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Development of role-play scenarios for teaching responsible conduct of research

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Abstract

We describe the development, testing, and formative assessment of nine role-play scenarios for the teaching of central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative assessment surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative assessments will test whether students retain the lessons of the role-play experience.

Acknowledgments

Bradley J. Brummel
Department of Psychology, and
Coordinated Science Laboratory
University of Illinois at Urbana-Champaign

C. K. Gunsalus
College of Law, and
Coordinated Science Laboratory
University of Illinois at Urbana-Champaign

Kerri L. Kristich
Institute of Labor and Industrial Relations, and
Coordinated Science Laboratory
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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