1. Mentoring Undergraduates in Research as Preparation for Graduate School
Bonnie A. Green, Irina Khusid,
Jyh-Hann Chang
Psychology Department
College of Arts and Sciences
East Stroudsburg University

2. Undergraduate Research
Overview of what it should look like
Text musings from students in graduate school
Evaluation of NSF data from our students
Anecdotes of successes and failures

3. Mentoring Undergraduate Students … they aren’t just younger grad students!
We all have models of research as graduate students
There are key differences when working with undergraduates that go beyond less experience/skills
The Faculty/ Student Relationship Matters
Students have to be actively taught
Resources for grants

4. The Relationship More handholding than your graduate student
Focus on different aspects of a large project
Have to provide students with theoretical background
Capitalize on personality traits more than grades
Emphasize summer opportunities over semester
Minimize size of group
Students will need direct instruction
From Blackbrun, T. (2011). Beyond the Grad Student-Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.

5. Student Benefits Literature review Group involvement
Presentations in group and at conferences
Tier method in teaching
Application of classroom learning
From Blackbrun, T. (2011). Beyond the Grad Student- Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.

6. Funding Undergraduate Reserach
NIH/AREA: NIH Grants
NSF/RUI: NSF Grants
Research Corporation for Science Advancement: Research Corp Grants
From Blackbrun, T. (2011). Beyond the Grad Student-Teaching Undergraduates Through Research. A PowerPoint presentation by the Principal Investigators Association.

7. Text messages … research
“I am learning a lot about the research process, such as how to collect, enter, and analyze data. I am also learning a lot about how to apply to graduate school, what school to choose based on what I want to do in my career and how to write my personal statement” Mariah
“I learned data collection, IRB procedures, data entry, literature review, SPSS, and now in grad school I was able to hit the ground running and way ahead of other first year grad students and now already working on my own research project with my advisor” Liam

8. Text messages … life impact
“Learned how to manage my time, really important in grad school!” Ashley
“I would not be a graduate student if did not have this research experience at ESU” Deirdre

9. Text messages … grad school/work place logistics
“I was able to present the results of my research at the Regional and National Conferences several times” Liam
“Learned how to use PsychInfo and conduct lit review!” Amanda
“Learned how to write a proper IRB proposal” Jon
“Learned about GRE and was able to drastically improve my GRE after changing my studying habits” Deirdre
“Learned about Grad school application process and how to write a personal statement” Deirdre

10. Text messages … standing out!
“This research experience made me stand out among other applicants and helped me to get a job at a very prestige hospital as a mental health tech. I'm really excited!” Danielle
“By conducting the research in the area I was interested in I was able to find a job that was right along with my research interest and kept me motivated for years!” Terry

11. Modified NSF Survey on Undergraduate Research Experience
Method:
We modified the NSF Survey on Undergraduate Research
Each faculty ed prior research students
We are still gathering more data, at the time of this analysis we had a ~70% response rate
Data collected September 2011

17. Skills Developed 76.2% Stating Increased a Great Deal
Understanding of how to conduct research
Skills in working independently
Skills in preparing written reports/presentations
Awareness of Ethics in Research
71.4% Stating Increased a Great Deal
Collaborating with others
Understanding how to formulate a research question

18. Change in Degree Aspiration
31.8% Bachelors Only
27.3% Masters
0% Ph.D.
0% Bachelors Only
35% Masters
50% Ph.D.
Before Research
After Research

19. Influencing Graduate School
Whether or not to go to graduate school: 57.1% Extremely Important
Getting accepted into graduate school: 50.0% Extremely Important

20. Top Reasons for Getting Involved in Undergraduate Research?
73.9% of Students Cited Faculty Encouragement for reason to get involved with research.
Though this study was done with students working in a specific “Lab” comprising 30% of our faculty, 70% of the faculty were specifically listed as encouraging students to get involved in research.

21. Top Reasons for Doing Research
77.3% Extremely Important
Wanted hands on research experience
72.7% Extremely Important
Research projects sounded interesting
63.6% Extremely Important
Wanted to learn more about what its like to research
Thought it would be fun!
Personal Interaction with Faculty Member

22. Least Likely Reason for Getting Involved?
For graduation requirement
36.4% said this was extremely important
36.4% said this was not important at all

23. What have you learned?
What is the biggest lesson you learned working with undergraduate research students?
What changes have you made over your experience?

24. Thank you!!! Questions??? Bonnie Green Irina Khusid Jyh-Hann Chang
Irina Khusid
Jyh-Hann Chang