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WVU encourages all research personnel to engage in RCR training, regardless of discipline, career stage, or funding.
WVU encourages all research personnel to engage in RCR training, regardless of discipline, career stage, or funding.
WVU does not require RCR training except as mandated by federal funding agencies. Currently, the NSF, USDA-NIFA, and NIH have RCR training requirements for personnel supported by grant monies.
The National Science Foundation allows institutions to set the training requirements for their NSF funded researchers and trainees. At WVU, we recognize that different disciplines, teams, and projects may have different training needs, so we do not have a one-size-fits all training requirement. Instead, we provide resources and support so that PIs can develop a training plan that responds to their team member’s educational and professional development needs. Once the Director of Research Integrity approves a PI’s plan, the PI’s plan sets the RCR training requirements for the members of the team.
While all project-specific training plans must respond to WVU’s RCR educational goals and conform with best practices in RCR education, they may differ regarding specific learning objectives, content, format, duration, and delivery. See RCR Training above for available educational activities and resources that may be used as building blocks for any plan; see below for more information about the process, goals, best practices, sample plans and annual reporting.
WVU does not require project specific training plans at the time of submission.
At the time of proposal submission, the Director of Research Integrity will send an email to the PI informing them that if their proposal is funded, they will need an approved RCR training plan for their team and directing them to resources including educational activities and sample plans.
As soon as the PI learns that their project will be funded (for example, when a program officer requests additional information such as an abstract or human subjects approval) they should contact the Director of Research Integrity to develop a RCR training plan for their project.
Plans will be submitted and approved through KC.
When the Office of Sponsored Programs (OSP) receives the funds from NSF, they will verify whether there is an approved RCR plan for the project.
If there is no approved plan on file, OSP will inform the PI that an RCR plan is required and instruct them to contact the Director of Research Integrity for assistance in developing a plan.
PIs will submit an annual report within KC addressing, among other things, the team’s progress according to the RCR training plan.
The report will have pre-set fields to identify project personnel and report their RCR training progress. The report is not intended to be onerous but rather to provide a brief record of compliance with the project plan, which indicates compliance with the institutional plan and the NSF mandate.
The system will send PIs reminders about the annual report as the deadline nears.
RCR training plans should be designed to raise awareness, convey norms and expectations, develop skills, and provide resources for navigating the ethical issues that can arise when proposing, performing, reporting, and evaluating research.
Adapted from Guidance for RCR Education by the Research Integrity Scholars and Educators, a program of the Association for Practical and Professional Ethics)
There are many ways in which RCR education can be effectively delivered, as long as it is active, engaged, and learner-centered. This can be accomplished in typical “face-to-face” settings as well as in synchronous, interactive, instructor-led training in online or virtual environments.
Non-instructor led, stand-alone online programs can be useful in providing baseline information, but they should be supplemented with active and engaged learning opportunities.
PIs should be involved in the design and delivery of the RCR education for their trainees to ensure RCR activities will be responsive to the educational needs of trainees. If PIs and other research faculty are not able to provide the instruction, they should at least participate in RCR educational activities in ways that allow them to engage in conversations with, and serve as effective role models for, their students and trainees.
In addition to formal training, PIs, senior personnel, and trainees should regularly engage in conversation and reflection about the ethical dimensions of their work in the settings where they conduct their research, and in the context of specific research projects. All members of the team should collaboratively work toward a shared understanding of the values and norms that guide their research.
Finally, RCR education should involve multiple exposures throughout an individual’s training and professional development. Importantly, RCR education should not be delivered at a single point in time, thought of an “inoculation” against research misconduct, or designed and delivered simply for the purpose of compliance or institutional cover.
