Presentation on theme: "Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University."— Presentation transcript:
Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University
Overview of what it should look like Text musings from students in graduate school Evaluation of NSF data from our students Anecdotes of successes and failures
We all have models of research as graduate students There are key differences when working with undergraduates that go beyond less experience/skills ◦ The Faculty/ Student Relationship Matters ◦ Students have to be actively taught Resources for grants
More handholding than your graduate student Focus on different aspects of a large project ◦ Have to provide students with theoretical background Capitalize on personality traits more than grades Emphasize summer opportunities over semester Minimize size of group ◦ Students will need direct instruction From Blackbrun, T. (2011). Beyond the Grad Student-Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.
Literature review Group involvement Presentations in group and at conferences Tier method in teaching Application of classroom learning From Blackbrun, T. (2011). Beyond the Grad Student- Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.
NIH/AREA: NIH GrantsNIH Grants NSF/RUI: NSF GrantsNSF Grants Research Corporation for Science Advancement: Research Corp GrantsResearch Corp Grants From Blackbrun, T. (2011). Beyond the Grad Student-Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.
“I am learning a lot about the research process, such as how to collect, enter, and analyze data. I am also learning a lot about how to apply to graduate school, what school to choose based on what I want to do in my career and how to write my personal statement” Mariah “I learned data collection, IRB procedures, data entry, literature review, SPSS, and now in grad school I was able to hit the ground running and way ahead of other first year grad students and now already working on my own research project with my advisor” Liam
“Learned how to manage my time, really important in grad school!” Ashley “I would not be a graduate student if did not have this research experience at ESU” Deirdre
“I was able to present the results of my research at the Regional and National Conferences several times” Liam “Learned how to use PsychInfo and conduct lit review!” Amanda “Learned how to write a proper IRB proposal” Jon “Learned about GRE and was able to drastically improve my GRE after changing my studying habits” Deirdre “Learned about Grad school application process and how to write a personal statement” Deirdre
“This research experience made me stand out among other applicants and helped me to get a job at a very prestige hospital as a mental health tech. I'm really excited!” Danielle “By conducting the research in the area I was interested in I was able to find a job that was right along with my research interest and kept me motivated for years!” Terry
Method: ◦ We modified the NSF Survey on Undergraduate Research ◦ Each faculty emailed prior research students ◦ We are still gathering more data, at the time of this analysis we had a ~70% response rate ◦ Data collected September 2011
76.2% Stating Increased a Great Deal ◦ Understanding of how to conduct research ◦ Skills in working independently ◦ Skills in preparing written reports/presentations ◦ Awareness of Ethics in Research 71.4% Stating Increased a Great Deal ◦ Collaborating with others ◦ Understanding how to formulate a research question
Before ResearchAfter Research 31.8% Bachelors Only 27.3% Masters 0% Ph.D. 0% Bachelors Only 35% Masters 50% Ph.D.
Whether or not to go to graduate school: 57.1% Extremely Important Getting accepted into graduate school: 50.0% Extremely Important
73.9% of Students Cited Faculty Encouragement for reason to get involved with research. Though this study was done with students working in a specific “Lab” comprising 30% of our faculty, 70% of the faculty were specifically listed as encouraging students to get involved in research.
77.3% Extremely Important ◦ Wanted hands on research experience 72.7% Extremely Important ◦ Research projects sounded interesting 63.6% Extremely Important ◦ Wanted to learn more about what its like to research ◦ Thought it would be fun! ◦ Personal Interaction with Faculty Member
For graduation requirement ◦ 36.4% said this was extremely important ◦ 36.4% said this was not important at all
What is the biggest lesson you learned working with undergraduate research students? What changes have you made over your experience?