Enhancing Instructor and Student Experiences: A Guide to Successful Capstone Research Courses

Abstract

Introduction Providing a quality undergraduate research capstone is a meaningful high-impact practice to facilitate American Psychological Association learning goals, and help students learn skills critical for both graduate school and future careers. Statement of the Problem The demands of such courses are often time-consuming and stressful, especially for instructors without teaching assistants. The goal of the current manuscript is to provide guidance and resources for faculty teaching undergraduate research experience (UREs) courses. Literature Review Previous research suggests that faculty workload and burnout are recurring sources of stress, and faculty often struggle to implement UREs effectively. However, these experiences provide experiential learning, and increase student engagement and motivation. Teaching Implications In a three-credit course with strict deadlines and flexible scheduling, guiding student-led projects becomes less daunting. Required attendance, deduction-only participation points, and other policies ease grading loads while reinforcing course objectives. Conclusion Student feedback, performance, and positive instructor experiences suggest that this structure helps overcome logistical barriers and create positive outcomes. Course resources are provided in open materials.