+ Teaching psychological research methods through a pragmatic and programmatic approach. Patrick Rosenkranz, Amy Fielden, Efstathia Tzemou

+ Outline The need for a new approach to teaching PSY 2011 Our approach Evaluation of the new PSY 2011

+ Psychology Research Training In the UK this usually: involves the teaching of statistics and methods is taught in both the 1 st & 2 nd year each of the 3-year programmes across semesters preparation for 3 rd year project/dissertation involves lectures and practicals historically has valued quantitative methods and experimental designs This is reflective of the model at Newcastle

+ The Background to the New PSY nd year, semester 2 research methods module Revisions prompted by external examiners feedback Revisions made keeping in mind: BPS requirements Theoretical approaches to teaching and learning research methods The modern day field of psychology The importance of psychological literacy

+ The BPS Requirements Psychological research methods teaching should: cover both quantitative and qualitative methods focus on the development of research skills: as a fundamental part of learning as a pre-requisite for professional training develop valuable skills including: evaluating evidence making evidence-based decisions in every-day life

+ External Examiners’ Feedback Previous research modules over-emphasise experimental research and survey studies at the expense of: qualitative research methods (such as thematic analysis of interview data) psychometrics (the theory and technique of psychological construct measurement)

+ PSY 2011: the Theoretical Framework A pragmatic approach to teaching methods Research competence vs research methods appreciation A programmatic approach Reflective of “real” research The nature of undergraduate research and inquiry

+ The Nature of Undergraduate Research and Inquiry Source: Healey and Jenkins, 2009

+ The Aims of the New PSY2011 Develop independent researchers (last research methods module before final-year project) Develop research skills and psychological literacy Integrate the module into the degree programme as a whole Draw upon the school’s peer mentoring scheme

+ The New PSY2011 The Programmatic Approach: One topic: The use of Facebook in managing relationships Qualitative investigation Psychometric scale development and validation Online survey study to test hypotheses

+ The New PSY2011 The Pragmatic Approach: Lecture to provide theoretical background Workshop-based practicals Assessment: research reports Collaborative Learning: Work in mentor groups Staff and demonstrators as collaborators in practicals Fielden, Goldie, Sillence (2012) Rosenkranz (2012)

+ Our Broader Objectives To provide students with an experience of: The uncertainty of research Making decisions and justifying them Collaboration as part of a research group and with staff

+ The Student’s Evaluations Quantitative TEQ questions Open ended TEQ questions Focus group

+ TEQ Overall Satisfaction Strongly disagree Strongly agree 43.2%

+ Other TEQ Responses QuestionPercentage agree/strongly agree The content was intellectually stimulating35 The new methods introduced have challenged me 92.5 I have received helpful feedback47 The teacher stimulated me to learn (average across 3 instructors) 72 The teacher was approachable (average across 3 instructors) 76 Working in my mentor group increased my understanding and/or developed my skills 67.5 I feel more comfortable following this module to make decisions about research 60

+ Open-Ended Question Results Answers short, descriptive and non- reflective E.g.: Q: What research-specific skills have you learned as part of this module? A: how a survey based report is constructed Seeming inconsistences in quantitative questions persisted A need for an in-depth exploration: focus group

+ Focus Group Findings The focus group sort to elaborate on 2 key areas Perceptions of psychological research pre, post and during the module Development of research skills and psychological literacy

+ Perceptions of Psychological Research Pre focus on well evidenced “proven” findings staff have the answers, there is one “truth” focus on formatting and style less content During Less hand-holding/more independence in decision making “things were not tried and tested” Variation in the answers from different members of staff Post Research is less definitive than previously thought – empowerment Multiple means of investigation “Appreciation of real research”

+ Development of Psychological Literacy Working in the mentor groups group decision making dealing with conflict managing group roles Evidence based conclusions evaluating research analysing data understanding results Staff-student communication fostering independence staff may not have all the answers on the spot relationship building as collaborators/supervisors

+ Conclusion The differential perception of uncertainty in research Valuing uncertainty vs fearing uncertainty Our challenge: managing uncertainty through communication?... through focused seminars?... through a group “manifesto”?... through the assignment of one member of staff to each group?... Any thoughts?...

+ References Fielden A, Goldie S, Sillence E.(2012). Taking another look: Developing a sustainable and expandable programme of qualitative research methods in psychology undergraduate teaching. Psychology Learning and Teaching, 11(1), Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy. Rosenkranz P. (2012) Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course. Psychology Learning and Teaching, 11(2),