Conceptions, Commitments, and Challenges: Exploring Faculty Practices for Engaging Responsible Conduct of Research Content

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Research and Application in Faculty Teaching, Evaluation, and Development (Table 7)

Abstract

Little, if any, empirical work has examined the ways faculty at higher education institutions approach responsible conduct of research (RCR) topics and content as part of their teaching and mentoring work. Literature about RCR education attends, nearly exclusively, to training initiatives focused on RCR content within research-specific spaces (e.g., laboratories, offices of research compliance, or other forms of college- or university-level research administration). That focus overlooks how RCR content is embedded in classroom teaching and student mentoring practices. Our study aims to address this gap in the literature by reporting on focus group interview data with faculty at an R1 institution in the Southeast regarding their inclusion of RCR content in their work that supports the teaching mission of the institution.

Authors

• Kamia F Slaughter, Auburn University
  Presenting Author

• Carey E. Andrzejewski, Auburn University
  Presenting Author