A stellar group of Psychology majors is out and about around SNC to collect data for their independent research projects.
During fall 2013 as part of Research Methods, a Psychology major requirement, each student designed, proposed, and applied for IRB permission to conduct their study. Now, this spring 2014, these studies are underway.
Join us at SNC’s 4th annual Psychology Research Fair on April 21, 2014 in TCES 139/141 to see the results of these studies and the amazing quality of work these students produce.
Left to Right: Kallie Day, Dana Hoffelt, Cindy Conover, Alex Edwards, Jennifer Balaban, Maggie Burns, Morgan Burke, Drew Hill, and Jamie Himes
Margaret K. Burns, Jaime K. Aitkenhead, Christina M. Frederick, and Shannon Huddy have published their research study called, “Undergraduate internship expectations: Strategic encouragement of student involvement” in an international journal called Student Pulse.
Here is the abstract from this study:
Undergraduates value internships because they ease the transition from classroom to career. Internships supply students with work experience, networking potential, and opportunities to apply classroom content to career-oriented professions (D’Abate, Youndt, & Wenzel, 2009). Participation in an effective internship program benefits the student, internship host, and community by professionally preparing students through mentored relationships. The current study examines undergraduate internship expectations with the goal of using our findings to encourage internship involvement. The Undergraduate Internship Expectations (UIE) survey was developed to collect self-report data via: (1) written response to the UIE survey from 100 undergraduates, and (2) focus groups during which 19 undergraduates discussed and elaborated on UIE survey questions. UIE survey results show 50% of respondents thought, previous to college, an internship would be part of their undergraduate career. After starting college, 63.3% of respondents indicated they had considered an internship, but not initiated the process. Surprisingly though, only 19.4% of respondents were currently participating in, or had already completed, an internship. Potential reasons for the disparity between interested students and internship involvement should be evaluated and solutions incorporated into internship programs. Focus group elaboration on UIE survey questions revealed student access and clarity of process were factors related to this disparity. UIE survey and focus group results indicate increased undergraduate internship participation would result from development of an internship program tailored to their expectations of benefits (e.g., skill development, workforce preparation, etc.) and priorities (e.g., relation to major, networking, etc.).
Left to right: Christina Frederick, Maggie Burns, Jaime Aitkenhead, & Shannon Huddy
This semester’s Research Methods class promises to up the ante for future classes. We have 12 research projects in the making, some of which have serious potential for publication. These students have been working hard around the clock! They are starting to compile their research papers, applying for IRB approval for their projects, and preparing their materials in preparation for data collection during Spring 2014.
Starting the first few weeks of the new year, our Experimental students will be running their studies and collecting data. Stay tuned for more updates and how you can assist these researchers in the making!
Today is Prim Library’s 2nd Wednesday Reading! From 4 pm to 5 pm, Christina M. Frederick, Ph.D., will be discussing active learning with some of her students.
Be sure to show up and participate in some of the fun and gain some insightful information from the world of Active Learning!
The Psychology Research Fair was formed to provide an opportunity for students in Research Methods and Experimental Psychology to showcase their independent research projects has become so much more. Students, staff, and faculty see this as a celebration of hard work and dedication and are proud to have this day to formally see the outcome of research they may be invested in as participants, supporters, and/or advisors.
Beyond this, conference participants now come from beyond the classroom. As SNC now encourages independent research beyond course requirement, our event now provides inclusion of independent psychological research conducted outside the confines of any class and conducted with faculty sponsors.
This year and for years to come, it is my hope this event will provide an exciting forum for the sharing of research results, enthusiasm, and interdepartmental engagement.
If you did not get a chance to visit last years Psychology Research Fair or you were unable to visit all of the researchers please take a look at the 3rd annual volume 1 proceedings of the Sierra Nevada College Psychology Research Fair located in Prim Library!
I am excited to share SNC psychology student published work! Publishing is hard work and this process requires dedication. Here, we celebrate achievement!!!
Troy Mott and Karen Duran conquered the challenge of publication with independent research projects designed and implemented as part of their Bachelor’s program in psychology.
Karen Duran’s paper Information Comprehension: Handwritten vs. Typed Notes can be found in the International Journal of Human Sciences. Abstract: Ever advancing trends in technology, and implemented in educational settings, inspired the current study, which examined the impact, on comprehension, of note-taking method. 72 undergraduate participants, aged 18-26, viewed a projected documentary in a classroom setting and took notes for a later assessment via either paper or computer keyboard. The Mann-Whitney U (Ryan & Joiner, 2001) showed a significant difference between the test scores produced via typed notes and written notes (p = .006).
Experimental and survey results converge and dictate that the best and preferred practice for student note taking is writing.
Read the full article by clicking this link: Duran, K. & Frederick, C. 2013 Handwritten vs. typed notes
Troy Mott’s paper The Relation Between Text Medium and Critical Reading Scores can be found in the International Journal of Human Sciences. Abstract: Post-secondary educational institutions have incorporated tablets in the educational curriculum (Woodford, 2001). To investigate how reading medium impacts critical reading ability, I performed two studies. In the first study,
participants read an SAT practice test passage (Mathur, 2012) from either paper or an iPad 2 tablet. The identical passages were 949 words. Once the reading was complete, participants responded to 12 critical reading assessment questions about the passage. 116 participants completed the critical reading assessment study. A second study, a self-response survey, which
examined the reading preferences and demographics (gender and age) of 115 participants was also conducted. A two-way ANOVA was used to analyze the results of the critical reading comprehension test. No significant difference was found between critical reading comprehension scores between mediums and academic standing (p = .911). The
self-response survey was assessed using a chi-square analysis. There was no significant difference in preference between upper and lower division undergraduates (p = .157). Females showed a stronger preference for reading from paper than males (p = .045), and a significant
preference was found among the total sample population for reading from paper over other surveyed forms of media (p < 0.001). The implications of this study are relevant to the future of education and sustainability efforts in the classroom.
Read the full article by clicking this link: Mott, T. & Frederick, C. 2013 Text medium and critical reading scores
With the semester at the midpoint, we have officially begun student teaching in our APA class. Senior, Maggie Burns, has taken the role as student teacher on Monday evenings to give the students of APA additional assistance and a different perspective.
Maggie uses APA style writing in her own academics and it can be a treat for students to see APA Style in action. This is a mutually beneficial arrangement–APA students see material from a new perspective and Maggie will gain hands on instructor and mentoring experience. Maggie Burns shared, “This is a great opportunity for me. I am not only learning how to teach a topic that I utilize on a daily basis, but I am also helping others understand the topic better. This will also assist me getting into a graduate program. If something like this was available to me while I was taking APA, I would have been to every meeting! Giving this option to students is very rewarding.”