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date: 24 June 2019

Abstract and Keywords

The chapter begins by addressing the question of why engage in collaborative research, and outlines the advantages for students and faculty. The second section reviews the early history of research collaboration in psychology and the impact it had on the developing discipline. The third section describes several successful models for conducting collaborative research. The fourth section outlines the ethical responsibilities of a faculty member in supervising student research and identifies the following areas of concern: establishing a contract, dual relationships, incompetent supervision, inadequate supervision, supervision abandonment, intrusion of the supervisor’s values, abusive supervision, exploitive supervision, encouragement to fraud, authorship issues, and conflicts of interest. The fifth section provides some assessment techniques and tools that can be used to evaluate the effectiveness of undergraduate research in promoting a variety of essential learning outcomes including critical thinking, effective communication, values, personal development, inquiry and analysis, teamwork, ethical reasoning, and research self-efficacy.

Keywords: undergraduate student research, faculty–student collaboration, mentoring, research ethics, history of psychology, student outcome assessment

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