Coaching Student Scholars in original Quantitative Sociological Research

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 1: Assessment and Curriculum

Abstract

Brief statement of teaching practice/learning objective: In a large public research university, we seek to bridge the gap between our university’s missions of teaching and research. We coach undergraduates to pursue their own original quantitative sociological research and present their findings at scholarly conferences. We are interested especially in facilitating training and access of undergraduate students from groups that are underrepresented in academia: certain race or ethnic groups like African Americans, Latinx, Natives, first-generation college students in general, students whose families have low incomes, students with disabilities.

Approach used: In a couple of our university’s small classes (15-20 students), we have made writing a quantitative-methods-based research paper the core element. Practically speaking, there are five key steps: 1. Narrowing down an interesting research question 2. Writing a lit review 3. Finding and analyzing an accessible data set (modes: online, R, proprietary software. data: GSS, IPUMS data) 4. Writing up results 5. Presenting findings (on-campus, submission to regional conferences such as the Pacific Sociological Association, Eastern Sociological Society, especially where there are dedicated undergraduate sessions).

How the presentation will be useful to audience: It is not easy to balance and engage both teaching of undergraduates and producing scholarly research. Coaching undergraduate researchers can help bridge us integrate these and provide fresh energy and practical experiences to our students, as well as ourselves. Eight members of our fall cohort will present their original research at the Pacific Sociological Association meetings in Oakland this March. This is an example of mentored research where peer learning and cohort support play important roles. We discuss best practices regarding pedagogical methods, course structure, data, and analytics for an effective educational experience for the student and the instructor.

Authors

• Mao-Mei Liu, University of California Berkeley

• Leora Lawton, University of California, Berkeley