The era of meta-science using crowdsourcing has arrived. There are multiple options to choose from now. However, very few are specifically designed for students as contributors. If you teach research methods or mentor undergraduates conducting research, consider participating in the Collaborative Replications and Education Project (CREP; https://osf.io/wfc6u/) or the Emerging Adulthood Measured at Multiple Institutions 2 (EAMMi2; https://osf.io/te54b)
Consider the following alternative system for conducting undergraduate research in psychology. Imagine research students from around the country conducting their independent and senior capstone research projects focused on a question that you personally find to be critically relevant. Each year, students could select topics from a short list of “Critical Questions” identified by the discipline (i.e., APS, SPSP) and published in late spring. In the following year when they complete their research, the data could be submitted to a web-portal that you could freely access and analyze. With over 90,000 seniors graduating nationally across the US with a psychology major and about 25 % completing a research project including some kind of empirical data collection, even a meager participation rate would yield a wealth of research that could immensely benefit the field of psychology.
The advantages relate to both pedagogy and theory in psychology. While obstacles are numerous for implementing such a system, it would require relatively minor shifts and additions to the resources we currently expense for undergraduate research training and the added benefits to our students’ education and the experience of faculty who guide undergraduate research far outweigh the costs. Further, consider benefits for undergraduate and graduate student training in quantitative methods accessing data representing diverse projects from multiple institutions across broad geographical regions. Finally, the data would allow for tests of competing theories that could advance the field generally.
As with any radical idea, our established system will be resistant to this change, even though we have the technological and management resources to implement an alternative system of psychological research. I am currently developing alternative models to implement collective undergraduate research projects and would like input from the field about the perceived value and difficulty involved. I would also like to hear from people who are interested in trying to pretest such a system.
Please email me at firstname.lastname@example.org with any comments you have about this idea, whether supportive or critical. As with all requests, I promise to summarize the responses.
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- Hauhart, R., & Grahe, J. E. (2015). Designing and teaching undergraduate capstone courses. Jossey-Bass Publishers. San Francisco, CA
- Bernieri, F. J., Gillis, J. S., Davis, J. M., & Grahe, J. E. (1996). Dyad rapport and the accuracy of its judgment across situations: A lens model analysis. Journal of Personality and Social Psychology, 71, 110-129.
- Grahe, J. E., (2014) Announcing open science badges and reaching for the sky. Journal of Social Psychology, 154, 1-3.
- Grahe, J. E., & Bernieri, F. J. (2002). Perceiver awareness of rapport judgment policies. Personality and Social Psychology Bulletin, 28, 1407-1418.
- Grahe, J. E., Reifman, A., Herman, A., Walker, M., Oleson, K., Nario-Redmond, M. & Wiebe, R. (2012). Harnessing the undiscovered resource of student research projects. Perspectives on Psychological Science. DOI: 10.1177/1745691612459057
- Grahe, J. E., & Sherman, R. (2007). An ecological examination of rapport using a dyadic puzzle task. Journal of Social Psychology, 5, 453-475.
- Grahe, J. E., Williams, K. D., & Hinsz, V. (2000). Teaching experimental methods: A reliable experiment that will bring smiles to your students’ faces. Teaching of Psychology, 27 ,108-111.
- Grahe, J. E., and Hauhart, R., C. (2013). Describing typical capstone experiences using a national random sample. Teaching of Psychology, Teaching of Psychology 40, 281-287, doi:10.1177/0098628313501040
- Hauhart, R., C., & Grahe, J. E. (2012). A national survey of American higher education capstone practices in sociology and psychology. Teaching Sociology, 40, 227-241.
- Hauhart, R., & Grahe, J. E., (2010). The undergraduate capstone course in the social sciences: Results from a regional survey. Teaching Sociology, 38, 4-17.
- Nelson, A. A., Grahe, J. E., & Ramseyer, F. (2016). Interacting in flow: An analysis of rapport-based coordination as optimal experience. Sage Open, http://journals.sagepub.com/doi/abs/10.1177/2158244016684173
- Nelson, A. A., Grahe, J. E., and Ramseyer, F. (2014). Psychological data from an exploration of the rapport / synchrony interplay using motion energy analysis. Journal of Open Psychology Data ,2 ISSN 2050-9863.
- Peterson, B. D., & Grahe, J. E. (2012). Social perception and cue utilization in adults with ADHD. Journal of Social and Clinical Psychology, 31, 663-689.
- Stover, J. Dismuke, T., Nelson, C., & Grahe, J. E. (2006). Can you raed this srcmabeld msesgae? Testing a mass e-mail assertion. Psi Chi Journal, 11, 77-83.
- The School Spirit Study Group. (2004). Measuring School Spirit: A national teaching exercise. Teaching of Psychology, 31, 18-21.
- Ward, D., Griswold, K., Johnson, K., & Grahe, J. E., (2017). Beyond pathways and agency: Validating a four-factor theory of hope. American Journal of Family Therapy, http://www.tandfonline.com/doi/full/10.1080/01926187.2016.1277803
- Grahe, J. E. (2017). Authentic research projects benefit atudents, their instructors, and science. In R. Obeid, A. Schartz, C. Shane-Simpson, & P. J. Brooks (Eds.) How We Teach Now: The GSTA Guide to Student-Centered Teaching. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/
- Industrial/Organizational Psychology
- Research Methods/Statistics
- Senior Research/Capstone
- Senior Seminar: Reproducibility in the Psychological Sciences
- Social Psychology
Jon E. Grahe
Department of Psychology
Pacific Lutheran University
1010 121st S Street
Tacoma, Washington 98447
- Phone: (253) 535-7394