From the Classroom to the Lab: How Faculty Can Extend Curriculum Oriented Research Experiences to Publish With Undergraduates

Frontiers in Psychology

article

Saaid A. Mendoza¹  Lauren E. Martone² 

[1] Providence College, United States;Department of Psychology, Minnesota State University, United States

关键词: publishing;    undergraduate research;    faculty mentoring;    teaching institutions;    psychology curricula;    liberal arts education;   

DOI  :  10.3389/fpsyg.2019.00622

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Faculty members who teach at liberal arts colleges or regional master’s universities may face uniquechallenges to conducting and publishing meaningful research. Compared with doctorate-grantingR1 or R2 institutions, these places of higher learning often require heavier teaching loads (e.g.,3–3 or 4–4) and provide fewer research resources, such as access to graduate students, sizable labspaces and start-up funds, and large subject pools. Yet, we believe that these potential obstacles canbe overcome by having an undergraduate curriculum that cultivates foundational research skillsand committed faculty mentorship that can further develop these proficiencies through immersiveand collaborative lab groups. Here, we take a dual-perspective approach by first summarizing theoverarching goals of these pedagogical practices (SM), and then providing a former student’s (LM)insight on the academic impact of such research experiences.

【 授权许可】

CC BY