RCN-UBE Incubator: Consortium for the Integration of Ethical Research Practices into Course-based Undergraduate Research Experiences in the Biological Sciences

以课程为基础的本科生研究经验（CURES）已经成为一种可行的机制，以增加学生获得真正的科学机会。生物教育文献中的现有证据表明，学生参与CURES导致他们在科学推理技能，态度和持久性领域的发展显着收益。真实的研究经历同样被证明对学生的科学探究兴趣和他们“像科学家一样思考”的能力有积极的影响。“虽然上述研究语料库广泛关注CURE中的学生成果，但最近的努力表明，有必要研究这种学习环境中的背景特征和启示在多大程度上介导了学生的学术和专业发展。在这些因素中，以道德和负责任的方式进行研究的能力被认为具有关键价值，因为它是严格的科学调查的标志之一。虽然需要产生道德和负责任的研究实践的学生，因此是显而易见的，据我们所知，没有研究已经审查了伦理/RCR教育的整合在CURE的背景下，尽管其更广泛的重要性，在科学界的专业精神。此外，目前还不清楚现有的道德/RCR框架在多大程度上服从于治愈和种族平等委员会的指示。拟议的倡议旨在通过建立一个联盟和结构化的活动来解决这些问题，这些活动将促进来自不同组织的个人之间的可持续关系，包括为少数群体服务的机构，两年制学院，研究型大学和专业协会，他们的任务是在生物科学的CURE内探索道德和负责任的研究行为。具体而言，网络活动和产品将：a）定义和描述生物科学CURE中伦理/RCR教育的现状; B）详细说明博士后研究员、教师和负责CURE实施和生物伦理领域教学和奖学金的管理人员对伦理/RCR在研究驱动课程中的长期作用的看法;以及c）通过传播公共联盟网站、演示文稿和出版物，在真实的、以研究为基础的课程中提高参与者和公众对伦理教育的认识。生物基础设施司和教育和人力资源局（EHR），本科教育司作为他们努力解决本科生物学教育的愿景和变革所带来的挑战的一部分：行动呼吁（http：//visionandchange.org/finalreport/）。

Course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to increase student access to authentic scientific opportunities. Current evidence in the bioeducation literature indicates that student engagement in CUREs results in significant gains in their development of scientific reasoning skills, attitudes, and persistence in the domain. Authentic research experiences have likewise been shown to positively influence students' interest in scientific inquiry and their ability to "think like a scientist." While the above corpus of research has focused extensively on student outcomes within CUREs, more recent efforts have articulated the need to examine the extent to which contextual features and affordances within such learning environments mediate students' academic and professional development. Among these factors, the ability to conduct research in an ethical and responsible manner is argued to be of critical value, as it is one of the hallmarks of rigorous scientific investigation. Although the need to engender ethical and responsible research practices in students is therefore apparent, to the best of our knowledge, no studies have examined the integration of ethics/RCR education within CURE contexts, despite its broader importance to professionalism within the scientific community. Furthermore, it is unclear to what extent existent ethics/RCR frameworks are amenable to CURE instruction. The proposed initiative seeks to address these concerns through the formation of a consortium and structured activities that will foster sustainable relationships between individuals from diverse organizations, including minority-serving institutions, two-year colleges, research universities, and professional societies, who will be tasked with the exploration of ethics and responsible conduct of research within CUREs in the biological sciences. Specifically, network activities and products will: a) define and describe the current state of ethics/RCR education within bioscience CUREs; b) detail the perceptions of postdoctoral fellows, faculty, and administrators responsible for teaching and scholarship in the areas of CURE implementation and bioethics in regard to the long-term role of ethics/RCR in research-driven courses; and c) enhance both participants' and the publics' knowledge of ethics education in the context of authentic, research-based coursework through the dissemination of a public consortium website, presentations, and publications.This project is being jointly funded by the Directorate for Biological Sciences (BIO), Division of Biological Infrastructure, and the Directorate for Education and Human Resources (EHR), Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange.org/finalreport/).