Introducing Students to Research: Variations on a Theme

STP Program Presented at the American Psychological Society Convention

June, 2002

Learning Science Through Independent Research Projects

Lauren Scharff, Stephen F. Austin State University (lscharff@sfasu.edu)

Helping students with independent research projects is nothing new. However, there are a couple of student groups that don't typically get included in such projects that I would like you to more consciously consider in the future : students who have not yet taken statistics and/or experimental psychology, and students who do not appear to be on the clear road to graduate school (average GPA, perceived apathy in academic classes).

A bit of background: At our university we have a graduate track that includes a statistics course, an experimental course, and a senior lab course. We also have a non-graduate track that includes one, lower-level course that includes some statistics and research methodology. Finally, we have two, senior-level, independent research classes that may be taken as electives. The first may be taken multiple times for 1-4 hours of credit (repeat only for different topic), and the second is a 3-hour credit course that can be used to extend the credit for a project started in the first. There are no research prerequisites for these courses (student just must have advanced standing).

For these independent research courses, students may write a research paper (literature review), help a faculty member or graduate student with one of their projects, or they may complete their research project. I will only be talking about working with students on their own independent projects.

General benefits of independent research projects:

• Because the student has more input on the research project topic (I never "give" a student a project), he or she will have a vested interest, and thus be more willing to do all of the necessary work.
• The possibility of giving a presentation at a conference is a wonderful motivator (sometimes much better than grades, since it is a new and different type of reinforcer).
• Students know that such projects will help them get into graduate school.
• Students will really learn the methodology that they use.

Why work with students who have not yet taken statistics and/or experimental psychology?

• If they're interested this early, they will probably be very motivated.
• If they start early, possibly they will have time to do more than one project before they graduate.
• They will have time to go through the publication process before graduating.
• They will feel more competent and do better when taking the statistics and experimental courses.

Potential drawbacks of working with students who have not yet taken statistics and/or experimental psychology:

• It requires more effort (handholding) on the instructor's part. Although this is certainly true in some respects, it is typically not too different from working with students who have finished the statistics/experimental sequence. Unfortunately, even students who have finished the sequence often don't really understand all they need to in order to complete an independent project. (It's amazing/scary how even A students sometimes seem like they actually learned almost nothing from these classes.)
• There are limits to faculty members' time. This is a true limitation. You can only do a good job working on so many research projects. One way around this, to an extent, is to have students work in small groups. That way more students can benefit, without you needing to juggle as many projects.
• They can't do high-level / interesting projects. I would argue that this is also not true. My students without the sequence have used methods ranging from surveys to 3-factor experiments with multiple levels of counterbalancing. Again, given their generally high levels of motivation, they seem to be more than ready to tackle whatever it is that they need to in order to accomplish their research goals.

Why work with less-than-stellar students?

• Although it's certainly not something I would suggest forcing on a student, an independent project can "turn a student around."
• Independent projects can build a student's academic self esteem, and thus, can lead to general improvements in a student's academic performance. Part of this may occur because, for the first time, a professor took interest in the student on an individual level.
• As with any student, independent projects can fuel curiosity. However, this may not have previously occurred for some average students.
• It can help offset average grades if the student does decide to get into a graduate program. If applying for a job, it will show a level of independent motivation that will also look good on the student's resume.

Issues when working with less-than-stellar students:

• How do you know which students to approach? I would advise generally talking to many students about the benefits of performing an independent research project. (I regularly do this with all of my advisees, I mention it in classes, and encourage it when talking to our Psychology Club and Psi Chi groups &endash; although the latter don't fall into the less-than-stellar group of course.) Then, some of these students will approach you (maybe hesitantly because they may not really believe they could so such a thing). The bottom line is, even though they may have average GPAs or have seemed apathetic in class, they are independently motivated to try a project.
• You may find out that their average GPAs are due to extenuating circumstances, or that their apathy in class was due to working night shifts in order to put themselves through school. (These might still be factors when you are working with them on the project.) Or, they might admit that they realize that time is running out, they're just now possibly considering graduate school, and they want a shot at getting in somewhere.
• If they approach you, be realistic, but positive / encouraging. This is probably a big and scary step for them to consider.

General recommendations when working with students on independent research projects:

• Make sure there is enough time for the student to do a good job. I usually make sure that the student is committed to two semesters (fall and spring). Sometimes we even start brainstorming and doing literature searches in the summer so that it is more realistic that they make abstract submission deadlines in the fall.
• Have a specific conference goal so that target dates (abstract submission and actual conference) and location are known. Then the conference will seem more "real" and can better serve as a motivator.
• Before you get started (before the student enrolls in the independent research course in the first place) make sure that he/she has a good grasp of what will be expected. Write it down.
• Break the project into manageable pieces so that the student isn't overwhelmed.
• Arrange regular weekly meetings (and plan to meet more often than that during certain portions of the process like data analysis).
• Be positive and encouraging as much as possible. Share examples of other students who have succeeded with their independent projects.
• Don't be afraid to ask other faculty for help. For example, sometimes students choose projects that are pretty far from my area of expertise or ones that require statistical analyses with which I am not very familiar.
• Be excited about research in general. Share your experiences (even the occasional, less-than-optimal aspects such as frustrating reviews of publication submissions). It will help them appreciate the whole process and understand that it involves effort even for professors.