Frontiers in Psychology | |
Empowering and Motivating Undergraduate Students Through the Process of Developing Publishable Research | |
article | |
Sue K. Adams1  | |
[1] Human Development and Family Studies, University of Rhode Island, United States | |
关键词: publishing; undergraduate; research; mentoring; social science; psychology; | |
DOI : 10.3389/fpsyg.2019.01007 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Frontiers | |
【 摘 要 】
Mentoring undergraduates in research is a truly rewarding endeavor. There are immensebenefits for both students and faculty mentors who engage in high-quality undergraduate researchmentorship (Bowman and Stage, 2002; Osborn and Karukstis, 2009). For students, the experienceallows them to expand their skills and knowledge, increase self-efficacy and self-confidence,increase learning gains, and connect classroom learning to real-world settings (Palmer et al., 2015).Becoming part of a research lab can inspire future graduate studies or job paths in a certainfield, and provide a competitive edge over peers (Shellito et al., 2001; Davis and Jones, 2017).For faculty, mentorship can promote the transfer of academic “DNA” and generate meaningfulscholarship (Lancy, 2003). The focus of this paper is to discuss principles that I have found effectivein guiding undergraduates to produce publishable research. These principles are largely informedby learner-centered practices (Cornelius-White, 2007) including rapport building, facilitatingmotivation, empowering students by honoring their ideas and opinions, encouraging problemsolving, scaffolding, and internal and external self-reflection.
【 授权许可】
CC BY
【 预 览 】
Files | Size | Format | View |
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RO202108170010008ZK.pdf | 226KB | download |