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The Vignette Method: A Flexible Method for Capstone Courses and as a Supplemental Learning Experience in Research Labs
Abstract
Many departments in colleges and universities require a capstone course that involves the students conducting a research project. This author has had over 20 years of experience teaching such a capstone course and describes a flexible research method for student research projects – the vignette study (an experiment embedded in a survey). She also has teams of undergraduate students working in her lab for research credit make progress on a vignette design as one of several research activities. The vignette study can be used for students across many majors, including but not limited to sociology, psychology, criminal justice, nursing, social work, and marketing. Detail is provided on how to teach a capstone course using this flexible research method.
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Undergraduate capstone courses in sociology are designed to integrate students’ knowledge in the discipline and to culminate the classroom experience with field application. Are capstones achieving these goals in a durable way? Although the short-term outcomes of capstone courses have been researched, fewer studies have documented the long-term outcomes of capstone courses. We conducted a survey of sociology capstone alumni to understand the long-term outcomes of the sociology capstone by asking sociology alumni about their capstone experience. Our research revealed that all capstones produced long-term outcomes as measured in the alumni survey. Second, alumni of the community-based research capstone experienced a more profound and longer reaching effect than those who participated in the internship or traditional capstone seminar format. Alumni reported the development of professional skills, application of sociological concepts and research skills, and a sense of being part of a community.
Introduction
Undergraduate research experiences prepare students for graduate training or employment.
Statement of problem
At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department’s undergraduate research pipeline of independent study, honor’s theses, and internal research funding.
Literature review
Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses.
Teaching implications
I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses.
Conclusion
Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes.
When researching and writing scholarly papers for semester-long projects, undergraduate students face challenges, such as research anxiety, overestimation of research skills, poor time management, difficulty choosing appropriate sources, and lack of integration between research stages and final product. Student survey results and paper analyses show incoherence in the student research process. This article develops a coherence framework to address problems students face throughout the research and writing process. This framework joins literature on coherence techniques and effective pedagogies including guided research, peer modeling, checkpoints, and reflection. The article presents pedagogical recommendations for establishing coherence in student research and writing projects.
We surveyed departments nationally to better understand the extent of scientific opportunities and experiences for undergraduate psychology students. Results showed intradepartmental variability, but overall students can expect 7 courses that offer research experiences in the typical psychology curriculum. Nonetheless, research is often not the primary course focus; some students must wait until their junior year to take such a course, and most such courses are elective, not required. We discuss implications for departments' curricula and the goals and outcomes for undergraduate education as well as future research directions.
Among the common requirements for receipt of a degree in the social sciences is the completion of a senior seminar in which a senior thesis or capstone project is produced. A number of educational goals have been proposed for this requirement: integrating the knowledge base supplied by the regular curriculum, contributing to students' future roles as informed citizens, and preparing for study in graduate programs, among others. However, few studies have empirically explored the substance of the senior seminars and capstones offered across a discipline or studied their organization, requirements, and pedagogy. In the present article, the authors describe the results of a survey of sociology and psychology departments in the western United States regarding their senior seminar and capstone courses.
This article suggests that undergraduate research can help advance the science of psychology. We introduce a hypothetical "question-list paradigm" as a mechanism to do this. Each year, thousands of undergraduate projects are completed as part of the educational experience. Although many of these studies may not contain sufficient contributions for publication, they provide a good test of the replicability of established findings across populations at different institutions and geographic locations. Thus, these projects could meet the needs of recent calls for increased replications of psychological studies while simultaneously benefiting the student researchers, their instructors, and the field in general.
© The Author(s) 2012.
In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students' UR gains. Specific student gains relating to the process of “becoming a scientist” were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students' outcomes—including cognitive and personal growth and the development of a professional identity—strongly exemplify many facets of these theories, particularly, student-centered and situated learning as part of cognitive apprenticeship in a community of practice. © 2006 Wiley Periodicals, Inc. Sci Ed91:36–74, 2007
In empirical marketing studies, vignettes are increasingly used to develop measurement scales, assess public/organizational policy, and study key variables in judging the decisions or actions of a protagonist. Despite their frequent use, integrated recommendations for creating vignettes are limited. A brief introduction to vignette methods and their previous applications in marketing is provided. This is followed by suggestions for designing vignettes and vignette-based studies based on a review of the literature. The suggestions form a checklist that should help researchers who conduct vignette-based studies to consider all relevant issues and thus obtain valid data.
