Abstract
Volume 26 No. 1, 2020
Undergraduate supervision, teaching dilemmas and dilemmatic spaces
Hannah Frith
Psychology Teaching Review, 26(1), 6–17
The dissertation is a highly valued form of teaching and learning in higher education, yet the practice of undergraduate supervision is understudied and under-theorised. Effective supervision is regarded as essential to student success – by students and supervisors alike, although training, resources and support for supervisors is limited. Drawing on data from qualitative questionnaires with eleven supervisors, this paper utilises the concept of teaching dilemmas to explore tensions and challenges within supervision. Three dilemmas were identified regarding ‘taking ownership’, ‘driving supervision’ and ‘challenging and encouraging’. Underpinning all of these was a tension between an ideal model of supervision (characterised by high levels of engagement from students and supervisors), and the need to flexibly adapt supervisory practice to suit students’ learning styles, needs and abilities. We suggest ways in which conceptualising supervision as a dilemmatic space could inform future research and training in supervisory practice.
Teaching dilemmas, dilemmatic spaces, supervision, undergraduate, dissertation
Applying a collective academic supervision model to the undergraduate dissertation
Jocelyn B. Dautel
Psychology Teaching Review, 26(1), 18–26
Despite the significance of the undergraduate dissertation both in student learning, and in staff workload, there is little discussion of best practice in research supervision. The majority of undergraduate students embark on an independent research project overseen by one member of staff, but this traditional model may cause undue stress and isolation for both students and staff. In this practice exchange paper, I provoke debate about traditional versus group models of research supervision through discussion of the effectiveness of collective academic supervision of a group of undergraduate students undertaking their mandatory research dissertation. This practice aimed to 1) improve the student experience and 2) increase efficiency of academic supervision. Under my supervision, 14 students conjointly participated in a high quality research programme while individually exploring tangible and level-appropriate research questions. Through self-reflective observation, I found this model of research supervision stimulated students through structured independent learning in a collaborative research community, and increased staff efficiency by decreasing workloads. The benefits and limitations of this practice are discussed.
Qualitative enlightenment following a journey to the dark side: Reflections on supervising a qualitative dissertation
Hilary McDermott, Abigail Liasi and Roger Newport
Psychology Teaching Review, 26(1), 27–32
No abstract.
Qualitative research supervision, dissertation
Double the challenge: Reflections on supervising qualitative and critical dissertation projects
Keeley Abbott and Deborah Earnshaw
Psychology Teaching Review, 26(1), 33–38
Drawing on our own experience, we reflect on the documented challenges of undergraduate supervision faced by qualitative researchers, and extend this discussion by further considering the issues raised by supervising projects that engage with critical perspectives. Concerns are identified regarding the dominance of traditional psychological thought in psychology programmes and the lack of teaching around critical psychology. We outline the implications for students embarking on critical qualitative projects and the additional demands placed on supervisors using examples within the fields of gender and sexuality. We end by emphasising the value of projects that require engagement with critical frameworks for students’ future personal and professional development. The importance of teaching critical psychology and critical ideas as a staple and integrated part of the psychology curriculum is made clear.
Supervision, qualitative research, critical psychology, gender & sexuality, dissertation
Beyond the comfort zone: A guide to supervising qualitative undergraduate psychology dissertations for quantitative researchers
Leanne Freeman, Joanna Brooks, Colm Crowley, Clare Elmi-Glennan, Alasdair Gordon-Finlayson, Hilary McDermott and Sarah Seymour-Smith
Psychology Teaching Review, 26(1), 39–47
The Teaching Qualitative Psychology Group (TQP) is a group of experienced academics supporting the sharing of best practice in the teaching and supervision of qualitative research methods in psychology. In this paper the group share their knowledge and practice suggestions with a specific focus on supporting academics who do not come from a qualitative research background, but who are supervising qualitative dissertations. This paper will explore why quantitative researchers may want to supervise qualitative dissertations and suggest ways in which this methodological shift might be managed well in the context of the undergraduate project as well as some practical advice for a valuable supervision experience.
What can we learn from exploring cognitive appraisal, coping styles and perceived stress in UK undergraduate dissertation students?
