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Responsible Conduct of Research (RCR) Summer Workshop
I attended Responsible Conduct of Research (RCR) Summer Workshop offered by the Research Integrity& Compliance Review Office (RICRO) on Aug. 8, 2013. This workshop was an eight-hour training and satisfied federal and CSU requirement for RCR instruction. Through this workshop, I realized the virtue of RCR.
The workshop was composed of RCR relevant lectures and activities to apply what I learned about RCR training. The workshop provided all the information needed about research ethics to avoid allegations of misconduct: ethics framework, data ownership, research misconduct, responsible authorship, animal & human subjects, trainee relationship: collaboration and conflicts.
I attended Responsible Conduct of Research (RCR) Summer Workshop offered by the Research Integrity& Compliance Review Office (RICRO) on Aug. 8, 2013. This workshop was an eight-hour training and satisfied federal and CSU requirement for RCR instruction. Through this workshop, I realized the virtue of RCR.
The workshop was composed of RCR relevant lectures and activities to apply what I learned about RCR training. The workshop provided all the information needed about research ethics to avoid allegations of misconduct: ethics framework, data ownership, research misconduct, responsible authorship, animal & human subjects, trainee relationship: collaboration and conflicts.
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Though all the topics were worthwhile, the topic about how to
solve relationship conflicts was most interesting to me. The relationship
conflicts in this workshop referred to possible conflicts during research.
However, the fundamental concepts about solving relationship conflicts during research could be applied to real-world situations.
The lecturer presented three styles of conflict resolution: avoidance, confrontation, and problem-solving. To cope with conflict, we needed to learn effective negotiation skills. There were three modes in negotiation: competitive mode (one party wins), cooperative mode (nobody loses), collaborative mode (win-win each other). Most importantly, I learned the difference between the two words from this workshop: cooperative and collaborative.
Looking back on myself, I belonged to an avoidance type not to get involved with difficult situation in terms of styles of conflict resolution. I have never thought seriously about negotiation skills to resolve conflicts. As an EFL/ESL teachers, I may have many (un)expected conflicts with coworkers, students or parents in the future. Based on the skills I learned from this workshop, I’d like to resolve conflicts with a win-win solution.
This workshop was valuable and meaningful in that it provided me fundamental and substantial knowledge about research ethics that was also able to apply to my daily life and teaching career, as well as to my future research.
solve relationship conflicts was most interesting to me. The relationship
conflicts in this workshop referred to possible conflicts during research.
However, the fundamental concepts about solving relationship conflicts during research could be applied to real-world situations.
The lecturer presented three styles of conflict resolution: avoidance, confrontation, and problem-solving. To cope with conflict, we needed to learn effective negotiation skills. There were three modes in negotiation: competitive mode (one party wins), cooperative mode (nobody loses), collaborative mode (win-win each other). Most importantly, I learned the difference between the two words from this workshop: cooperative and collaborative.
Looking back on myself, I belonged to an avoidance type not to get involved with difficult situation in terms of styles of conflict resolution. I have never thought seriously about negotiation skills to resolve conflicts. As an EFL/ESL teachers, I may have many (un)expected conflicts with coworkers, students or parents in the future. Based on the skills I learned from this workshop, I’d like to resolve conflicts with a win-win solution.
This workshop was valuable and meaningful in that it provided me fundamental and substantial knowledge about research ethics that was also able to apply to my daily life and teaching career, as well as to my future research.