Undergraduate Research: From Consumers to Producers of Knowledge

1. Undergraduate Research: From Consumers to Producers of Knowledge Merry J. Sleigh, Ph.D. Professor of Psychology Winthrop University sleighm@winthrop.edu

2. Honors Psi Chi Theses Recruiting PSYC My kids scholarship CAS Research class Merit raises? Journal McNair

3. “Undergraduate students have been involved in original research for generations, dating at least to the middle of the 19th century when Yale, Williams, and Johns Hopkins began using scientific laboratories and the prospect of discovery to recruit and engage students.” – Falconer (2008) 1978 = The Council on Undergraduate Research founded (www.cur.org = excellent resource) 1987 = The National Conference on Undergraduate Research started Early 2000s = Institutionalization of research, organized UR programs, Offices of UR, administrative positions dedicated to UR, increase in UR journals …. campus-wide conferences!

4. Shift in attitudes toward UR “UR experiences are considered an essential component in college curricula, and there is an ideological push to provide these experiences to all students.” (Taraban & Logue, 2012) “Undergraduate research forms an integral part of higher education, and the research project in particular represents an important component of the undergraduate degree.” (Brewer, Dewhurst & Doran, 2012) 40,000 faculty at over 450 institutions = majority perceive UR as important (Webber, Laird & BrckaLorenz, 2013)

5. What is UR? Student research, scholarship, and/or creative activities in which the students and faculty mentors collaborate in the design and implementation of projects and the dissemination of results

6. Creating art • Systematically observing another culture in residence • Organizing a community based intervention project • Exploring a literary theme • Developing an advertising campaign • Researching a historical figure from a new perspective • Conducting an archeological dig • Evaluating a new classroom teaching strategy • Designing a business proposal • You may already be doing it but not getting • credit for it! • Undergraduate research is as diverse as • faculty “scholarship.”

7. Benefits of UR • Discipline specific knowledge that transcends classroom study • “My feelings about microbial oceanography were transformed from considering it intangible and intimidating to seeing it as comprehensible and exciting.” • (Bruno, Thomas, James & Frazier, 2011)

8. Benefits of UR • More sophisticated understanding of research •  detailed and collaborative nature of science • (Cartrette, 2010) •  Not just knowledge about process, but gains in scientific habits and ways of thinking • (Kardash, Wallace & Blockus, 2008)

9. Benefits of UR 3) Enhanced understanding of ethics and appreciation of review boards (Carahar, 2010) … even increased receptiveness to mentor feedback after “experiencing IRB” (Kallgren, 1996)

10. Benefits of UR 4) Skill development: academic and personal  greater engagement as a “learner” (Hunter, Laursen & Seymour , 2008)  increased ability to deal with frustration (Johnson, 2008)  improved time management (Howitt, Wilson, Wilson & Roberts, 2010)

11.  improved ability to communicate to a broad audience (Behar-Horenstein, Roberts & Dix, 2010; Ing, Fung & Kisailus , 2013)  increased leadership and teamwork self- efficacy (Feldman, Divoll, Rogan-Klyve, 2013; Goode et al., 2012)  improved ability to persevere and trouble shoot when problems arise (Bruno, Thomas, James & Frazier, 2011)

12. Benefits of UR • Academic recruitment, motivation, and retention (Egger & Klemperer, 2011; Felix & Zovinka, 2008; Hartmann, Widner & Carrick, 2013; Schwartz, 2012; Spronken-Smith, Mirosa & Darrou, 2014; Wozniak, 2011) • … especially for our underrepresented students in the STEM fields (Eagan, Hurtado, Chang, Garcia, Herrara & Garibay, 2013)

13. Benefits of UR 6) Clarification of ability and career interests  greater self-awareness & more educated decision making (Adedokun et al., 2012; Kardash, Wallace & Blockus, 2008; Willis, Krueger & Kendrick, 2013)  increased competitiveness for graduate admission (Hathaway, Nagda & Gregerman, 2002)

14.  alumni report that UR helped them achieve future goals (Henne, Henne, McMahon, Yee, Brasel & Mehdiabadi, 2008; Holmes & Beins, 2011) “cornerstone of their undergraduate education” “ life-altering and inspiring” “ provided a foundation for future pursuits” “one of their most valuable academic experiences”

15. Faculty benefit too! • Undergraduates brought “enthusiasm, • willingness to learn, and a fresh vision to the • research process” (Tompkins, Rogers & Cohen, 2009) • Professors felt rewarded by seeing the positive • impact on students (Styles, 2010) • UR was helpful for “propagating the research • community” (Dolan & Johnson, 2010)

16. Challenges of UR • Where angels fear to tread: The undergraduate research project. Forshaw & Hansen, 2010 • “Please remember we are not all brilliant”: Undergraduates’ experiences of an elite, research-intensive degree at a research-intensive university. • Howitt, Wilson, Wilson & Roberts, 2010 • Bending twigs: The act of mentoring undergraduate student research. Wadkins & Miller, 2008 • An undergraduate’s perspective on the UR experience: From a trained monkey to a scientist. Johnson, 2008 • “

17. Challenges of UR • Limited funding • (Eagen, Sharkness, Hurtado, Mosquedo & Chang, 2011) • IRB / IACUC approval

18. Challenges of UR • Difficult to get some students involved •  1st year students (transfers too?) • (Friedrich, 2014; Spronken-Smith, Mirosa & Darrou, 2014) •  specific disciplines (Roberts, 2013)

