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In 1987, I was hired by the Department of Psychology at Central Michigan University (CMU) with the primarily responsibility of teaching courses in physiological psychology, which were required for accreditation of our Doctor of Psychology (Psy.D.) program, the only doctoral program at CMU at that time. I was given $3,500 start-up and lab space which consisted of a 12 X 24 storage room and a similarly sized retrofitted classroom to house rodents. However, by refurbishing discarded equipment from companies, like Dow Chemical and Dow Corning, and building our own rat mazes, my students and I were able to put together a functioning behavioral neuroscience laboratory that allowed students to engage in hands-on, inquiry-based research (Dunbar, 1998). Although CMU had a M.A. program in experimental psychology, nearly all the department-supported graduate assistantships went to the Psy.D. program, so my lab mainly consisted of undergraduates, with two self-funded M.A. students. With the help of two equipment and course improvement grants garnered through the National Science Foundation and by partnering with a Michigan-based pharmaceutical company (Upjohn), we were soon able to conduct publishable research, which included undergraduate students. Our undergraduate research blossomed with the infusion of innovative ideas and interactions with members of a new organization, the Faculty for Undergraduate Neuroscience (FUN).

Strategies to Maximize the Involvement of Undergraduates in Publishable Research at an R2 University