Brummel, Bradley J.

Gunsalus, C. K.

Kristich, Kerri L.

Loui, Michael C.

Seiler, Stephanie N.

English

ScholarWorks@UMass Amherst

University of Massachusetts AmherstScholarWorks@UMass AmherstEthics in Science and Engineering NationalClearinghouse Science, Technology and Society Initiative1-1-2009Role-Play Scenarios for Teaching ResponsibleConduct of ResearchBradley J. BrummelUniversity of Illinois at Urbana-ChampaignC. K. GunsalusUniversity of Illinois at Urbana-ChampaignKerri L. KristichUniversity of Illinois at Urbana-ChampaignMichael C. LouiUniversity of Illinois at Urbana-ChampaignStephanie N. SeilerUniversity of Illinois at Urbana-ChampaignFollow this and additional works at: https://scholarworks.umass.edu/esencePart of the Engineering Commons, Life Sciences Commons, Medicine and Health SciencesCommons, Physical Sciences and Mathematics Commons, and the Social and Behavioral SciencesCommonsThis Presentation is brought to you for free and open access by the Science, Technology and Society Initiative at ScholarWorks@UMass Amherst. It hasbeen accepted for inclusion in Ethics in Science and Engineering National Clearinghouse by an authorized administrator of ScholarWorks@UMassAmherst. For more information, please contact scholarworks@library.umass.edu.Recommended CitationBrummel, Bradley J.; Gunsalus, C. K.; Kristich, Kerri L.; Loui, Michael C.; and Seiler, Stephanie N., "Role-Play Scenarios for TeachingResponsible Conduct of Research" (2009). Ethics in Science and Engineering National Clearinghouse. 276.Retrieved from https://scholarworks.umass.edu/esence/276Role-Play Scenarios for Teaching Responsible Conduct of ResearchBradley J. Brummel, C. K. Gunsalus, Kerri L. Kristich, Michael C. Loui, Stephanie N. SeilerUniversity of Illinois at Urbana-ChampaignResearch QuestionsHow effective are role-play scenarios in teaching the responsible conduct of research? Can role-plays help students identify ethical issues in research and negotiate workable solutions?Method Role-Play Scenario DevelopmentWe developed nine role-play scenarios: Authorship, Conflict of Interest, Mentoring, Peer Review; compliance with regulations on Human Participants, Animal Subjects, and Hazardous Substances; and potential whistle-blowing situations Professional Relationships and Data Management Formative AssessmentSurvey to assess participant reactions: 576 participants in 14 depts/groupsSummative AssessmentInterviews to assess long-term reactions Case analyses to assess learningSubjects read a case and then did  “think aloud” to identify issues, describe perspectives, and propose solutionsAbility to analyze cases measured with behaviorally-anchored rating scalesFormative AssessmentReactions to role-play and case discussion formats (electrical engineering students only)Overall experience, 1 (v. bad) to 5 (v. good)Role-play mean = 3.5 (N = 97)Case discussion mean = 4.1 (N = 28)Students valued communication and negotiation skills more than RCR contentIt seems like “ethics training” could be subsumed by good assertiveness training plus a set of ethical guidelines. The biggest problem people will have is not identifying unethical situations but dealing with others who perhaps have power or influence over them and do not act ethically.Reported advantages of role-playCaptures attention; provides motivation and experiential learning; improves the depth of understanding; shows different perspectivesReported disadvantages of role-playStudents feel awkward; lack of prior experience to play roles; some resist participating; covers fewer issues than lecture in same timeSummative AssessmentLong-Term ReactionsIt’s easier to take part in, instead of watching a 45-slide PowerPoint about how I shouldn’t steal.I had trouble really identifying with the role play I was supposed to do, because I really couldn’t even imagine myself in that situation.Case AnalysesIdentify Moral Issues: Low ScoreThe professor … tells the journal not to accept the article … I think it’s normal that the professor shares new knowledge with the student. I think it’s very hard to judge if it’s ethical or not.  Understand Perspectives: High ScoreThey’re concerned it isn’t right not to attribute credit where credit’s due and are concerned about the quality of the [rival lab’s] work and their own work. [The rival lab is] concerned about getting biased reviews; they’re concerned about getting credit for their work.ConclusionsReactions to role-plays are generally positive; students value motivation and building communication skills, rather than compliance with rulesLong-term outcomes from role-plays might extend beyond the ability to understand and analyze only a specific RCR topicSupported by the National Science Foundation under Grant EEC-0628814Percentage of Respondents by Scale Point0102030405060701 2 3 4 5Scale Point (Very Bad to Very Good)Role-PlayCase Discussion

Role-Play Scenarios for Teaching Responsible Conduct of Research

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Role-Play Scenarios for Teaching Responsible Conduct of Research

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