Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- 17 Introduction
- Part III.1 STEM
- Part III.2 Health
- Part III.3 Social Sciences
- 28 Undergraduate Research in Sociology
- 29 Undergraduate Research in Psychology
- 30 Undergraduate Research in Economics
- 31 Undergraduate Research in Political Science
- Part III.4 Humanities
- Part III.5 Arts & Design
- Part III.6 Disciplines A–Z
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
29 - Undergraduate Research in Psychology
Learning by Doing
from Part III.3 - Social Sciences
Published online by Cambridge University Press: 11 August 2022
Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- 17 Introduction
- Part III.1 STEM
- Part III.2 Health
- Part III.3 Social Sciences
- 28 Undergraduate Research in Sociology
- 29 Undergraduate Research in Psychology
- 30 Undergraduate Research in Economics
- 31 Undergraduate Research in Political Science
- Part III.4 Humanities
- Part III.5 Arts & Design
- Part III.6 Disciplines A–Z
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
In many undergraduate psychology programs, students gain research experience through intentional scaffolded experiences throughout the undergraduate curriculum and in some cases by joining a faculty member’s research program outside of the classroom. In sustained undergraduate research experiences, students benefit from developmentally appropriate mentoring as they gradually develop and master skills, an approach often compared to an apprenticeship model. Many psychology faculty use evidence-based mentoring practices, such as the Salient Practices Framework, which was developed by an international, multi-institutional research team. Examples include setting clear and incremental expectations and supporting students as they transfer more basic skills learned in the classroom to conducting community or field-based research. There are creative and evidence-based ways to improve access for all students by being more intentional about embedding research experiences in the psychology curricula, or by further considering ways to recruit and retain UR students from historically underserved groups.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Undergraduate Research , pp. 285 - 292Publisher: Cambridge University PressPrint publication year: 2022
References
American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. www.apa.org/ed/precollege/undergrad/index.aspxGoogle Scholar
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618.CrossRefGoogle Scholar
Chambers, C. (2017). The seven deadly sins of psychology: A manifesto for reforming the culture of scientific practice. Princeton University Press.Google Scholar
Chopik, W. J., Bremner, R. H., Defever, A. M., & Keller, V. N. (2018). How (and whether) to teach undergraduates about the replication crisis in psychological science. Teaching of Psychology, 45(2), 158–163.CrossRefGoogle Scholar
Cooley, E. L., Garcia, A. L., & Hughes, J. L. (2008). Undergraduate research in psychology at liberal arts colleges: Reflections on mutual benefits for faculty and students. North American Journal of Psychology, 10(3), 463–472.Google Scholar
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97, 218–243.Google Scholar
Gurung, R. A. R., Chick, N. L., & Haynie, A. (Eds.). (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Stylus.Google Scholar
Hart Research Associates. (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99(2), 1–8.Google Scholar
Hauhart, R. C., & Grahe, J. E. (2012). A national survey of American higher education capstone practices in sociology and psychology. Teaching Sociology, 40(3), 227–241.CrossRefGoogle Scholar
Johnson, I. R., Pietri, E. S., Fullilove, F., & Mowrer, S. (2019). Exploring identity-safety cues and allyship among Black women students in STEM environments. Psychology of Women Quarterly, 43(2), 131–150.Google Scholar
Kierniesky, N. C. (1984). Undergraduate research in small psychology departments. Teaching of Psychology, 11(1), 15–18.CrossRefGoogle Scholar
Kierniesky, N. C. (2005). Undergraduate research in small psychology departments: Two decades later. Teaching of Psychology, 32(2), 84–90.Google Scholar
Kuh, G. D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.CrossRefGoogle Scholar
Lutsky, N. (1986). Undergraduate research experience through the analysis of data sets in psychology courses. Teaching of Psychology, 13(3), 119–122.Google Scholar
Miller, R. L. (2008). Introduction and a brief history of undergraduate research in psychology. In Miller, R. L., Rycek, R. F., Balcetis, E. E., Barney, S. T., Beins, B. C., Burns, S. R., Smith, R., & Ware, M. E. (Eds.), Developing, promoting, and sustaining the undergraduate research experience in psychology (pp. 3–16). Society for the Teaching of Psychology.Google Scholar
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349, aac4176.Google Scholar
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102–138.CrossRefGoogle Scholar
Perlman, B., & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32(1), 5–14.CrossRefGoogle Scholar
Pietri, E. S., Drawbaugh, M. L., Lewis, A. N., & Johnson, I. R. (2019). Who encourages Latina women to feel a sense of identity-safety in STEM environments? Journal of Experimental Social Psychology, 84, 103827.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.CrossRefGoogle Scholar
Shanahan, J. O. (2018). Mentoring strategies that support underrepresented students in undergraduate research. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 43–75). Council on Undergraduate Research.Google Scholar
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376. https://doi.org/10.1080/13611267.2015.1126162Google Scholar
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178.CrossRefGoogle ScholarPubMed
Strand, J. F., & Brown, V. A. (2019). Publishing open, reproducible research with undergraduates. Frontiers in Psychology, 10, 564.CrossRefGoogle ScholarPubMed
Turner, C. S. V., Myers, S. L. Jr., & Creswell, J. W. (1999). Exploring underrepresentation: The case of faculty of color in the Midwest. The Journal of Higher Education, 70(1), 27–59Google Scholar
Vandermaas-Peeler, M. (2016). Mentoring undergraduate research: Student and faculty participation in communities of practice. Transformative Dialogues: Teaching & Learning Journal, 9(1).Google Scholar
Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (2018). Introduction: Considering excellence in mentoring undergraduate research in context. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 1–18). Council on Undergraduate Research.Google Scholar
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.Google Scholar
Walkington, H., Hall, E. E., Shanahan, J. O., Ackley, E., & Stewart, K. (2018). Striving for excellence in mentoring undergraduate research: The challenges and approaches to 10 salient practices. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 105–129). Council on Undergraduate Research.Google Scholar
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82.CrossRefGoogle ScholarPubMed
Wenzel, T. J. (1997). What is undergraduate research? Council on Undergraduate Research Quarterly, 17(4), 163.Google Scholar
Wuetherick, B., Willison, J., & Shanahan, J. O. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum and as pedagogy. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 181–202). Council on Undergraduate Research.Google Scholar