Society for the Teaching of Psychology

Division 2 of the American Psychological Association

Developing, Promoting, & Sustaining the Undergraduate Research Experience in Psychology

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ISBN: 978-1-941804-12-4


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Table of Contents

Introduction

Page

Book Cover  
Foreword
Stephen F. Davis
1
Introduction and a Brief History of Undergraduate Research in Psychology
Richard L. Miller
3
Why Engage Undergraduates in Empirical Research: A Panel Discussion
Jane S. Halonen, Charles L. Brewer, Paul A. Bell, & Richard L. Miller, with comments by Bernard C. Beins, William J. Wozniak, Marty Fallshore, Susan Becker, Robert Rycek, Bill Buskist, Wilbert J. McKeachie, Elizabeth Loftus, Robert Cialdini, Margaret Matlin, Richard Suinn, Robin Anderson, & Drew Appleby
17

Section 1. Institutionalizing Undergraduate Research
Roy Smith, Editor

29
Facing the Crisis in the Academy: Creating a Culture of Undergraduate Research in Contemporary Institutions of Higher Education
Steve T. Barney
30
Lessons from the CUR Institutes on Institutionalizing Undergraduate Research
Mitchell R. Malachowski & Michael E. Nelson
38
Promoting Undergraduate Research: Institutional Support Mechanisms
John Falconer
42
External Support for Undergraduate Research
Vincent Prohaska
45
Research Ethics: Issues and Resources
Richard L Miller
48

Section 2. Successful Models of Undergraduate Research
Mark E. Ware, Editor

53
The University of Wisconsin-Eau Claire: An Institutional Model for Excellence in Undergraduate Research
Christopher T. Lind
54
Undergraduate Research at the University of Nebraska at Kearney: Building and Sustaining the Culture
Kenya S. Taylor
59
Summer Undergraduate Research Experience: A Model for Student Participation in a Competitive Grants Program at the University of San Diego
Kenneth D. Keith, Lisa M. Baird & Michael Ichiyama
62
A Successful Model of Undergraduate Research: Utah State University
Joyce Kinkead
65
Institutionalizing Undergraduate Research at Murray State University
John Mateja
69
Creating and Sustaining a Culture of Undergraduate Research: Southern Utah University Psychology Department’s Report on Success
Lynn H. White
72
Morningside College: A Successful Departmental Model of Undergraduate Research
Susan R. Burns
75
Encouraging Undergraduate Research: Hanover College’s Psychology Major
John H. Krantz, Stephen D. Young, T. William Altermatt, Ellen R. Altermatt & Michelle H. Mamberg
78
A Successful Departmental Model: Missouri Southern State University
Christie Cathey & Gwendolyn Murdock
81
University of Mary Washington: A Successful Departmental Model
Roy Smith
82
A Successful Departmental Model: Furman University
Charles L. Brewer, Gilles O. Einstein & Beth A. Pontari
90
A Comprehensive Strategy to Promote Undergraduate Research in Psychology at the University of Central Arkansas
William J. Lammers
93

Section 3. Conducting Undergraduate Research
Susan R. Burns, Editor

97
Involving Freshmen in Undergraduate Research
Emily Balcetis & Richard Miller
98
After Introductory Psychology: The Next Course Preparing Psychology Freshmen and Sophomores for Undergraduate Research
Eric Amsel & Theresa Kay
104
Integrating Research Methods and Introductory Statistics
Cathy A. Grover & Kenneth A. Weaver
108
Creating Research Groups in an Undergraduate Psychology Curriculum
Bernard C. Beins
111
Advanced Laboratory Classes in Psychology
William Wozniak
116
Increasing Undergraduate Research Participation: From Classrooms to Conferences
Calvin P. Garbin & David J. Hansen
121
Mentoring Undergraduate Research in a Principles of Assessment Course
Steve T. Barney
124
Conducting Undergraduate Research: Independent Study
Susan R. Burns
128
Toward a Model for Undergraduate Research in Psychology at the Two-Year College
Jennifer L. O’Loughlin-Brooks & Valerie T. Smith
132
Involving Students Research at a Commuter College
Vincent Prohaska
136
Summer Research Programs
Holly E. Tatum & Beth M. Schwartz
140
Managing Student Research Ideas with a WWW Database
Edward P. Kardas
143
Senior Thesis/Capstone Approach
Beth M. Schwartz & Holly E. Tatum
146

