Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science

Abstract This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.

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Integrating open science in the teaching of cognitive research methods

10.31234/osf.io/bzr82 ◽

2020 ◽

Author(s):

Ralph S. Redden ◽

Colin R McCormick

Keyword(s):

Research Methods ◽

Undergraduate Research ◽

Scientific Practice ◽

A Priori ◽

Daily Practice ◽

Open Science ◽

Methods Course ◽

Replication Experiment ◽

Successful Replication ◽

Oral Presentations

Openness, transparency, and reproducibility are widely accepted as fundamental aspects of scientific practice. However, a growing body of evidence suggests that these features are not readily adopted in the daily practice of most scientists. The Centre for Open Science has been championing efforts for systemic change in the scientific process, with newly adopted practices such as preregistration and open sharing of data and experimental materials. In an effort to inculcate these practices early in training, we have integrated several key components of open science practice into an undergraduate research methods course in the cognitive sciences. Students were divided into four research teams, each with the goal of carrying out a replication experiment related to the study of attention; specifically, temporal orienting, alertness, prior entry, and the attentional blink. Teams completed a preregistration exercise, and importantly, were encouraged to consider a priori the criteria for a successful replication. They were also required to collect and analyze data, prepare manuscripts, and disseminate their findings in poster symposia and oral presentations. All project materials can be found at https://osf.io/gxkfq/. Critical appraisal of the goals and implementation of the course are discussed.

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Decentering Whiteness: Calling for change in the instruction of (developmental) research methods

10.31234/osf.io/vr859 ◽

2021 ◽

Author(s):

Tissyana Camacho ◽

Margaret Echelbarger

Keyword(s):

Research Methods ◽

Students Of Color ◽

The United States ◽

Developmental Research ◽

Methods Courses ◽

Personal Lives ◽

Developmental Science ◽

Social Inequities ◽

The Social ◽

Work Done

Many scholars within psychology are working to course correct the historical mistakes, abuses, and exclusionary practices of the field; however, much of the work done to date focuses on research practices. To diversify who participates in developmental science, both as participants and as researchers, we argue that more attention must be paid to how we teach developmental science. We propose that research methods courses offer an additional opportunity to: 1) intervene on the academic pipeline, which fails many students of color in the United States, and 2) arm students with the skills they need to address the social inequities that students of color in the U.S. will face in their careers and personal lives. In this essay, we discuss the principles of equity-mindedness and call for creating more culturally-relevant and affirming curricula in (developmental) research methods courses.

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Students’ perspectives of undergraduate research methods education at three public medical schools in Uganda

Pan African Medical Journal ◽

10.11604/pamj.2016.24.74.9410 ◽

2016 ◽

Vol 24 ◽

Cited By ~ 1

Author(s):

Ian Gyton Munabi ◽

William Buwembo ◽

Ruberwa Joseph ◽

Kawungezi Peter ◽

Francis Bajunirwe ◽

...

Keyword(s):

Research Methods ◽

Undergraduate Research ◽

Medical Schools

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Book Review--The Naylor Report on Undergraduate Research in Writing Studies

Scholarship and Practice of Undergraduate Research ◽

10.18833/spur/4/2/2 ◽

2021 ◽

Vol 4 (2) ◽

pp. 64-64

Author(s):

Ryan Weber ◽

Keyword(s):

Research Methods ◽

Undergraduate Research ◽

Writing Studies ◽

Research Experiences ◽

New Knowledge ◽

Key Issues

This collection presents discussion, observations, and conclusions from the 2018 Naylor Symposium on Undergraduate Research in Writing Studies, and it captures both the findings and the spirit of the symposium itself. The text covers key issues in undergraduate research (UR) such as mentoring, introducing research methods, structuring research experiences, creating new knowledge, and sharing findings with audiences.

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