I know of no program that doesn't offer a reasonable alternative to research participation. We ask students to complete a 1-page double-spaced summary of an empirical article from an APA journal or from a short list of other peer-reviewed journals. They get to pick whatever topic they want and often the articles are immediatley accessible online so that they don't even have to go anywhere. The length of the article doesn't matter as long as they can capture the essence of what they read.
I really do believe that participation teaches valuable lessons about the process of research. I still remember from the late 1960's participating in research studies even though I was at that time clueless about the whole process. I have a vague memory of memory drums! but I no longer remember from over 40 years ago just what the study was about. I do remember really believing that what I was doing was important. So I have no problem with subject pools. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [email protected] ---- Original message ---- >Date: Wed, 6 May 2009 19:05:31 -0500 (CDT) >From: "Joan Warmbold" <[email protected]> >Subject: Re: [tips] educating participants in research >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > >Boy am I going to provoke reactions here but to me it seems unethical to >require psychology students to be participants in research studies. And >is it any surprise that forced participants sometimes don't take the >research seriously? They might be irritated and/or feel they are being >taken advantage of, and rightly so. There has to be a better way to >obtain participants for research studies other than literally coercing >students to do so if they wish to get credit in a course. > >Joan >[email protected] > >> We try....to various levels of success. We try to emphasize the ethics >> involved and have decided as as department to incorporate a discussion of >> honest participation during the teaching of research ethics. Also, we >> encourage students to do the alternate assignment if they really don't >> want to do the studies. >> >> That's the best we can do. I'm anxious to hear better solutions to this >> problem. I just ran a study where I am sure about 15% of my sample was >> just blowing off a requirement because they performed so poorly :( I'm not >> sure how to handle the data. >> >> Annette >> >> Annette Kujawski Taylor, Ph.D. >> Professor of Psychology >> University of San Diego >> 5998 Alcala Park >> San Diego, CA 92110 >> 619-260-4006 >> [email protected] >> >> >> ---- Original message ---- >>>Date: Wed, 6 May 2009 13:47:51 -0500 >>>From: "Blaine Peden" <[email protected]> >>>Subject: [tips] educating participants in research >>>To: "Teaching in the Psychological Sciences (TIPS)" >>> <[email protected]> >>> >>> Our students and faculty conduct research with >>> participants from introductory psychology and other >>> courses. Some participants seem to do the studies in >>> great haste and with little sincerity and thereby >>> raise concerns about the quality of their data. Have >>> you developed strategies or instructional materials >>> that explain the process and purpose of >>> psychological research to future participants and >>> also promotes their involvement and integrity? I >>> welcome any comments, suggestions, or resources. >>> >>> thanks so much, blaine >>> >>> --- >>> To make changes to your subscription contact: >>> >>> Bill Southerly ([email protected]) >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly ([email protected]) >> >> > > > >--- >To make changes to your subscription contact: > >Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
