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

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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.


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