Research-Based learning in core psychology courses:

faculty and student perspectives

Jeremy Ashton HouskaManthan SatyawadiBrooke BurmeisterTegan J. Pfortmiller

overview

Defining research-based learning

Rationale for research-based learning

Models for integrating empirical research components into courses

Student reactions to this course structure

Reflections, questions, and sharing best practices

research-based learningCanned studies, demonstrations

Original, empirical research (Firmage, Tiegtenberg, & Cole, 2005)

Collecting data for the purposes of a course project

IRB-approved studies, contribute to knowledge base

APA (2007) Guidelines for the undergraduate psychology

major

Goal 2: Research Methods in Psychology

Goal 3: Critical Thinking Skills in Psychology

Goal 6: Information and Technological Literacy

Goal 7: Communication Skills

Goal 10: Career Planning and Development

other Reasons for Research-based learning

Students transfer skills and reasoning to future psychology courses

Students actively develop from passive consumers of knowledge into scholars (Temple, Sibley, & Orr, 2010)

Foster a departmental research spiral, institutional research culture

Provide students opportunities for research experience

Faculty productivity

models California State University, San Bernardino Experimental Psychology Laboratory section

Experimental Psychology (e.g., Hebert, 2008)

Research Methods & Statistics sequence (e.g., Brown & James, 2007; Garbin & Hansen, 2008)

Belmont University’s Introduction to Psychological Science Lab Component (Jones, Giordano, Shen-Miller, Yandell, & Bailey, 2011)

Integrating research components into core psychology courses (i.e., “Making research a course” : Lewis & Lorig, 2010)

Examples from Nevada State College, University of Nevada Las Vegas, Concordia University -Chicago

CSUSB Experimental PsychologyQuarter system

Three short (4-5 page) APA style research write-upsIncreasing point valueDecreasing hand-holding

Students participate/ collect data/ assist graduate student TAs

Project topics chosen by instructor/ TAs: e.g., Social, Cognitive, Animal Learning

Whole class writes up Method and Results, varied Introduction and Discussion. No presentation.

Canned, and original research

other models

Experimental Psychology (e.g., Hebert, 2008)

Instructor chooses topic, class helps refine

Canned studies

Students provided foundational, empirical articles

Paper written in stages

other models

Research Methods & Statistics sequence (e.g., Brown & James, 2007; Garbin & Hansen, 2008)

Undergraduates solicit data sets, develop course projects

Course projects grow into undergraduate honors theses,

Psi Chi research conferences,

“Brown Bags,”

University, local, regional, national conference presentations for students

Belmont University’s Introduction to Psychological Science Lab (Jones, Giordano, Shen-Miller, Yandell, & Bailey, 2011)

Research as team-based

Group research report and oral presentation

Topic initiated by student, approved by instructor

One correlational research study

One experimental research study

Integrating research components into core psychology courses

Nevada State College Social PsychologySmall class. Each student conducted original research. Assisted with data analysis. Wrote APA style research report.

University of Nevada Las Vegas StatisticsGroups collected and analyzed data for original research projects. Instructor initiated. Class Symposium as culminating activity.

Other Examples of Research Components

Concordia University - Chicago Research MethodsIRB-Approved research. Small class. Group presentation. Research write-up. ->Undergraduate research conference.Follow-up study: Midwestern Psychological Association.

Concordia University - Chicago Psychology of ReligionIRB-Approved research. Large class. Option of two projects supervised by faculty. Participate in both. Student RAs analyze data. Research write-up. -> TBA

Concordia University - Chicago StatisticsCode articles for a Teaching of Psychology meta-

analysis. Present tentative findings in class.

challenges

Developing critical thinking skills

Writing abilities

Highly structured educational system

Wide variability in background, student interest, future plans

INTRODUCTIONS

1. What were some of your thoughts and emotions in your first research-based course?

2. What were some of your biggest challenges in research-based courses?

How have you overcome them?

3. What did you find most interesting or exciting about the research process?

4. What suggestions would you make to instructors who are planning a research-based

course for students without much prior exposure to research?

5. What would you tell a classmate who is contemplating whether to take a course with

traditional format (i.e., survey course and exams) or a section with an empirical research

component?

6. What benefits have you gained through taking research-based courses?

summary“Making research a course” (Lewis & Lorig, 2010)

APA (2007) Guidelines for the undergraduate psychology majorProviding regular research opportunitiesProductivity

Great resourcesModels for research components, practical considerations

(Council on Undergraduate Research; Firmage et al., 2005; Garbin & Hansen, 2008; Jones et al.,

2011)

ChallengesTime, History, Resistance

The Student Perspective (Johnson, 2008; Sadowski et al., 2002)

Skills, Development as Scholars, Productivity, Enjoyment

Both students and faculty benefit

http://jeremyhouska.com/research/conference-presentations

Jeremy.Houska@CUChicago.edu