title: Development of role-play scenarios for teaching responsible conduct of research.
abstract: We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation 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 evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
authors.affiliation: Department of Psychology, The University of Tulsa, Tulsa, OK, USA.
authors.forename: Bradley J
authors.initials: BJ
authors.lastname: Brummel
authors.forename: C K
authors.initials: CK
authors.lastname: Gunsalus
authors.forename: Kerri L
authors.initials: KL
authors.lastname: Anderson
authors.forename: Michael C
authors.initials: MC
authors.lastname: Loui
mesh_terms: D004500:Education, Graduate / Q000379:methods; D004738:Engineering / Q000193:education* / Q000941:ethics; D004995:Ethics, Professional / Q000193:education*; D012106:Research / Q000193:education; D012107:Research Design; D012381:Role Playing; D012586:Science / Q000193:education* / Q000941:ethics