Reporting Results

  1. Develop collaborative learning groups to review how research is reported and interpreted.   Have each group select different research articles to review and critique how the authors have related research purposes to the findings and implications.   Students will use the Analysis of Research Article handouts for this activity.   Have students present their analyses and discuss.
  2. Develop simulation activity for collaborative learning groups to develop skills in reporting results. Have students review a case study on a research project that is unfinished.   The case study will include the problem, the research objectives and preliminary results for the research project. Have each collaborative learning group select one of the research objectives and then complete a final report for that   objective, including discussion, conclusions and implications.
  3. Develop action research activity for collaborate learning groups to conduct mini-research study.   Have each group develop a research question related to content of the course.
    • Qualitative Approach. Have groups develop appropriate interview or focus group questions and collect data from the individuals in the identified group for sampling.   Have students use the qualitative analysis method to present results, draw conclusions and determine implications.
    • Quantitative Approach. Have groups develop appropriate survey or interview questions and collect data from the individuals in the identified group for sampling.   Have students use the quantitative analysis method to present results, draw conclusions and determine implications.

Disseminate Results

Poster and Oral Presentations

  1. Have students examine existing opportunities to make presentations (e.g., abstracts in proceedings of state or regional meetings, newsletter summaries of meetings)
  2. Have students practice writing and critiquing abstracts for research papers, program reports and other documents
  3. Discuss the review process for abstract submissions (i.e., peer review process, criteria for acceptance/rejection).
  4. Sponsor a 'Research Day' where students prepare poster and oral presentations.   Invite students, faculty, university administrators. Sponsor a luncheon or reception in conjunction with the event and use this time to recognize student participants.   Consider awards for best poster and best presentation.   A similar could be sponsored as a part of a class to give students experience in conceptualizing, implementing and presenting projects.
  5. Have students who have presented at meetings to give a talk to students to discuss the process of submitting abstracts and giving presentations.
  6. Encourage students to submit abstracts to existing professional meetings (e.g., AAFCS, Kappa Omicron Nu)
    • State
    • Regional
    • National


  1. Discuss with students the different types of publications that are used to disseminate research information
    • Magazines
    • Monographs
    • Newspapers
    • Newsletters
    • Websites
    • Journals
      • Refereed
        • Practice
        • Research
      • Non-refereed
        • Practice
  2. Identify key research findings related to a major issue (e.g., diets for weight loss) and have students study how findings have been disseminated in different types of publications.   Discuss issues such as completeness, bias and other concerns, bias that may be introduced in summarizing the information, among others.
  3. Provide a simulation activity where students divide in groups with each group representing different types of audiences for research publications (e.g., the policy-makers, practitioners, the public, researchers).   In their groups, have students discuss how this audience would have different needs in terms of how research is presented and how it might be used.   Have students examine a research article and have them write a short summary of the article that would be appropriate for their respective group.
  4. Identify possible publications where students might submit their work (e.g., state newsletters, student   journals such as Undergraduate Research Journal for the Human Sciences, practice and research journals).   Have students examine the author guidelines.
  5. Divide students into collaborate learning groups to complete an assignment of submitting a paper for publication.   Have students identify an appropriate project that would be suitable for publication (e.g., program development project, review of literature, action research) and follow the process for publication, including identifying the appropriate journal, interpreting the author guidelines, preparing the cover letter and finalizing the manuscript.
  6. Work with students to identify a research mentor.   Over a period of 6-12 months, guide the student in identifying a problem for study, developing research objectives or hypotheses, developing the methodology and implementing the project.   Compile and analyze results.   Under the guidance of the mentor, prepare paper for publication.   Have students who have completed the research project share their experiences as a panel with other students.

Obtaining Funding Learning Activities

  1. Give students a list of possible funding sources with websites (business, foundations, professional organizations, state and federal government, among others).   Have them review funding opportunities and funded/completed projects to get ideas of what can be submitted as a grant proposal to funding sources.
  2. Have students work in collaborative groups to interview faculty who currently have funded grants.   Have students 1) review grant proposal, 2) observe the project activities including informal observations of or discussions with any graduate student researchers, and 3) interview faculty member about developing the idea for the project, submitting the grant proposal, the award process, managing the project, and ways that project led or will lead to other funding.
  3. Have students work in collaborative groups to identify a possible project for funding.   Students will:
    • Develop a project concept paper (1 page) that can be shared with other collaborative groups to get critical feedback.
    • Select at least three possible funding sources for the project, critically examine these sources, and determine the best one for the project.
    • Draft a preliminary proposal, using guidelines in handout, with each student in the collaborative group writing a different section.
    • Share proposals across collaborative groups and discuss.
    • Revise proposals with feedback from fellow students and instructor.
    • Present final proposals as cumulative activity.
  4. Provide an activity for students individually or in collaborative groups to present mini-research projects or proposals for funding.   Provide opportunities for students to be recognized and receive recognition for their achievements.   Students completing submission of research papers (posters, presentations, publications) or grant proposals would receive special recognition.