Mentoring Undergraduates in Research as Preparation for Graduate School

1. Mentoring Undergraduates in Research as Preparation for Graduate School Bonnie A. Green, Irina Khusid, Jyh-Hann Chang Psychology Department College of Arts and Sciences East Stroudsburg University

2. Undergraduate Research • 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. Mentoring Undergraduate Students … they aren’t just younger grad students! • 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. The Relationship • 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. Student Benefits • 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. Funding Undergraduate Reserach • NIH/AREA: NIH Grants • NSF/RUI: NSF Grants • Research Corporation for Science Advancement: Research Corp Grants From Blackbrun, T. (2011). Beyond the Grad Student-Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.

7. Text messages … research • “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. Text messages … life impact • “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. Text messages … grad school/work place logistics • “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. Text messages … standing out! • “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. Modified NSF Survey on Undergraduate Research Experience • 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

17. Skills Developed • 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. Change in Degree Aspiration • 31.8% Bachelors Only • 27.3% Masters • 0% Ph.D. • 0% Bachelors Only • 35% Masters • 50% Ph.D. Before Research After Research

19. Influencing Graduate School • Whether or not to go to graduate school: 57.1% Extremely Important • Getting accepted into graduate school: 50.0% Extremely Important

20. Top Reasons for Getting Involved in Undergraduate Research? • 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. Top Reasons for Doing 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

22. Least Likely Reason for Getting Involved? • For graduation requirement • 36.4% said this was extremely important • 36.4% said this was not important at all

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

24. Thank you!!! • Questions??? • Bonnie Green • bgreen@esu.edu • Irina Khusid • ikhusid@esu.edu • Jyh-Hann Chang • jchang@esu.edu