The Issues and Challenges of Research Ethics Education in the University, Particularly in the Area of the Social Sciences

2012 ◽  
Vol 12 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Douglas Adams ◽  
Keyword(s):  
Social Sciences ◽  
Research Ethics ◽  
Ethics Education ◽  
The Social ◽  
Research Ethics Education ◽  
The University

Efforts in Research Ethics Education at the University of Tokyo

2021 ◽  
Vol 69 (5) ◽  
pp. 5_119-5_121
Author(s):  
Mutsuhiro ARINOBU ◽  
Yuko FUJIGAKI
Keyword(s):  
Research Ethics ◽  
Ethics Education ◽  
Research Ethics Education ◽  
The University

Research Ethics Education in the University

2012 ◽  
Vol 12 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Jeffrey C. Petruska ◽  
Keyword(s):  
Research Ethics ◽  
Ethics Education ◽  
Research Ethics Education ◽  
The University

scholarly journals Assessing Undergraduate Student Learning in Political Science: Development and Implementation of the “PACKS” Survey

2017 ◽  
Vol 50 (01) ◽  
pp. 204-208 ◽  
Author(s):  
Emily Sydnor ◽  
Nicole Pankiewicz
Keyword(s):  
Social Sciences ◽  
Assessment Tools ◽  
Faculty Involvement ◽  
University Of Virginia ◽  
Assessment Data ◽  
The Social ◽  
Full Participation ◽  
Online Assessments ◽  
The University ◽  
Assessment Requirements

ABSTRACT This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this type of assessment, including the challenge of obtaining the highest number of respondents. They recommend using a strong incentive to ensure full participation, such as an advising hold that prevents students from registering until they complete the assessment. The authors contend that implementing survey-based assessment tools is an ideal way for departments to meet their accrediting institutions’ assessment requirements.

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