Developing students as researchers: the experience of psychology students

1. Developing students as researchers: the experience of psychology students Michelle Lee Senior Lecturer Dept Psychology, School of Human Sciences

2. Overview • Context – what is psychology? • QAA benchmarking and research oriented teaching • Training students as researchers • Implications for the RLT approach • Future developments

3. 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

4. The nature and origins of psychology Analyse and explain behaviour in a systematic way Biology Philosophy Psychology as an empirical science Social Sciences Rigorous research methodology Natural Sciences Strong relationship between theory and empirical data

5. 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 The nature of psychology

6. 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

7. 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…

8. 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 How we develop students as researchers: training in L1 and L2

9. 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

10. 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

11. 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

12. Final year research project – related to staff research profile The media and male and female body image The effect of breakfast on concentration in school children The role of pro-anorexia web communities in eating disorders Water intake and attention in the primary classroom Eating Behaviour and Nutrition Research Group (5 staff, 5PhDs) Cortical activity in response to food cues in lean and overweight adults Stress-induced eating Childhood eating patterns and overeating in adulthood

13. Access to labs and latest technology and methods EEG Skin conductance Eye-tracking

14. 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

15. 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