Increasing student participation in undergraduate research benefits students, faculty, and department

Heidi A Wayment, K. Laurie Dickson

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

Little information is available about how departments might improve undergraduate students' access to research experience. At a midsized psychology department (550 majors, 21 full-time faculty), we identified 5 barriers in our existing program (lack of student awareness, unequal student access, poor curricular timing, lack of publicity, and uneven access/incentives for faculty) and implemented 5 changes (application procedures, advertisement, assessment and communication with majors, establishment of a departmental newsletter, and restructured faculty teaching assignments). Following implementation, the number of involved students increased from 40 (11-year average) to 87 (Year 1) and to 117 (Year 2) and number of involved faculty increased from 60% to 94%. Our findings suggest that implementing systematic and programmatic changes may help to increase undergraduate involvement in research.

Original languageEnglish (US)
Pages (from-to)194-197
Number of pages4
JournalTeaching of Psychology
Volume35
Issue number3
DOIs
StatePublished - Jul 2008

Fingerprint

Students
participation
Research
student
lack
publicity
available information
Motivation
Teaching
psychology
Communication
incentive
Psychology
communication
experience
time

ASJC Scopus subject areas

  • Education
  • Psychology(all)

Cite this

Increasing student participation in undergraduate research benefits students, faculty, and department. / Wayment, Heidi A; Dickson, K. Laurie.

In: Teaching of Psychology, Vol. 35, No. 3, 07.2008, p. 194-197.

Research output: Contribution to journalArticle

@article{60ad11cd705b4ea1859e300067d0e23e,
title = "Increasing student participation in undergraduate research benefits students, faculty, and department",
abstract = "Little information is available about how departments might improve undergraduate students' access to research experience. At a midsized psychology department (550 majors, 21 full-time faculty), we identified 5 barriers in our existing program (lack of student awareness, unequal student access, poor curricular timing, lack of publicity, and uneven access/incentives for faculty) and implemented 5 changes (application procedures, advertisement, assessment and communication with majors, establishment of a departmental newsletter, and restructured faculty teaching assignments). Following implementation, the number of involved students increased from 40 (11-year average) to 87 (Year 1) and to 117 (Year 2) and number of involved faculty increased from 60{\%} to 94{\%}. Our findings suggest that implementing systematic and programmatic changes may help to increase undergraduate involvement in research.",
author = "Wayment, {Heidi A} and Dickson, {K. Laurie}",
year = "2008",
month = "7",
doi = "10.1080/00986280802189213",
language = "English (US)",
volume = "35",
pages = "194--197",
journal = "Teaching of Psychology",
issn = "0098-6283",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - Increasing student participation in undergraduate research benefits students, faculty, and department

AU - Wayment, Heidi A

AU - Dickson, K. Laurie

PY - 2008/7

Y1 - 2008/7

N2 - Little information is available about how departments might improve undergraduate students' access to research experience. At a midsized psychology department (550 majors, 21 full-time faculty), we identified 5 barriers in our existing program (lack of student awareness, unequal student access, poor curricular timing, lack of publicity, and uneven access/incentives for faculty) and implemented 5 changes (application procedures, advertisement, assessment and communication with majors, establishment of a departmental newsletter, and restructured faculty teaching assignments). Following implementation, the number of involved students increased from 40 (11-year average) to 87 (Year 1) and to 117 (Year 2) and number of involved faculty increased from 60% to 94%. Our findings suggest that implementing systematic and programmatic changes may help to increase undergraduate involvement in research.

AB - Little information is available about how departments might improve undergraduate students' access to research experience. At a midsized psychology department (550 majors, 21 full-time faculty), we identified 5 barriers in our existing program (lack of student awareness, unequal student access, poor curricular timing, lack of publicity, and uneven access/incentives for faculty) and implemented 5 changes (application procedures, advertisement, assessment and communication with majors, establishment of a departmental newsletter, and restructured faculty teaching assignments). Following implementation, the number of involved students increased from 40 (11-year average) to 87 (Year 1) and to 117 (Year 2) and number of involved faculty increased from 60% to 94%. Our findings suggest that implementing systematic and programmatic changes may help to increase undergraduate involvement in research.

UR - http://www.scopus.com/inward/record.url?scp=47749103346&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=47749103346&partnerID=8YFLogxK

U2 - 10.1080/00986280802189213

DO - 10.1080/00986280802189213

M3 - Article

AN - SCOPUS:47749103346

VL - 35

SP - 194

EP - 197

JO - Teaching of Psychology

JF - Teaching of Psychology

SN - 0098-6283

IS - 3

ER -