Directions:
If you will only have the opportunity to lead a single session related to QRPs, we suggest that you select QRPs to focus on in your class session on that come from each of the four stages of research (Funding, Design/ Data Collection, Data Analysis/ Interpretation, Write-up/Dissemination) (Plonsky et al., submitted). Stress that these ethical decision points occur throughout the research process.
If you will have the opportunity to integrate multiple sessions focused on QRPs into your curriculum, we suggest that you select QRPs for each lesson as they become relevant (work through one stage of research at a time). Mix in more advanced activities as the students learn more about QRPs.
Please draw from the activity bank to tailor these lesson plans to the needs of your students
Before class:
QRP readings (e.g., Sterling et al., 2023)
3-4 scenarios to read and think about (one from each stage of research or 4 from the same stage if the QRP lessons are recurring throughout the semester)
Pre-task (5-10 min):
Opening comprehension check from reading – what are QRPs?
Discuss in pairs, check in as a class
Main activity (20 min):
In small groups, discuss the scenarios provided before class
Discuss responses as a class
Post-task (5-10 min)
Discussion: Why are QRPs a problem – what is at risk? What can we do to avoid making questionable decisions in these circumstances?
Before class: QRP readings (e.g., Yaw et. al., 2023)
Pre-task (10 min):
Rate a list of QRPs individually for opinion on severity
Main activity (30-40 min) (select one activity or shortened versions of both depending on time):
Activity 1: Provide students with survey data from Larsson et al. (submitted). Compare personal opinions (from pre-task ratings) to survey data. How do your opinions compare to the consensus of the field?
Activity 2: Mini-debates - put students in small groups, assign each group a QRP, pair up the groups to have mini-debates about severity (students make arguments based on contexts, risks, etc.)
Post-task (15 min):
Re-rate same QRP list for severity
Class discussion
Did your opinions change?
What were changes in opinion based on?
How do we recognize “it depends” circumstances?
Before class: QRP readings (e.g., Larsson et al., submitted)
Pre-task (20 – 30 minutes):
Provide students with a list of QRPs (sample from all four areas, or, do all QRPs from one area) – let students rate QRPs individually for their opinion on severity
Talk in small groups about responses: Why did students respond the way that they did?
Main activity (1 - 1.5 hour):
Put students in small groups (2-3), assign (or let students select) a QRP to focus on
Watch QRP vid (from YouTube), give access to short reading excerpts about the specific QRP (if accessible)
Students prepare to give a small presentation to the class about the QRP
Explain the QRP
Explain why it can be problematic and in what contexts: what is at risk?
Discuss what forces may influence the decision: d what may lead us to make a questionable decision and what makes it questionable?
Discuss contexts when the QRP may be problematic (if students believe it is), and contexts in which it may not be a problem
Discuss ways that we can minimize risk for that specific QRP
Post-activity (20 min):
Full class discussion or personal reflection
Why are QRPs a problem – what is at risk?
Have you ever found yourself in a situation where you had to make one of these decisions? What did you do? Would you do something different now? What could you have done to avoid making a questionable decision?
Provide scenarios, discuss in small groups, report back to class
Students rate a list of QRPs for severity on their own (or come to a consensus as a group), then compare student opinions to survey data from (Larsson et al.). Use survey ratings and qualitative comments. Compare personal opinions to the opinions of the larger field
Students rate a list of QRPs for severity on their own, discuss in small groups, make notes of differences in opinion, report back to class (shorter classes)
Mini-debates - select a set of QRPs, put students into small groups to have debates about the order of perceived severity
Students use materials (short readings, YouTube videos) to learn about a QRP in small groups, teach the class through short group presentations (long class only)
Provide students with a list of QRPs, have students rate perceived severity on their own (pre-task), students re-rate the same list of QRPs at the end of the class (post-task/reflection)
Learn about a QRP in groups (video, short paragraph-page reading, etc.), write scenarios, pass to another group. Groups discuss and report responses back to the class (longer classes, classes that have had some scaffolding).
Whole class or small group discussion
Why are QRPs a problem – what is at risk?
Have you ever found yourself in a situation where you had to make one of these decisions? What did you do?
What can we do to avoid making a questionable decision in these circumstances?
Have students discuss situations in which particular QRP items would be deemed acceptable.
Create a short scenario of your own in which you talk about a time that you made a question research decision. Explain the circumstances and what you would do differently now.