Research
-
led teaching &
teaching
-
led
research
Vicki Bruce
Head of School of Psychology
My experience as ug at Cambridge
Final year 1973
-
4
Students chose projects from list offered
–
worked in pairs
Project plus follow
-
up research led to my
first article
Bruce, V.G. & Morgan, M.J. (1975) Violations of
symmetry and repetition.
Perception,
4
239
-
249
(66
citations)
And inspired me to go on to do PhD
Advantages
Advantages for the delivery of high quality teaching
:
Difficult to purchase or plagiarise previous work
UGs learn more about research design and ethics
engaged in novel work. Apprentice researchers.
Often inspired by the experience (as I was myself).
Advantages for staff
Supervisors are more enthusiastic when they are
interested in what has been discovered.
Clear routes for PGRs and RAs to contribute to
teaching and reduce loads on core staff.
Associate staff can use ug project work as a means of
advancing their research agendas
–
they are
therefore more engaged with the teaching itself.
First year practical teaching
More fun for everyone of you/they don’t
know what the answer is
Can use classes to pilot a new method,
or to ask a new question about a well
-
known phenomenon
Perception of face dominates in
ambiguous situations
Introductory practical classes
Engaging illusion for introductory students
We developed a simple but novel method for measuring the strength
of the illusion (Hill was PhD student
–
then postdoc in Japan, now
lecturer UOW, Australia). Method was developed in part to provide
material for student work (teaching
-
led research).
Practical classes at introductory level use the method to ask new
questions about factors affecting the strength of this illusion
References:
Hill & Bruce (1993) Independent effects of lighting, orientation,and stereopsis on the
hollow
-
face illusion.
Perception, 22
,
887
-
897
(
28 citations
)
Hill & Bruce (1994) A comparison between the hollow
-
face and hollow
-
potato illusions.
Perception, 23,
1335
-
1337. (
19 citations
)
Second year students
Again can use practicals/small group projects to
engage/enthuse the students
Tim Brennen (PhD student) was keen to prove his
supervisor’s model was wrong!
Tom Baguley and Jim Bright
-
pair of students
doing a second year project that Tim and I co
-
supervised
Baguley and Bright then did a second experiment
out of interest in their vacation
Tim B did third experiment as part of his PhD
face recognition
person memory
names
Much simplified central stages of Bruce & Young (1986) model of face recognition
Read person description
Provoke tip
-
of
-
tongue state
Show picture of face
Results:
The model won!
Brennen, Baguley, Bright and Bruce (1990). Resolving
semantically induced tip
-
of
-
the
-
tongue states for proper
nouns.
Memory & Cognition, 18
, 339
-
347. (
54 citations
)
Tim Brennen
–
now full professor at Oslo
Thom Baguley
–
SL at Nottingham Trent University
Jim Bright: Professor of Career Education and Development
in the School of Education at Australian Catholic University
(ACU). (He is also a partner in a career consultancy, Bright
and Associates.)
Final year projects
Students can become engaged in a research
programme as apprentices
May still make major individual contributions
Difficult for students to engage in publishable
work if they are left to come up with their own
ideas (cf. Bruce & Morgan, 1975)
So apprenticeship model better for the
students as well as the researcher
-
teacher
Publications included
Bruce V, Henderson Z,
Newman C
, et al.(2001).
Matching identities of familiar and unfamiliar faces
caught on CCTV images
Journal of Experimental
Psychology: Applied
,
7
207
-
218
(25 citations)
Three experiments
-
one funded by a grant, one
conducted by a second year project group
(acknowledged in footnote
–
one of these
students now finishing his first post
-
doc), and
one which was Newman’s final year project
(he’s since done a PhD).
Conclusions
Research
-
led teaching enhances student
experience
Team
-
work, presentation skills, and
novel research reduces risk of plagiarism
May inspire students to go on to
research careers
Teaching
-
led research provides a route
to publications for staff for whom
research is a minor interest
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