Section 4. Special Types of Research Opportunities
Robert F. Rycek, Editor

150
Research at a Local Zoo
Joanne D. Altman
151
Engaging Students in Community-Based Research
Maya M. Khanna
156
Using Field Research Techniques to Enhance the Undergraduate Experience
Joseph J. Benz
162
Conducting Research at the University of Wisconsin-Eau Claire’s Campus Autism Program
Kevin P. Klatt
165
Research in the Rat Lab: Some Thoughts on Undergraduates doing Behavioral Neuroscience Research
Mark C. Zrull
168
Learning from Chimpanzees: Internships at the Chimpanzee & Human Communication Institute
Mary Lee Jensvold & Roger Fouts
172
Archival Research in Forensic Psychology
Matthew T. Huss
177
Neuroscience Research
Cynthia Gibson
180
Using the Web for Student Research
John H. Krantz & T. William Altermatt
185
Environmental Psychological Research with Undergraduates in National Parks
Britton L. Mace
189
Practical Advice for Doing Research with Preschoolers
Ruth L. Ault
195
Teaching Qualitative Research to Undergraduate Students
Jill R. Brown & Daniel J. Foy
199
Conducting Archival Research on the History of Psychology
Lizette Royer
203

Section 5. Faculty and Student Roles
Emily Balcetis, Editor

208
Bending Twigs: The Act of Mentoring Undergraduate Student Research
Theresa A. Wadkins & Richard L. Miller
209
Collaboration: Faculty Perspective
William Douglas Woody
215
Collaboration: Student Perspective
Joe Hamm
220
Supervising Undergraduate Students in a Faculty Driven Research Program
Krista D. Forrest, Bradley J. Stastny & Jennifer B. Bruns
224

Section 6. Sharing the Results of Research
Steve T. Barney, Editor

230
Departmental Undergraduate Research Days
Diane K. Martichuski
231
Celebrating Student Research: Campus-wide Student Research Events
Roxanne L. Sullivan
234
Undergraduate Research Conferences
Donna Stuber-McEwen & Kristina Thielen-Belveal
237
Posters on the Hill: A Unique Way to Present Undergraduate Research
Isabelle D. Cherney
240
Undergraduate Research at Professional Psychology Conventions
Robert F. Rycek
245
The Use of Locally Published Journals to Encourage Undergraduate Research
Richard L. Froman
247
Undergraduate Student Research Journals: Opportunities for and Benefits from Publication
Mark E. Ware & Susan R. Burns
253

Section 7. Assessment and Evaluation
Bernard C. Beins, Editor

257
Science Undergraduates’ Perceptions of Learning from Undergraduate Research Experiences
CarolAnne M. Kardash, Michael Wallace & Linda Blockus
258
Educational Goals Related to the Research Experience
Bryan K. Saville & Tracy E. Zinn
264
Academic Outcomes Assessment in Undergraduate Education: Rationale & Process
George J. Spilich
269
Tools for the Assessment of Undergraduate Research Outcomes
Linda Rueckert
272
The Value from the Perspective of the Workplace/Community
Christopher Koch
276
An Undergraduate’s Perspective on the Undergraduate Research Experience: From a Trained Monkey to a Scientist
Jennifer Johnson
280
The Value from the Graduate School Perspective
Christopher Koch
283

Our Contributors

305

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The individual chapters contained within this collection are Copyright © 2008 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2008 Society for the Teaching of Psychology.

You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) <http://teachpsych.org/> appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use).  No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.


Suggested Reference Format

Following examples in the APA Style Guide to Electronic References, we suggest that the overall text be referenced in this fashion:

Miller, R. L., Rycek R. F., Balcetis, E., Barney, S. T., Beins, B. C., Burns, S. R., Smith, R. & Ware, M. E. (2008). Developing, promoting, & sustaining the undergraduate research experience in psychology. Retrieved [Date] from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/ur2008/ur2008.php

Individual chapters may be referenced in this fashion, for example:

Barney, S. T. (2008). Facing the Crisis in the Academy: Creating a Culture of Undergraduate Research in Contemporary Institutions of Higher Education. In R. L. Miller, R. F. Rycek, E. Balcetis, S. T. Barney, B. C. Beins, S. R. Burns, R. Smith, & M. E. Ware (Eds.), Developing, promoting, & sustaining the undergraduate research experience in psychology (pages of chapter). Retrieved [Date] from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/ur2008/ur2008.php

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