Terry A' May Research

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Terry A. MayResearch Graduate
Studies432-7140mayte_at_msu.edu
MSUs Educational Programs in RCR offer a diverse
context to promote integrity in the research
process. The goal is to help prepare emerging
scholars for productive careers in diverse
settings while laying the foundation for cultural
changes in disciplinary standards for
expectations of issues regarding professional
integrity.
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We are interested in YOU and YOUR students!

• YOUR rights and responsibilities
• The rights and responsibilities of YOUR students
• Formal policies, rules regulations
• Guidelines for Actions Behaviors
• Research Mentoring Task Force Report
  http//grad.msu.edu/staff/mentoring.htm

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Cool Quoteshttp//www.coolquotescollection.com/

• Experience is a hard teacher because she gives
  the test first, the lesson afterward
• Vernon Law, baseball pitcher

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Which of the following best describes
youracademic affiliation?

• Natural Sciences
• Physical Sciences
• Social Sciences
• Engineering other technical disciplines
• Education
• Clinical Programs
• Arts Humanities

5
Please indicate the number of semesters
(excluding Fall 05) you have been a TA, both MSU
and elsewhere.

• 1
• 2
• 3
• 4
• gt4

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How many RCR Workshops have you attended?

• None
• 1
• 2
• 3
• 4
• 5
• 6 or more

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2003250 SEPhDs1 3 13 15 19
41 68
0
Nature 435, 737-738 (9 June 2005) Scientists
behaving badly Brian C. Martinson, Melissa S.
Anderson  Raymond de Vries
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How prepared do you feel to deal with issues of
research integrity in your own work?

• Very Well
• Confident but would admit some uncertainty
• Undecided
• Need to know more
• Feel unprepared

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How prepared do you feel to deal with issues of
academic integrity in your classroom as a TA?

• Very Well
• Confident but would admit some uncertainty
• Undecided
• Need to know more
• Feel unprepared

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Not If When 1

• Choices are yours to make
• Others in positions of power will oversee guide
  (both positively negatively) your
  opportunities, but no one will be responsible for
  solely your interests Except YOU!
• Consequences of your actions are not always
  obvious, but they may be substantial and
  long-lasting
• Student Privacy is Paramount
• Disciplinary actions can be significant
• Do not panic
• There are resources committed persons to assist
  in a time of need especially the Office of the
  Ombudsman
  (http//www.msu.edu/unit/ombud/)

1 / Dr. David Wright, MSU Professor
Former Intellectual Integrity Officer
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• YOUR STUDENTS also have choices to make
• YOU are in a position of power to oversee guide
  (both positively negatively) their activities,
  but you cannot be entirely responsible for their
  interests ONLY THEY ARE!
• Consequences of their actions are not always
  obvious, but they may be substantial and
  long-lasting
• Student Privacy is STILL Paramount
• Disciplinary actions can be significant BUT DO
  NOT MAKE YOUR OWN RULES
• Do not panic
• There are resources committed persons to assist
  in a time of need Office of the Ombudsman
  (http//www.msu.edu/unit/
  ombud/)

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Education in the Responsible Conduct of
Researchhttp//grad.msu.edu/all/respconduct.htm

• This is NOT about teaching you to be a good
  person
• It IS about the skills and understanding needed
  to practice and verify the integrity of ones
  scholarship
• Both scientifically and personal integrity
• It is about helping to make choices clearer and
  decisions easier

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GUIDELINES FOR INTEGRITY IN RESEARCH AND CREATIVE
ACTIVITIES

• KEY PRINCIPLES - Integrity in research and
  creative activities embodies a range of practices
  that includes
• Honesty in proposing, performing, and reporting
  research
• Recognition of prior work
• Confidentiality in peer review
• Disclosure of potential conflicts of interest
• Compliance with institutional and sponsor
  requirements
• Protection of human subjects and humane care of
  animals in the conduct of research
• Collegiality in scholarly interactions and
  sharing of resources
• Adherence to fair and open relationships between
  senior scholars and their coworkers

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Source On Being A Scientist Responsible
Conduct in Research - Responding to Violations of
Ethical Standards National Academy of Sciences,
2nd Edition. 1995.

• It is easy to find excuses to do nothing, but
  someone who has witnessed misconduct has an
  unmistakable obligation to act.
• Possibly the most vexing personal dilemma for
  scholars
• This is especially difficult for students (both
  graduate and undergraduate) who are in positions
  vulnerable to exploitation due to an unbalanced
  power structure.

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Professional Responsibilities

• Clear timetables deadlines
• Clear expectations criteria for success
• Clear performance criteria for evaluations
• Reasonable achievable short- and long-term
  goals
• Frequent objective evaluations
• Informal evaluations as well as formal evaluations

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Federal Policy on Research Misconduct
0

• Defined
• fabrication, falsification, or plagiarism in
  proposing, performing, or reviewing research, or
  in reporting research results
• Fabrication is making up data or results and
  recording or reporting them.
• Falsification is manipulating research materials,
  equipment, or processes, or changing or omitting
  data results such that the research is not
  accurately represented in the research record.
• Plagiarism is the appropriation of another
  persons ideas, processes, results, or words
  without giving appropriate credit.
• Research misconduct does not include honest error
  or differences of opinion.

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Plagiarize

• to steal and pass off (the ideas or words of
  another) as one's own
• for example, to use (another's production)
  without crediting the source
• to commit literary theft
• present as new and original an idea or product
  derived from an existing source

Merriam Webster Dictionary
http//www.m-w.com/cgi-bin/dictionary?bookDiction
aryvaplagiarizing
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Quotable Onlinehttp//www.quotableonline.com/Marg
ueriteGardiner.html

• Borrowed thoughts, like borrowed money, only
  show the poverty of the borrower.
• Marguerite Gardiner, countess of Blessington
  (1789 1849) miscellaneous writer.

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Model Responsible Behavior

• Act with integrity especially in matters of
  assigning credit

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How do you perceive the overall climate at MSU
concerning Academic Integrity?

• Excellent
• Good
• No Opinion
• Bad
• Very Bad

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How do you perceive the climate at MSU in your
department concerning Academic Integrity?

• Excellent
• Good
• No Opinion
• Bad
• Very Bad

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How prepared do you NOW feel to deal with issues
of academic integrity in your classroom as a TA?

• Very Well
• Confident but would admit some uncertainty
• Undecided
• Need to know more
• Feel unprepared