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Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University.

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Presentation on theme: "Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University."— Presentation transcript:

1 Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University

2  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

3  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

4  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.

5  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.

6  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.

7  “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

8  “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

9  “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

10  “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

11  Method: ◦ We modified the NSF Survey on Undergraduate Research ◦ Each faculty ed 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

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17  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

18 Before ResearchAfter Research  31.8% Bachelors Only  27.3% Masters  0% Ph.D.  0% Bachelors Only  35% Masters  50% Ph.D.

19  Whether or not to go to graduate school: 57.1% Extremely Important  Getting accepted into graduate school: 50.0% Extremely Important

20  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.

21  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

22  For graduation requirement ◦ 36.4% said this was extremely important ◦ 36.4% said this was not important at all

23  What is the biggest lesson you learned working with undergraduate research students?  What changes have you made over your experience?

24  Questions??? ◦ Bonnie Green  ◦ Irina Khusid  ◦ Jyh-Hann Chang 


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