Hello all, I have never taught experimental psychology, but I have recently gotten hold of a few articles (thanks to help from a couple of Tipsters, among others) suggesting that undergraduate students often make up (or cook or trim) their data rather than actually collecting it. One professor told me that when she made it clear at the onset that the grade was not affected by whether the results were "significant" (a term that may also be widely misinterpreted by undergraduates), the number of students papers reporting statistical significance dropped from almost 100% to less than 50%.
Do any of you think that courses involving the independent collection, analysis, and reporting of of data in undergraduate courses can MIS-socialize students into what is expected of a responsible scientist? Do you engage in any special lectures or assign any readings to help minimize that risk? I am currently working on a project on responsible conduct of research and am very interested in views about how the research process is introduced to students. I should add that I believe that the undergraduate years is a VERY appropriate time for students to begin collecting actual data, analyzing, and reporting it because it is the best way to connect them to our science. I think waiting until graduate school is too late (and those who do not go on will have never have experienced how their major field of study goes about making its discoveries). Tricia Keith-Spiegel, PhD --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
