developing students as researchers: the experience of psychology students michelle lee senior...
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Developing students as researchers: the experience of
psychology students
Michelle LeeSenior Lecturer
Dept Psychology, School of Human Sciences
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Overview
• Context – what is psychology?
• QAA benchmarking and research oriented teaching
• Training students as researchers
• Implications for the RLT approach
• Future developments
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Psychology as a discipline
• The second largest discipline in UK HE• 2004-5: 70,000 psychology students in the UK!• BPS accredited programmes are a prerequisite
for professional training– 1 in 5 graduates become professional psychologists
• Psychology graduates prepared for many careers– 1/3 work in the public sector– 1/3 in business and commerce (marketing, HR,
accountancy)– 10% enter teaching professions
• Able to contribute to a knowledge society/economy
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The nature and origins of psychology
Psychology as an empirical
science
Biology
Philosophy
Social Sciences
Natural Sciences
Analyse and explain
behaviour in a systematic way
Strong relationship between theory and empirical data
Rigorous research methodology
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The nature of psychology
• Neuroscience: understanding brain function at a molecular level
• Brain systems and neural mechanisms underlying behaviour
• Individual differences• Attitudes and beliefs• Socio-cultural influences• Group processes• Populations
• Application of theory to – Education– Health and clinical– Criminal justice system,
policing– Industry and business– Organisations– Sustainable development
• Fast moving– Techniques and
methodology– Hot topics e.g. ageing,
obesity, binge drinking, gambling, autism, forensics
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QAA benchmark statement – subject-specific skills
• On graduating students should be able to:– Generate and explore hypotheses and
research questions– Integrate ideas across multiple perspectives– Analyse data using sophisticated techniques– Present and evaluate research findings– Employ evidence-based reasoning – Examine practical, theoretical and ethical
issues associated with different methodologies
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QAA benchmark statement
• Carry out an extensive piece of independent empirical research; including defining a research problem; formulating hypotheses; planning and carrying out a study efficiently; demonstrating awareness of ethical issues and codes of conduct; ability to reason about the data and present findings effectively; discuss findings in light of previous research; evaluating methodologies, analyses and implications for ethics; collaborate effectively with colleagues and participants…
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How we develop students as researchers: training in L1 and L2
• Level 1: Begin training in statistics and research methods (30 credits)– Lectures– Workshops– Practical classes– Drop-in clinics for basic
maths help (peer-led)!
• Complete 4 scientific reports written according to American Psychologcial Association publication guidelines
• Level 2: Advanced methods (30 credits)– Lectures– SPSS workshops– Mini-projects– Drop-in clinics for SPSS
help
• Complete 4 reports• Begin to explore ideas for
independent research in L3
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• Centred around core curriculum domains and reflect staff research interests
• Test a hypothesis using a set methodology
• Discuss ethical issues• Collect data within the
class• Share data for select
appropriate analysis• Complete write-up
• Introduction to a research topic representative of staff interests
• Generate a testable hypothesis
• Work in a small group to design a study and select appropriate methodology
• Ethical considerations• Collect data outside of
class• Share data with group• Decide on analysis• Compile report
Level 1 Level 2
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Research participation
• Students required to participate in research projects during L1 and L2 (approx 12 hours worth of ‘credits’)
• Web based participant pool using an experimental management system
• Staff, PhD, MSc and UG research advertised
• Earn the right to use EMS for their own independent research in L3
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Final year project – 45 credits and a must for accreditation
• Staff publish list of research interests in TB2 for L2 students
• Students meet staff with overlapping interests to generate ideas
• Select supervisor by end of summer term• Develop ideas over summer; begin early
October, submit at Easter.• Ethical procedures identical for staff, post-grads
and UG research proposals• Risk assessment
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Final year research project – related to staff research profile
Eating Behaviour and Nutrition Research Group (5 staff, 5PhDs)
Childhood eating patterns and overeating in adulthood
Water intake and attention in the primary classroom
Stress-induced eating
Cortical activity in response to food cues in lean and overweight adults
The role of pro-anorexia web communities in eating disorders
The media and male and female body image
The effect of breakfast on concentration in school children
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Access to labs and latest technology and methods
EEG
Eye-tracking
Skin conductance
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The benefits of developing students as researchers
• Fosters enquiry-based learning across the curriculum
• Develops critical thinking • Enhances student experience
– Understanding the role of academics– Understanding the role of research in society– Tackling the ‘them and us’ culture– Managing expectations!
• For staff - pilot new ideas and methods
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Challenges and future developments
• Covering the core curriculum areas• Improving key skills further
– Critical review of primary source material– Search skills– Plagiarism
• Move away from traditional essay format– Nature News and Views style article– Critique or summary of new research papers
through posters– Interviewing staff about their own research