“Anyone Could Do This!”: Multiverse as an Undergraduate Psychology Capstone Project

Background: Heyman and Vanpaemel (2022) proposed “many-multiverses-one-dataset” as a pedagogically sound alternative to traditional undergraduate capstone projects. However, they did not evaluate this model. In our contexts, capstone projects require a higher level of individualisation. Furthermore, project students value choice, autonomy, and ownership. Consequently, we’ve iteratively developed a variation of Heyman and Vanpaemel’s model in which students choose their own effect/dataset for an individual multiverse capstone project. Objective: To evaluate student-led individual multiverse capstone projects. Method: One cohort of five project students qualitatively reflected on designing, running, and reporting an individual multiverse project in a small group supervision context. We thematically analysed these reflections.Findings: Two themes captured (a) the factors promoting project success (intrapersonal, interpersonal, and contextual) and (b) the outcomes of a multiverse capstone project (the range of skills developed and multiverse’s potential contributions to psychology).Conclusion: Individual multiverse projects are a meaningful, desk-based alternative to traditional capstone projects, and address many key undergraduate research methods learning outcomes.Teaching Implications: We propose an evidence-based ‘recipe’ for successful individual multiverse projects. In a post-COVID world, all project supervisors should have possibilities like this ‘up their sleeves’.