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Outcomes Assessment of Role-Play Scenarios for Teaching Responsible Conduct of Research

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Abstract

We describe the summative assessment of role-play scenarios that we previously developed to
teach central topics in the responsible conduct of research (RCR) to graduate students in science
and engineering. Interviews with role-play participants, with participants in a case discussion
training session, and with untrained students suggested that role-playing might promote a deeper
appreciation of RCR by shifting the focus away from wanting to simply â??know the rules.â? We
also present the results of a think-aloud case analysis study and describe the development of a
behaviorally-anchored rating scale (BARS) to assess participantsâ?? case analysis performance.

Acknowledgments

Stephanie N. Seiler
Department of Psychology, University of Illinois at Urbana-Champaign


Bradley J. Brummel
Department of Psychology, The University of Tulsa


Kerri L. Anderson
Procter & Gamble


Kyoung Jin Kim
Department of Teacher Education, Arkansas State University


Serena Wee
School of Social Sciences, Singapore Management University


C. K. Gunsalus
Colleges of Business and Medicine, University of Illinois at Urbana-Champaign


Michael C. Loui
Department of Electrical and Computer Engineering, and
Coordinated Science Laboratory, University of Illinois at Urbana-Champaign

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