For the Undergraduate Research Methods Course

1987 ◽  
Vol 32 (2) ◽  
pp. 170-170
Author(s):  
William J. Froming
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course

The Trajectory of an Undergraduate Researcher

2022 ◽  
Vol 22 (1) ◽  
pp. 143-147
Author(s):  
Andrea Bresee ◽  
Joyce Kinkead
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
English Majors ◽  
English Major

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.

scholarly journals Integrating open science in the teaching of cognitive research methods

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.

scholarly journals Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Jody Langdon ◽  
Diana Sturges ◽  
Robert Schlote
Keyword(s):  
Research Methods ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Undergraduate Research ◽  
Science Research ◽  
Need Satisfaction ◽  
Methods Course ◽  
Exercise Science ◽  
Classroom Effects ◽  
Course Experience

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.

scholarly journals Redesign of a Research Methods Course in Psychology: A Model for Teaching and Integrating Undergraduate Research

2016 ◽  
Vol 37 (2) ◽  
pp. 11-12
Author(s):  
Nicole Bies-Hernandez ◽  
Nora Dunbar ◽  
Gregory Busath ◽  
Matthew Anderson ◽  
John Houser
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course
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