Teaching Undergraduate Research in Human Development and Family Studies: Piloting a Collaborative Method

Abstract

ABSTRACT. Students are often apprehensive about completing an upper-division, introductory research methods course in Human Development and Family Studies. To allay this apprehension, the instructor developed a different method of teaching the course with the intent of lessening their stress in order to facilitate a more positive experience. Students developed and wrote research proposals in collaborative small groups. The purpose of this paper is to describe the educational context and main features of the collaborative research proposal assignment. The authors also provide student feedback on the assignment. The article concludes with a discussion of the limitations and implications of this kind of pedagogy-centered research.

Identifying Families at Risk For Out-of-Pocket Caregiving Costs Using a U.S. Population-based Sample

“…This anonymity may have decreased the likelihood of socially desirable responses (perhaps evidenced by the clarity of negativelyvalenced comments). Compared to some other studies (Walsh, Cromer, Park & Essa, 2012;Walsh & Weiser, 2015), this study had a larger sample. Data collection was also conducted one week after students completed the TGF activity.…”

“…Debriefing provides opportunities for students to discuss cognitive or emotional responses to educational activities (Swan, Mazur, Trullinger, Brock, Ross, Holman, & Yost, 2007). It can also stimulate insights into students' professional growth and allow them to learn from one another's experiences (e.g., Matson, Davis, Steinkohl, & Blavo, 2001;Walsh & Weiser, 2015). The instructor explains that the purpose of professional simulations is to expose students to realistic conditions, which can evoke various reactions.…”

“…To the extent that group interactions in TGF simulations expose students to these communicative dynamics at the cost of individualism, students might learn valuable lessons. Group interactions can also facilitate student success in other course requirements such as group exams or collaborative writing assignments (Barton, 2003;Walsh & Weiser, 2015). It should be noted that students' motivations to test their individual skills need not be squelched entirely.…”

“…Results of this study should be considered in the context of its empirical weaknesses and strengths. Parallel to previous studies (e.g., Walsh & Weiser, 2015), this study was limited to analysis of a single activity in a single course. Thus, there is no presumption that results are generalizable to other SOGS or student populations.…”