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Graduate Student Supervision of Undergraduate Research: Increasing Research Opportunities

This study evaluates an alternative method for increasing research opportunities for undergraduates in the behavioral sciences. It is generally assumed that students who seriously intend to pursue a career in the behavioral sciences should become involved in the process of carrying out original research. Most universities provide various alternatives for gaining such experience. However, these opportunities typically are limited to: (a) an independent study under faculty supervision; (b) serving as an assistant in on-going research; (c) fulfilling a course requirement in an experimental methods course; or (d) attending undergraduate research conferences and regional association meetings. The usefulness of independent study courses is limited by the number of students whom faculty can supervise effectively, even when using management systems such as those described by Gant, Dillon and Malott (1980). Whereas independent studies undoubtedly will continue (Kulik, Brown, Vestewig &Wright; 1973), other opportunities are needed to provide students with the close supervision required in learning to conduct research (McKeachie & Milholland, 1961; Carsrud & Christensen, 1980; Palladino, Carsrud, Hulicka & Benjamin, 1982). One way to increase research opportunities is to use advanced doctoral graduate students in a supervisory or teaching capacity. Katz (1978) and Newby and Katz (1980) have found that highly competent graduate teaching assistants greatly influence the attitudes of undergraduates toward research. Thecurrent study examines the effects of a research apprenticeship program in which undergraduate independent studies arc supervised by advanced graduate students who are actively engaged in their own research programs. Based on Katz (1978) and Newby and Katz (1980), it is hypothesized that an apprenticeship program would increase: (a) the appreciation of psychological research; (b) the acquisition of new skills; and (c) the possibility of completing an original research project. Benefits for the graduate student supervisor would be the opportunity to supervise a research project (a skill needed in the development of future teacher-researchers), and pursue wider research interests and opportunities in their specific research field. Finally, an apprenticeship program should benefit the sponsoring department by creating educational opportunities for both undergraduate and graduate students without significantly increasing demands on departmental financial or faculty resources.