Undergraduate Research Pools in Psychology Departments: Prevalence and Practices

Abstract

Background Limited research exists on the prevalence of undergraduate research participant pools (URPs) in psychology departments or guidelines surrounding their use. Objective The aim of the current study was to replicate older studies on the prevalence of URPs in the United States and the procedures and guidelines related to those requirements. Method Psychology department chairs in the U.S. were recruited by email and via the Association of Heads of Departments of Psychology listserv. A total of 604 department chairs participated in the online study by completing a series of assessments related to URP use in their department. Results Most 4-year institutions (67.7%), but few 2-year institutions (6.3%) had a URP. Of the 4-year institutions with a URP, 83.7% had a research requirement for students enrolled in their introduction to psychology courses. Most departments (84.0%) did not assess the educational value of research participation. Conclusion Most psychology departments have a URP, but few examined the educational value of research participation. Teaching Implications Psychology departments should identify learning objectives for research participation, assess outcomes, and identify practices that optimize achieving those objectives. Research requirements should be consistent with ethical principles and empirical evidence of learning.