Taking an Independent Research Course in Psychology: Different Teaching Models Lead to Very Different Experiences

Students majoring in psychology are often required or encouraged to have hands-on experience in the field. One way to gain experience is through an independent research experience (IRE); however, little is known about what IREs actually entail. In an effort to learn about students’ IREs, we recruited 117 undergraduates from a Research I university and asked them questions about their IREs. Importantly, a faculty mentor may choose to structure their IRE in one of four ways: (a) only a full lab meeting with all research assistants, (b) only one-on-one meetings with the individual student, (c) both full lab meetings and one-on-one meetings, or (d) neither a full lab meeting nor a one-on-one meeting. Descriptive data indicated that most students were involved in both full lab meetings and one-on-one meetings, or just full lab meetings. Exploratory regression analyses indicated that participating in both full lab meetings and one-on-one meetings may be the most effective model for positive perceptions of the IRE.

Supporting and Mentoring New Social Work Instructors: A Formative Evaluation of the TEAM Program

This study provides qualitative results from a unique mentorship and teaching support program designed, implemented, and evaluated in a school of social work at a major Midwestern research I university over a three year span. Primary qualitative data was collected through regular check-in meetings and end of the semester focus groups. Additional data was collected through orientation notes and detailed process notes from individual communications and consults with new instructors. Lessons learned point to both the importance of providing support and mentorship to new instructors as well as challenges in building and sustaining a positive culture for teaching and mentorship at a research I institution.

We've Got a Job to Do - Eventually

The implementation of knowledge management systems at universities can be tremendously costly in terms of both human and capital resources. One reason for this cost is the extended time period, generally measured in years, not months, over which they are implemented. This qualitative study presents data on the implementation of one such project at a Research I university in the southwestern United States. The analysis focuses on the concept of knowledge management fatigue syndrome and the increase of technological bloat and academic technocracy as a result of the project.

We've Got a Job to Do - Eventually

The implementation of knowledge management systems at universities can be tremendously costly in terms of both human and capital resources. One reason for this cost is the extended time period, generally measured in years, not months, over which they are implemented. This qualitative study presents data on the implementation of one such project at a Research I university in the southwestern United States. The analysis focuses on the concept of knowledge management fatigue syndrome and the increase of technological bloat and academic technocracy as a result of the project.

Senior And Junior Faculty Perspectives On A Tenure Process In Health Promotion And Education

This paper reviews the concept of tenure and its importance in health education. It also illustrates the experiences and perspectives of a senior level tenured professor and a junior level non-tenured assistant professor, from a health education program at a Research I university. The goals of this paper include providing future or beginning junior faculty with: 1) perspectives on tenure and its importance within the health promotion profession, 2) helpful hints for obtaining tenure from the view of a senior tenured faculty member, 3) ways that senior faculty members can support junior faculty in obtaining tenure, and 4) key issues identified by a junior faculty member currently on the tenure track.

Integrating Psychology into a Multidisciplinary—Multicultural Undergraduate Program at a Research I University

Attempts to integrate psychology within an interdisciplinary undergraduate program are relatively rare; most have been at liberal arts colleges. In this article, we describe a multidisciplinary-multicultural undergraduate program at a Research I university. The program, the Modern Studies Curriculum, integrates psychology with other disciplines in 8 courses during the 1st and 2nd years in ways that are consistent with the recent report by the Carnegie Foundation (1998) on undergraduate education at research universities. We describe the integration of psychology into various courses that comprise the program.