19. BIGGEST Hurdle… • Time Investment vs. Reward • Factors that predict student satisfaction with UR: • Frequent, helpful, and “good” mentoring • Students’ perception that they did authentic or meaningful work • Students’ perception that they led the project • (Brewer, Dewhurst & Doran, 2012; Howitt, Wilson, Wilson & Roberts, 2010; Styles, 2010)

20. MORE factors that increase how much students feel they benefit from UR: • (Salsman, Dulaney, Chinta, Zascavage & Joshi, 2013) • Participating for more hours • Developing a theory or conceptual model • Defining their own sample • Interpreting the findings from their data • Preparing the written report of the findings • Faculty efforts on their behalf

21. Their conclusion? “Heavy duty faculty involvement may be most beneficial for students.”

22. More Faculty Effort?! • Faculty tend to rate their • own mentorship efforts • more highly than do • students (Behar-Horenstein, • Roberts & Dix, 2010; Brewer, • Dewhurst & Doran, 2012) • Highly motivated students may need more than a semester to achieve full benefits of UR • (Hartmann, Widner & Carrick, 2013)

23. Models of UR Faculty Research Faculty Research with Student Assistant Faculty Research with Student Collaborator Student Research with Faculty Collaborator Student Research

24. FACULTY RESEARCH WITH STUDENT ASSISTANT Faculty member’s program of research. Student assists with tasks that do not substantially contribute to the research process or warrant authorship, such as entering data, caring for animals or equipment, transcribing interviews, blocking a dance during choreography, or locating resources.

25. FACULTY RESEARCH WITH STUDENT ASSISTANT Perhaps the most traditional model – students gain research experience while helping the faculty member accomplish his/her scholarship

26. FACULTY RESEARCH WITH STUDENT COLLABORATOR Faculty member’s program of research. Student makes a substantive intellectual contribution such as designing methodology, synthesizing information, interpreting data, or developing the external product in a manner that warrants authorship. (Order of authorship is determined by faculty member in line with discipline-specific standards.)

27. FACULTY RESEARCH WITH STUDENT COLLABORATOR Student takes responsibility for a project that emerges from faculty members’ research program Ex: Honors students, McNair scholars, long-time lab assistants, students who want to go to graduate school

28. STUDENT RESEARCH WITH FACULTY COLLABORATOR Student initiates the general idea of the project, which evolves through collaborative efforts of the faculty member and student. The faculty member makes a substantive intellectual contribution, jointly creating the product with the student in a manner that warrants authorship for both parties.

29. STUDENT RESEARCH WITH FACULTY COLLABORATOR Student develops idea based on personal interest, goals, or experiences. Ex: a criminal justice major who wants to integrate criminal justice and psychology

30. STUDENT RESEARCH WITH FACULTY COLLABORATOR • Faculty must: • help students develop their ideas into a meaningful project • become knowledgeable about a new area or topic • investigate appropriate outlets and communication style

31. STUDENT RESEARCH The student’s project usually fulfills a course requirement. The contribution of the faculty member is limited to feedback on written work and conferences on work in progress. The faculty member guides the student’s development of intellectual content without substantially contributing in a manner that warrants authorship.

32. STUDENT RESEARCH Papers generated as part of a class assignment Student choreographed dance Graphic design for the cover of a book Piece researched and produced for the student television station Advertising campaign Lesson plan to teach math concepts

33. Making it a Reality • Be aware and realistic about what is required. Faculty effort is intense, but so is the impact!

34. Making it a Reality • 2) Create a culture of research. •  Adequate resources and research culture emerged as most important conditions for effective UR (Styles, 2010)

35. Supportive administration • and review boards • Cross-discipline understanding • / appreciation • Prioritizing student needs over faculty achievement • Non competitive environment • Advertising opportunities and products

36. FUNDAMENTAL TENSION • (Laursen, 2012) Is research an educational endeavor for students? Or, is it a scholarly endeavor for faculty? IT CAN BE BOTH!

37. FUNDAMENTAL TENSION • (Laursen, 2012) Is research an educational endeavor for students? Or, is it a scholarly endeavor for faculty? Process of individualized supervision and mentoring of students Teaching Credit Resulting collaborative products Scholarship

38. Making it a Reality • 3) Reinforce faculty mentors. • Most faculty mentors are intrinsically motivated by their own experience with a mentor • (Styles, 2010)

39. Teaching and scholarship credit • Culture of appreciation (written policies?) • Specific written acknowledgement in annual evaluations • Course reduction time (if possible) • Funding opportunities & time to pursue them • Awards Control what you can at the local level while supporting efforts at the broader level.

40. Making it a Reality • 4) Reinforce undergraduate researchers. • optimum motivation to engage in research • occurs when students have a combination of • both intrinsic and extrinsic motivations • (Smith, Deemer, Thoman, & Zazworsky, 2014)

41. Recognition = bulletin boards, newsletters, • websites, social media • Research showcase days • Awards • Outlets geared toward student work • Dissemination of student work enhances • students’ self-efficacy and motivation • (Helm & Bailey, 2013)

42. Many opportunities to help • Identify UR where it is occurring • Be an advocate for your department • Advertise opportunities to students • Assist or collaborate with colleagues • Serve on IRB, IACUC, or funding committees • Be a UR journal reviewer • Attend UR campus events (good for you!!)

43. I’ll pause for a moment so you can let this information sink in.