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

基于课程的本科生研究经历（CUREs）已经成为增加学生获得真实科学机会的可行机制。目前生物教育文献中的证据表明，学生参与CUREs可以显著提高他们在该领域的科学推理技能，态度和持久性的发展。同样，真实的研究经历也被证明对学生对科学探究的兴趣和他们“像科学家一样思考”的能力有积极的影响。虽然上述的研究语料库广泛关注学生在cure中的成果，但最近的研究表明，有必要研究这种学习环境中的情境特征和能力在多大程度上影响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，因为它是严格科学调查的标志之一。因此，尽管在学生中培养道德和负责任的研究实践的必要性是显而易见的，但据我们所知，尽管伦理/RCR教育对科学界的专业精神具有更广泛的重要性，但还没有研究对CURE背景下的伦理/RCR教育的整合进行过调查。此外，尚不清楚现有的伦理/RCR框架在多大程度上适用于CURE指令。拟议的倡议旨在通过形成一个联盟和有组织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，包括少数民族服务机构、两年制学院、研究型大学和专业协会，这些组织的任务是探索生物科学领域的cure研究的伦理和负责任的行为。具体而言，网络活动和产品将：a)定义和描述生物科学治疗中的伦理/RCR教育的现状；b)详细介绍在CURE实施和生物伦理学领域负责教学和奖学金的博士后研究员、教师和管理人员对伦理/RCR在研究驱动课程中的长期作用的看法；c)通过公共联盟网站、演讲和出版物的传播，在真实的、基于研究的课程背景下，提高参与者和公众对伦理教育的知识。该项目由生物基础设施司生物科学理事会（BIO）和教育和人力资源理事会（EHR）本科教育司共同资助，作为其应对《本科生物学教育的愿景与变革：行动呼吁》（http://visionandchange.org/finalreport/）所提出的挑战的努力的一部分。

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/).