Max Korbmacher and Lynn Wright
Psychology Teaching Review, 26(1), 48–62
Undergraduate dissertation students’ cognitive appraisal, coping styles and perceived stress were examined at three time points during their undergraduate dissertation projects (UDP), observing whether cognitive appraisal and coping styles predicted perceived stress and their temporal changes. Sixty-four dissertation students completed the Perceived Stress Scale, an adapted Cognitive Appraisal of Health Scale, the Brief COPE and explorative open-ended questions. Linear Regression models for each time-point showed coping styles and cognitive appraisal predicted perceived stress, but single coping styles and primary appraisal harm/loss predicted stress levels inconsistently over time. Analyses indicated significant effects of time-point on primary appraisals benign/irrelevance, harm/loss and challenge but none for secondary appraisal, coping styles or perceived stress. Content Analysis showed perceived stressors and coping styles to be a function of the UDP’s stages and their tasks and challenges. Implications and recommendations for students and supervisors are discussed.
Coping styles, cognitive appraisal, perceived stress, undergraduate dissertation project, undergraduate students
How to make a ‘promising’ start to your dissertation: Development of a process mapping approach
Andrew J. Holliman, Patrick Rosenkranz and Tim Jones
Psychology Teaching Review, 26(1), 64–70
Identifying a topic for a dissertation is widely considered to be one of the most important, challenging, and stressful parts of the research process. Students often find it difficult to navigate this early yet pivotal stage due to heightened pressures, a lack of structural guidance, increased independence, and more pressing time constraints. In efforts to support students’ topic selection in a way that does not circumvent the independent nature of the activity and process, a ‘self-guiding navigation tool’ (process map) – published in Holliman and Jones (2018, Psychology Teaching Review) – was developed. This was presented as a ‘Masterclass’ session (a workshop style with a mix of presentations and practical group activity) to an academic audience at the Division of Academics, Researchers and Teachers in Psychology Annual Conference at Cardiff University, Wales, 2019, where critical feedback was obtained via anonymous comment cards. A template analysis (a form of thematic analysis) revealed that while the ‘map’ was considered an important starting point, it required significant amendment in order to enhance its utility for a wider audience and account for differing practices/circumstances both within and across institutions; such as time differentials (programme of study and allocation of supervisor), level of autonomy available (whether a project is student- or staff-led), and whether the project is part of a group project. As a result of this evaluation, we offer some revised (and more flexible) guidance for users, which accounts more effectively, in our view, for the diversity among students, supervisors, and institutions with respect to the dissertation. As with the original ‘map’ and its associated guidance, we welcome feedback from students and our peers along with further empirical evaluation of its effectiveness.
Dissertation/thesis topic, supervision, University/College Students, FE, HE
Pre-registration in the undergraduate dissertation: A critical discussion
Madeleine Pownall
Psychology Teaching Review, 26(1), 71–76
Over recent years, psychology has become increasingly concerned with reproducibility and replicability of research findings (Munafò et al., 2017). One method of ensuring that research is hypothesis driven, as opposed to data driven, is the process of publicly pre-registering a study’s hypotheses, data analysis plan, and procedure prior to data collection (Nosek et al., 2018). This paper discusses the potential benefits of introducing pre-registration to the undergraduate dissertation. The utility of pre-registration as a pedagogic practice within dissertation supervision is also critically appraised, with reference to open science literature. Here, it is proposed that encouraging pre-registration of undergraduate dissertation work may alleviate some pedagogic challenges, such as statistics anxiety, questionable research practices, and research clarity and structure. Perceived barriers, such as time and resource constraints, are also discussed.
Pre-registration, open science, reproducibility, undergraduate dissertation, supervision
Creating a learning activity in the form of a writing retreat for psychology undergraduate dissertation students
Panagiotis Rentzelas and Emily Harrison
Psychology Teaching Review, 26(1), 77–82
This paper describes the implementation of a new and innovative learning activity created to enhance the learning experience of psychology undergraduate dissertation students. The writing retreat is a student-based learning activity which aims to address students’ needs over the final stages of the dissertation module. Involving active-learning, blended learning, and integrating with module assessment strategies (Laurillard, 2007), the event offers workshops on responding to formative feedback, writing skills, preparing the discussion chapter, and putting together the final dissertation document. The event aims to facilitate a learning environment that supports student autonomy, since this type of environment can have a positive effect on students’ intrinsic motivation (Hagger et al., 2003, 2006). To assess the effectiveness of the writing retreat, we employed a Self-Determination Theory perspective (Ryan & Deci, 2000) to investigate if the writing retreat facilitated an autonomous – hence beneficial – learning environment.
