Using video vignettes to enhance discussion of rcr
1 / 23

Using video vignettes to enhance discussion of RCR - PowerPoint PPT Presentation

  • Uploaded on

Using video vignettes to enhance discussion of RCR. Jeffrey A. Engler Associate Dean for Academic Affairs Graduate School University of Alabama at Birmingham Drs. Harold Kincaid and Sara Vollmer Dr. Julia Austin, Jennifer Greer, Kellie Carter.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Using video vignettes to enhance discussion of RCR' - merlin

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Using video vignettes to enhance discussion of rcr
Using video vignettes to enhance discussion of RCR

Jeffrey A. Engler

Associate Dean for Academic Affairs

Graduate School

University of Alabama at Birmingham

Drs. Harold Kincaid and Sara Vollmer

Dr. Julia Austin, Jennifer Greer, Kellie Carter

Uab has made a long term commitment to rcr education for biomedical graduate students
UAB has made a long-term commitment to RCR education for biomedical graduate students

“Principles of Scientific Integrity” GRD 717

  • Started in 1991

  • Required of all graduate students in biomedical sciences and all postdoctoral fellows on training grants.

  • Covers all the areas of responsible conduct:

    • Mentorship - trainee relationships ○ Misconduct

    • Clinical Research - Human subjects ○ Peer Review

    • Collaborations - Conflicts of interest

    • Intellectual Property - ownership

    • Animal Research – protection of animals used in research

    • Authorship and Publishing - plagiarism

    • Record Keeping - Data management

Expanding rcr activities to natural sciences math and engineering
Expanding RCR activities to Natural Sciences, Math and Engineering

  • Engage faculty and students in the discussion of RCR issues on a continuing basis.

  • Develop short video segments to dramatize case studies in current use or to be developed by our faculty

    • as resource materials both for an introductory course in the “Principles of Scientific Integrity” (GRD 717)

    • for subsequent continuing education of graduate students in the Schools of Engineering and of Natural Science and Mathematics (NSM)

Cgs nsf project 2006 2008
CGS/NSF project: 2006-2008 Engineering

  • Establish faculty and student focus groups to develop RCR materials

    • 9 members in each group

      • Promote faculty and student buy-in

    • All are volunteers from the Schools of Engineering and of Natural Science and Mathematics

    • Reviewed published articles about plagiarism and whistleblowing

    • Contributed ideas based on incidents of which they were aware (cultural miscommunication; data manipulation)

Query videoclip query qvq approach sara vollmer
“Query-Videoclip-Query” (QVQ) Approach (Sara Vollmer) Engineering

  • Engage undergrad and graduate students

  • Broad based pre- and post-questions to stimulate thought

    • Dr. Nancy Matchett at the University of Northern Colorado

  • Video

  • Facilitated discussion

  • Summary of questions and student responses at the end of the presentation

  • Advantages:

    • Video draws student interest

    • Students are actively engaged in discussion

    • Learning modality superior to online tutorial

    • Students realize they may have more to learn

Rcr vignette web site www uab edu graduate rcr
RCR Vignette Web Site:

Post question 1
Post-question 1 Engineering

Decision tree approach to online videos
“Decision-tree” Approach Engineeringto Online Videos

Decision tree adapted by Dr. Sara Vollmer from the earlier work of Dr. Betsy Holmes and Chad Sain

Challenge how to engage students to discuss scholarly integrity on a continuing basis
Challenge: EngineeringHow to engage students to discuss scholarly integrity on a continuing basis?

  • GRD 717: “I know all I need to know, because I passed the course.”

  • Some faculty are resistant to added courses that “distract” students from their immediate research.

  • Our solution: traveling workshop on “Avoiding Plagiarism” – Julia Austin, Jennifer Greer, Kellie Carter, Jeff Engler

    • Given to small groups of graduate students and honors undergraduates and faculty (>350 so far)

    • Identify student concerns (“free write”), show video, address scenarios, small group discussions, writing exercises, summarize (brochure)

    • Labor-intensive!

“Avoiding Plagiarism” Workshop Engineering

Questions to discern student perceptions:

Is plagiarism against the law?

Do you worry about “accidentally” committing plagiarism?

Can your professors easily detect plagiarism?

Do you believe that you need more training in order to avoid committing plagiarism?

What should you do if you discover that someone else has plagiarized?

Consider “Amanda’s Dilemma”

Plagiarism Self-Evaluation Engineering

Students are given five brief written scenarios

They are asked to decide which of these do, or do not, represent plagiarism

Correct responses are then provided for discussion

Students recognize potential deficiencies in their understanding of plagiarism

Our scenarios were developed by staff at Empire State College of the State University of New York and have been used with permission.

Sample self evaluation question
Sample self-evaluation question Engineering

You find an article that is perfect for your research paper. You know you should not copy entire sentences word-for-for word. Instead, you rearrange the sentences and replace the descriptive words with your own. You also add a complete footnote citing the page and the source. Is this an act of plagiarism?

Answer: YES. Even if you footnoted the source correctly, your paraphrased text is unacceptable. To paraphrase correctly, you must restate the original passage in your own words and in your own style. Reordering sentences or replacing adjectives is not enough.

Where do students learn about avoiding plagiarism
Where Do Students Learn about Avoiding Plagiarism? Engineering

Number of Respondents (286)

Gave me a definition of Plagiarism that was clear

Explained how to avoid Plagiarism

Discussed Plagiarism at the start of a major assignment

Plagiarism is academic dishonesty

Discussed Plagiarism throughout the course

Perceived confidence level after workshop
Perceived Confidence Level after Workshop Engineering

1 to 5 scale, with 1 being “not confident” and 5 being “very confident

How serious do you think the problem of plagiarism is
How Serious Do You Think the Problem of Plagiarism Is? Engineering

Number of respondents: 286 (213 graduate students and 73 undergraduate engineering students

Ethics of paraphrase
“Ethics of Paraphrase” Engineering

  • Brochure designed to reinforce good habits to avoid plagiarism

  • Given to each student who completes the “Avoiding Plagiarism” workshop

  • Summarizes the content of the workshop

  • Available at:

Goals: Engineering

  • Develop a panel of workshops

  • Engage faculty, grad students, and postdocs as facilitators

  • Expand the approach to other disciplines

  • Embed RCR education into curricula, not just one course;

  • Assess the efficacy of educational approaches


  • Video development is labor intensive and expensive.

  • Obtaining faculty buy-in and participation

  • Providing faculty training as needed

  • Developing tools for continuing education

  • Adding content into already crowded curricula