107 RESEARCH ETHICS EDUCATION CHALLENGES IN A PSYCHOLOGY DEPARTMENT Todd M. Freeberg & Todd M. Moore University of Tennessee, Knoxville We are two faculty members relatively early in our careers. One of us is a recent Associate Professor and the other an Assistant Professor. Our department comprises three programs of research and graduate study: Clinical, Counseling, and Experimental Psychology. The Clinical and Counseling programs are accredited programs of the American Psychological Association (APA). As mandated by the APA accreditation, all graduate students in these two programs must take a course on Professional Ethics in Psychology. Todd Moore is a faculty member in the Clinical Psychology program, and teaches this class once each year. The Experimental Program is not an accredited program, and is made up of three research areas: Biological, Developmental, and Social. The Biological Research area involves students and faculty members who study human and non-human animal behavior, and the Developmental and Social research areas involve students and faculty who exclusively study human behavior. Since the Experimental Program is not accredited, there is no mandate in our program for graduate students to take an ethics class and, perhaps not surprisingly, virtually none of them do. Todd Freeberg is a faculty member in the Experimental Psychology program, in the Biological research area, and would be interested in offering a Responsible Conduct of Research (RCR) course for Experimental Psychology students, but faculty reactions to such a class have spanned a range from strongly positive to negative. In the commentary that follows, we first describe the structure of the current mandated ethics course its strengths and limitations. We then describe how, in the context of little programmatic support for a formal research ethics course, we have tried to increase student engagement with ethical issues in the conduct of Experimental Psychology research, with an emphasis on research involving non-human animals.