This paper is a report of a study conducted to develop clinical case vignettes using an adaptation of an incomplete factorial study design methodology.
In health care, vignettes or cases scenarios are core to problem-based learning, common in practice guideline development processes, and increasingly being used in patient or care-giver studies of chronic or life-threatening illnesses. A large number of behavioural, psycho-social and clinical factors can be relevant in such decision problems. Unbiased methods for choosing what factors to include are needed, when it is not possible to include all relevant combinations of factors in the vignettes.
The factors to be considered, number of levels or categories for each factor, and desired number of scenarios were decided in advance. An algorithm was used first to create the full factorial data set, and then a random subset of combinations was generated, according to predefined criteria, based on maximizing determinants. The subset of combinations was incorporated into written vignettes. The study was conducted in 2004-2005.
Application of the method yielded diverse and balanced scenarios that covered the full range of factors to be considered for a project to elicit health providers' processes in diet counselling for dyslipidemia.
The approach is flexible, decreases possible researcher bias in the creation of vignettes, and can improve statistical power in survey research. This novel application of study design methodology merits consideration when vignettes are being developed to elicit opinions or decisions in studies of complex health issues.
Advanced undergraduate students struggle with executing complete research projects that involve data collection and analysis. Research indicates that engaging in undergraduate research is a high-impact practice. The American Sociological Association recommends that sociology majors engage in research beyond their research methods and statistics courses. We used a pre-/post-assessment model across three semesters in all upper-level undergraduate sociology courses at our institution. The assessment measured confidence, knowledge, and experience with research methods. Fifty-eight students completed at least one pre-/post-assessment pair. Of those, 27 students completed two pre-/post-assessments. No students completed three pre-/post-assessments. We find that experience and confidence had statistically significant increases at each survey point. Knowledge increased but was statistically significant for only two groups: the full sample on the first post-assessment (N = 58) and the students with two assessment pairs on their second post-assessment (N = 27) who participated across two semesters.
Despite the centrality of data analysis to the discipline, sociology departments are currently falling short of teaching both undergraduate and graduate students crucial computing and statistical software skills. We argue that sociology instructors must intentionally and explicitly teach computing skills alongside statistical concepts to prepare their students for participation in a data-driven world. We illuminate foundational concepts for computing in the social sciences and provide easy-to-integrate recommendations for building competency with these concepts in the form of a workshop designed to introduce sociology undergraduate and graduate students to the logic of statistical software. We use our workshop to show that students appreciate and gain confidence from being taught how to think about computing.
Capstone experiences (CEs) are high-impact opportunities for students to integrate knowledge. While student perceptions of CEs are frequently evaluated, research lacks on faculty perceptions. Our multi-institutional survey identifies who teaches CEs, why, and what influences their design/delivery. Most participants were female, white/Caucasian, and taught a CE for eight-plus years. Respondents enjoyed and valued teaching CEs. Although they employed engaging pedagogies, participants’ CE design lacked influence from external entities. Respondents noted lack of time and money dedicated to CE development. Overall, faculty find teaching CEs valuable, but resources to support CE development/teaching are insufficient and key stakeholders are underused.
Capstones, as culminating educational experiences, are expected to meet many purposes: synthesis and application of prior learning, developing skills and attributes related to employability, and more recently, quality assurance. However, research has not yet identified a comprehensive list of capstone purposes or considered how multiple purposes are prioritised. This paper presents an analysis of ratings of importance for a series of literature-derived capstone purposes by staff involved in capstone design and delivery across disciplines (n = 216). Findings confirm the broad range of purposes reported in the literature with the addition of an affective dimension. The number of purposes rated as highly important suggests a highly pressured curriculum space. Analysis of cross-disciplinary ratings also revealed a large set of ‘core’ capstone purposes that are equally important across disciplines, and a smaller set that vary significantly. Results provide an empirical basis for interrogating capstone purposes and their implementation through curriculum design and delivery.
