Research-led teaching & teaching-led research

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Nov 17, 2013 (3 years and 8 months ago)

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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