Independent Research

The Department of Psychology and Education has adopted the philosophy that the best way to learn psychology and education is to do psychology and education. As an expression of this philosophy, the department maintains a major commitment to undergraduate research. This commitment is backed by excellent library and laboratory facilities, by a small student-faculty ratio, and by a belief among department members that, with help and encouragement, undergraduates are capable of engaging in significant research. This confidence in the ability of our undergraduates is supported by the fact that many students have seen their work published in some form and many have presented their independent work at Mount Holyoke's Annual Undergraduate Psychology Conference, the College's Senior Symposium, and at professional meetings.

There are a number of reasons for including independent research in your program. Alumnae often cite their satisfaction in having made a personal contribution to the subject matter of psychology and in having learned about research in a way not possible from reading or even from taking laboratory courses. Students who have gone into graduate programs say that they have been far better prepared than their colleagues; those who have taken jobs say that, thanks to 395 or Honors work, they feel more confident in their own abilities. Moreover, virtually all graduate schools in psychology and related fields, and most employers, are interested in candidates who can work independently, accept responsibility, and conduct research. Some doctoral programs will not even consider candidates who have not been involved in independent research.

Honors

Research projects that lead to an Honors Thesis are usually carried out over a two-semester period by students working individually. (The student registers for Psychology 395 in each semester for a total of eight credits.) Each Honors project is supervised by a committee of three faculty members, one of whom serves as the primary sponsor. Often two or more students work in the same general area or with the same faculty sponsor; this arrangement promotes valuable interaction among individuals with mutual interests. The department also offers Psychology 411-412, which is a one-credit, two-semester course for graduate students and potential honors students. Anyone contemplating honors is strongly advised to enroll in this course.

If the student and sponsor agree that the project may develop into an Honors thesis, the student will prepare a thesis proposal, or prospectus, that will be reviewed by their Honors Committee. The thesis proposal describes the purpose or rationale for the project and includes a reasonably detailed description of the methods to be employed. The proposal will be read by at least one person who is not an expert in the area, so technical terms should be defined and the procedures clearly described. In some cases, pilot studies may be necessary to determine certain details of the procedure. If so, the student will describe the pilot studies and state how they will contribute to the final methodology. Guidelines for the preparation of the proposal and the honors thesis may be obtained in the department office or by clicking the link above.

An Honors project involves all of the stages of professional research. Students wishing to do such a project should approach possible faculty sponsors no later than the spring of their junior year, if planning on carrying out the project during their senior year. Students should be aware that only a limited number of such projects are approved each year. The descriptions contained in the Faculty and Staff section of this web site will provide students with clearer ideas as to the nature of faculty research interests. Included in this section are references to the faculty and staff's recent publications which students interested in independent research on any level should consider reading.

Psychology 395 with Oral Presentation

Psychology 395 with oral presentation offers the same kinds of experiences as Honors Theses, but the projects are only one semester long and are sometimes conducted by students working in pairs or in groups of three. These projects are usually more limited in scope than Honors projects since the research must be conducted and analyzed in one semester. However, a pair or trio of students can accomplish a more ambitious project than could a single student.

A semester is a very short period in which to design and conduct a research project. For this reason, all students planning to elect Psychology 395 with oral presentation should make every effort to obtain a faculty sponsor no later than the advising period prior to the semester in which the 395 project is to be undertaken. This suggestion does not mean that you have to have developed a research idea before speaking to faculty members. It does mean that you will be ready to select a research project at the beginning of the next semester.

Psychology 295 and 395

These courses, which are offered for a variable number of credits, provide opportunities for many different kinds of independent projects. Both 295 and 395 can encompass a small research project, perhaps in conjunction with faculty research or with another student's Honors research. Alternatively, they may involve library research, a series of topical readings, or some other activity which the student and her sponsor consider to be of value to the student's educational program. The number of credits and the selection of 295 or 395 depend on the amount of time involved and the sophistication of the work.

Where to Begin

Students often ask, "How do I go about getting involved in research?" There are many answers. Ideas may come from course readings, class discussions, or informal discussions outside of class. In laboratory courses, a project may suggest questions that can be pursued in an independent research project. Talk with students currently engaged in independent work and with members of the faculty. Attending 395 symposia and the MHC Annual Undergraduate Psychology Conference are good ways to learn about ongoing student research in the Department. Students may also seek out faculty whose research interests them, and discuss possible projects that are part of that faculty member's ongoing program of research. The department also offers an independent research event each fall to advise students about how to get involved in research.