(Download) "Undergraduate Research in Psychology at Liberal Arts Colleges: Reflections on Mutual Benefits for Faculty and Students (Report)" by North American Journal of Psychology ~ eBook PDF Kindle ePub Free
eBook details
- Title: Undergraduate Research in Psychology at Liberal Arts Colleges: Reflections on Mutual Benefits for Faculty and Students (Report)
- Author : North American Journal of Psychology
- Release Date : January 01, 2008
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 214 KB
Description
Expectations for undergraduate research are increasing at many liberal arts colleges and Dotterer (2002) has even called undergraduate research "the pedagogy of the 21st century" (p. 81), a pedagogy in which teaching and scholarship are often joined in faculty-student collaboration. An emphasis on undergraduate research is particularly relevant for the psychology curriculum as most course content is based in research literature and methodology (Ware, Davis, & Smith, 1998). In the last 25 years, there has been significant growth in the number of psychology majors in US colleges and universities (Landrum & Nelsen, 2002; Neimeyer, Lee, Saferstein, & Pickett, 2004). As part of this trend, there are increasing pressures to help undergraduates compete for limited graduate school slots. Graduate schools seek students with strong research credentials, often including conference presentations or publications in addition to other research experiences (Collins, 2001). Students who engage in undergraduate research are more likely to be admitted to graduate schools, especially doctoral programs that emphasize research (Page, Abramson, & Jacobs-Lawson, 2004). From the student perspective, opportunities for undergraduate research facilitate this pursuit of graduate training and future employment (Regeth, 2001). Initially, undergraduate research may help students learn the process of research and develop areas of interest and focus (Crowe, 2006). Over time, they become more adept at analytical and logical thinking (Ishiyama, 2002) and their mentoring relationships with faculty ultimately may result in strong letters of recommendation (Regeth, 2001), completed manuscripts, and admission to doctoral programs.
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