Empowering and Motivating Undergraduate Students Through the Process of Developing Publishable Research

Frontiers in Psychology

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