Questions for an RCR Program Administrator

Questions for RCR program administrator

• What is the message from the top (Chancellor; Provost; President)?

• What is the evidence of this message (e.g., signed memos sent campus-wide; direction to faculty to participate; message to students, etc.)

[if not known already]

• To whom do you report about the RCR program? How often? Do you receive feedback?

[if there are questions from reviewing the University’s plan, ask here]

• How is the RCR program structured? [e.g., format and content—online vs face-to-face; didactic seminars/lectures vs discussion of case studies; compliance vs educational oriented?; tracking of participants]

• What factors/criteria are used to determine who takes what, when, and how much training?

• What differences in instruction, if any, are given to the undergraduate, graduate, and post-doctoral levels?

[if not specifically addressed above]

• Do you conduct a risk assessment in your determination of the above?

• What, if any, is the relationship/similarities/differences between your RCR program(s) for NSF and NIH? Are they combined? Why/why not?

• What is your message/expectation for the RCR program (facilitator, teachers, participants) and how is that communicated?

• What are the standards of the training program and how, and how often, do you communicate these standards?

• Who is responsible for funding the program? How much funding/resources does University put into the program (includes faculty or admin FTEs)?

[If you not the person responsible for funding]

• What authority do you have to allocate resources and make changes to the program? [How difficult is it to get more resources]

• How do faculty and students respond to the RCR program and what is the evidence of this response? [assuming they are aware of it—see above Q]

• Faculty/student involvement:

  • Are faculty involved in the program?

  • If yes, what is the basis for faculty participation (e.g., volunteers, assignments, etc.)? [the number of volunteers could be a measure of the tone from the top]

• If no, in order for faculty members to serve as effective role models to trainees, how are faculty trained in teaching the concepts of RCR?

[if not answered above]

• Are any faculty members taking any RCR training?

• Does the university require subjects of RM inquiries and investigations to take RCR training?

• What, if any, is the incentive for faculty participation and how is that communicated? Is it part of faculty Tenure & Promotion evaluation?

• Are students who are not required to, taking any RCR training?

• How do you know if the proper people have taken the training?

• Does the university offer appropriate incentives for participation and disciplinary measures for violations?

• What are the pressure points working against the program?

• How do you provide oversight (monitor and audit) the program to evaluate its effectiveness?

[if not specifically mentioned above]

• How will you take reasonable steps to respond to deficiencies to ensure they are addressed, including modifying the program?