Research Methods: The One Course Every Graduate Student Should Teach

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Originally posted on October 18, 2016. 

For both graduate students and instructors alike, there are many reasons to teach a research methods course. From demand for professors to the ability to harbor student skills, these pragmatic approaches to teaching an engaging course are beneficial for students and instructors.

Read more about my approach to teaching research methods on TeachPsych:

About the Author
Dr. Gary W. Lewandowski, Jr., received his B.A. from Millersville University of Pennsylvania and then his Ph.D. in Social/Health Psychology from Stony Brook University. Currently he is a Professor and Department Chair at Monmouth University and Director of the Relationship Science Lab, as well as the Co-Creator/Co-Editor of He has published over 30 journal articles, received twelve grants, and given more than 90 conference presentations. With his team of undergraduate research assistants, he focuses on the self and relationships, addressing questions such as, What leads people to form relationships? What makes for a successful relationship? What leads someone to cheat? His research also examines ways to improve research methods and statistics instruction. He received the Emerging Researcher Award from the New Jersey Psychology Association and was inducted into the Society for Experimental Social Psychologists. He is also a nationally recognized teacher who the Princeton Review recognized among its Best 300 Professors from an initial list of 42,000. His work and expertise has been featured in media outlets such as The New York Times, CNN, APA Monitor, WebMD, Women’s Health, Self Magazine, Men’s Health, Scientific American Mind, and USA Today. He also writes for popular press sources with articles appearing in outlets such as Business Insider, Refinery29, New York, and The Washington Post.