Adapted from Guidance for RCR Education by the Research Integrity Scholars and Educators, a program of the Association for Practical and Professional Ethics)
*Suitable for projects in which the PI is the only personnel
The National Institute of Food and Agriculture at the United States Department of Agriculture requires awardee institutions to “foster an atmosphere conducive to research integrity, bear primary responsibility for prevention and detection of research misconduct, and maintain and effectively communicate and train their staff regarding policies and procedures.” This includes providing RCR training to all project personnel involved in the conduct of research (PI, senior personnel, and trainees). USDA-NIFA allows institutions to develop their own training system, and set their own training requirements, so the training can be tailored to their specific needs of projects and personnel.
At WVU, we recognize that different disciplines, teams, and projects may have different training needs, so we do not have a one-size-fits all training requirement. Instead, we provide resources and support so that PIs can develop a training plan that responds to their team member’s educational and professional development needs. Once the Director of Research Integrity approves a PI’s plan, the PI’s plan sets the RCR training requirements for the members of the team.
While all project-specific training plans must respond to WVU’s RCR educational goals and conform with best practices in RCR education, they may differ regarding specific learning objectives, content, format, duration, and delivery. See also RCR Training for available educational activities and resources that may be used as building blocks for any plan; see below for more information about the process, goals, best practices, sample plans and annual reporting.
WVU does not require project specific training plans at the time of submission.
At the time of proposal submission, the Director of Research Integrity will send an email to the PI informing them that if their proposal is funded, they will need an approved RCR training plan for their team and directing them to resources including educational activities and sample plans.
As soon as the PI learns that their project will be funded (for example, when a program officer requests additional information such as an abstract or human subjects approval) they should contact the Director of Research Integrity to develop a RCR training plan for their project.
Plans will be submitted and approved through KC.
When the Office of Sponsored Programs (OSP) receives the funds from NSF, they will verify whether there is an approved RCR plan for the project.
If there is no approved plan on file, OSP will notify the PI that the funds have been received but will not be released until there is an approved RCR plan on file.
PIs will submit an annual report within KC addressing, among other things, the team’s progress according to the RCR training plan.
The report will have pre-set fields to identify project personnel and report their RCR training progress. The report is not intended to be onerous but rather to provide a brief record of compliance with the project plan, which indicates compliance with the institutional plan and the NSF mandate.
The system will send PIs reminders about the annual report 45, 30, 15, and 7 days before it is due. Failure to submit an annual report will result in freezing of funds.
RCR training plans should be designed to raise awareness, convey norms and expectations, develop skills, and provide resources for navigating the ethical issues that can arise when proposing, performing, reporting, and evaluating research.
Adapted from Guidance for RCR Education by the Research Integrity Scholars and Educators, a program of the Association for Practical and Professional Ethics)
There are many ways in which RCR education can be effectively delivered, as long as it is active, engaged, and learner-centered. This can be accomplished in typical “face-to-face” settings as well as in synchronous, interactive, instructor-led training in online or virtual environments.
Non-instructor led, stand-alone online programs can be useful in providing baseline information, but they should be supplemented with active and engaged learning opportunities.
PIs should be involved in the design and delivery of the RCR education for their trainees to ensure RCR activities will be responsive to the educational needs of trainees. If PIs and other research faculty are not able to provide the instruction, they should at least participate in RCR educational activities in ways that allow them to engage in conversations with, and serve as effective role models for, their students and trainees.
In addition to formal training, PIs, senior personnel, and trainees should regularly engage in conversation and reflection about the ethical dimensions of their work in the settings where they conduct their research, and in the context of specific research projects. All members of the team should collaboratively work toward a shared understanding of the values and norms that guide their research.
Finally, RCR education should involve multiple exposures throughout an individual’s training and professional development. Importantly, RCR education should not be delivered at a single point in time, thought of an “inoculation” against research misconduct, or designed and delivered simply for the purpose of compliance or institutional cover.
Need help? Call, send an email, or schedule a consultation.
Adapted from Guidance for RCR Education by the Research Integrity Scholars and Educators, a program of the Association for Practical and Professional Ethics)
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Need help? Call, send an email, or schedule a consultation. See also our Required Training FAQ.