity (ORI), primarily online tutorials sculpted to the needs and policies of the university in relation to RCR issues. The Web-based RCR tutorials utilize a problem-oriented, case study approach by which the users better understand ethical decision making and practices in an interactive, annotated question and answer method of instruction. Actors from the Department of Theatre Arts will play the roles of a professor and several graduate students in a 10-minute vignette in which the three RCR core areas are portrayed in a laboratory and faculty office setting. The script will incorporate apparent research misconduct problems by the graduate students, as well as subtle pressures by the major professor to have his or her graduate students acquiesce or face undesirable consequences.
The viewing of the video is intended to explore the ethical issues and their complexities in greater depth and evoke better conversations between faculty and graduate students at the RCR workshop on ways in which they can and should respond to the situations presented.
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