The multiple segment factorial vignette design (MSFV) combines elements of experimental designs and probability sampling with the inductive, exploratory approach of qualitative research. MSFVs allow researchers to investigate topics that may be hard to study because of ethical or logistical concerns. Participants are presented with short stories about hypothetical characters. These stories comprise 2 – 5 segments in which randomly assigned dimensions are introduced sequentially. Researchers control the occurrence and timing of when dimensions are presented. Respondents are asked questions after each segment. MSFVs may include written, oral, and visual stimuli. These efficient designs elicit quantitative data about causal relations and qualitative data within complex, multidimensional contexts. We discuss how to develop MSFV and suggest ways to avoid problems.
This research note describes the use of vignettes in the author's current survey of beliefs about family obligations, and discusses the potential of the technique for eliciting survey data of a normative kind. Comparisons are made between different ways of using vignettes in British and American surveys concerned with beliefs and norms.
In this article I examine how the sociology major is structured at institutions of higher education in the United States. I use content analysis of college catalogs from 100 institutions to examine the sociology major at top institutions among regional and national universities and liberal arts colleges. I first examine the basic structure of sociology programs and then evaluate implementation of the recommendations from Liberal Learning and the Sociology Major (Eberts et al. 1990). In 1990 the Council of the American Sociological Association voted to "encourage departments to consider and implement the recommendations" for the undergraduate curriculum found in Liberal Learning. These recommendations suggest a cumulative curriculum, including a four-level sequence and a capstone course. I assess the extent to which these recommendations had been adopted a decade after the report (by the year 2000), and conclude with suggestions for expanding the implementation of recommendations for study in depth in sociology.
This article develops a unified framework, based on Rossi's factorial survey method, for studying positive beliefs and normative judgments. The framework enables estimation of individuals' positive-belief and normative-judgment equations, leading to analysis of the components of beliefs and judgments, assessment of interpersonal variability in the components, and estimation of two further equations, representing, respectively, the determinants and consequences of the components. We describe procedures for data collection, assemble a set of tools for estimating the positive-belief and normative-judgment equations and carrying out the corresponding homogeneity tests, and propose ways of estimating the determinants and consequences equations. To illustrate the framework, we investigate both a positive-belief equation (describing adolescents' views concerning determination of marital happiness) and a normative-judgment equation (describing judgments of the justice of earnings). This article thus provides a guide to contemporary factorial survey analysis, and points the way to its further development.
The author discusses the importance of incorporating research into undergraduate curricula. Pedagogical approaches include faculty-directed research projects, off-campus internships, and researchoriented courses (R-courses). Examples of R-courses are reviewed, and an introductory microbiology course that teaches first year students "how to do science" is described in detail. R-courses can be used to enhance the learning of students across academic disciplines.
Vignettes are stories generated from a range of sources including previous research findings. They make reference to important factors in the study of perceptions, beliefs and attitudes. Vignettes have primarily been used by psychologists in North America and used in quantitative surveys but more recently they have been used in a small number of qualitative studies. Drawing from a range of studies in the social sciences this paper considers the value of vignettes together with the difficulties associated with the technique. It introduces the technique in a study that explores drug injectors’ perceptions of human immunodeficiency virus (HIV) risk and safer behaviour inside and outside the prison system.
Vignettes are used by nurse researchers use to determine how clinical judgments about patient care situations are made. However, when vignettes are designed there is often a restriction on the number of characteristics studied, which oversimplifies the richness and complexity of real world healthcare situations.
The purpose of this article is to describe a factorial survey. Its multilevel design of independent variables allows for real world complexity in a way not tested by a sample set of four to six identical vignettes. Nurses' judgments about patients' confusion and the application of restraints are used to illustrate the method.
The factorial survey is an experimental design that can be developed in three steps: (a) identifying and using the variables, (b) writing a coherent vignette, and (c) randomly generating the vignettes.
The unit of analysis is the vignette and Ordinary Least Squares (OLS) regression is used for analyses. In the example provided on confusion recognition and restraint use, patient characteristics accounted for the majority of explained variance in confusion recognition of (40%, R2 = 0.40) and restraint intervention for (43%, R2 = 0.43). The results for both models were strikingly similar as the same patient characteristics all were significant predictors for confusion recognition and restraint use.
The versatility of the factorial survey lies in the researcher's ability to use it to test judgments in a variety of complex clinical simulations, to aid in concept development, and to identify consensus and disagreement among nurses. The multilevel design of the independent variables allows for real world complexity in a way not tested by a sample set of four to six identical vignettes.
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