Psychology, dissertation, motivation
A waste of science? The case for depositing undergraduate psychology dissertation research in institutional repositories
Jamie S. Churchyard
Psychology Teaching Review, 26(1), 83–89
The following paper makes the case for a recommended practice of depositing undergraduate student dissertations into Higher Education Institute (HEI) institutional research repositories. In discussing this, the reasons for doing so, and a comprehensive discussion of the benefits and challenges (motivationally, logistically and ethically) for the discipline, students and supervisors are highlighted, along with ways in which the challenges may be addressed. Guidelines to simplify, and therefore encourage, greater rates of submission of undergraduate dissertation research into institutional research repositories are noted, along with the potential consequences for the Research Excellence Framework and Teaching Excellence Framework exercises. It is the author’s hope that this paper will stimulate further discussion of this idea, including bringing to light considerations not addressed here.
Final year research project as a tool for maximising students’ employability prospects
Danijela Serbic and Victoria Bourne
Psychology Teaching Review, 26(1), 90–95
Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students’ employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students’ job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career.
Employability, transferable skills, final year project, dissertation
Publishing with dissertation students: A covert strategy for developing psychology students’ employability skills?
Dely Lazarte Elliot
Psychology Teaching Review, 26(1), 96–102
With continuing priority given to the development of Higher Education students’ employability skills, this paper reflects on the employability framework as well as recommended principles for promoting and embedding employability within and outwith the curriculum. Given existing traditional and innovative approaches for promoting employability skills, this paper is an attempt to share what could be regarded as an effective but covert practice that can considerably contribute to both the development as well as demonstration of psychology students’ acquired employability skills. Based on the supervisor’s four examples of collaboration – two completed and two ongoing – this paper discusses various considerations for this type of collaboration, ending with the reciprocal lessons learned. This paper encourages other supervisors to consider harnessing and realising the potentially multiple benefits of working further with their dissertation students in the post-supervision stage.
Employability, psychological literacy, publishing dissertations
Book reviews pp.103–108
Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programmes
Helena Granziera, Rebecca J. Collie and Andrew J. Martin
Psychology Teaching Review, 26(1), 60–66
Teaching is characterised by constant change and occurs in a dynamic and unpredictable environment. Being able to adapt to meet the novel and changing situations that occur in these everchanging environments is an important capacity for thriving and effective teachers. This is known as adaptability, or the capacity of individuals to adjust their thoughts, feelings, and behaviours in response to new, changing, or uncertain situations (Martin et al., 2012). Although a growing body of research has demonstrated the benefits of adaptability for teachers and students (e.g. Collie & Martin, 2017; Parsons & Vaughn, 2016), limited work has considered the role of adaptability among beginning teachers, and how this capacity can be fostered in pre-service education courses. The present article thus examines the nature of adaptability and proposes a range of strategies that can be employed to foster this capacity in the context of pre-service educational psychology courses.
Adaptability, pre-service teachers, transition to teaching, educational psychology
Emotive outdoor learning experiences in Higher Education: Personal reflections and evidence
Peter Leadbetter, Anna Bussu and Michael Richards
Psychology Teaching Review, 26(1), 67–71
Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.
Outdoor learning experience, emotive, higher education, adaptability, reflection, pedagogy, group identity, Holocaust
DARTP Inaugural conference combined abstracts and symposium
Various
Psychology Teaching Review, 26(1), 72–73
Diversity in education
with Invisible Disabilities
Royal Holloway University of London
This symposium examined the impact of invisible disabilities on university students’ wellbeing. It specifically focused on autistic students (Dr Eilidh Cage) and students with chronic pain (Dr Danijela Serbic). Dr Cage and Dr Serbic based their presentations on empirical evidence specifically focusing on outcomes such as anxiety, depression, self-identity and social support. The symposium also focused on potential mentoring and peer support initiatives to assist students with invisible disabilities (Dr Alana James). Such initiatives are increasingly used to support university students who experience mental health difficulties. Final remarks were given by a discussant, a clinical psychologist (Dr Inês Mendes) who brought different elements of the symposium together.
Diversity in education
Royal Holloway University of London
The study compared a sample of university students with CP (N=30) to those without CP (N=102) on depression, anxiety and CSSS. Further, it examined whether depression and anxiety predicted CSSS in both groups of students. Finally, it examined whether CSSS predicted self-reported pain intensity and disability in students with CP when controlling for depression and anxiety.
Diversity in education
Royal Holloway University of London
Diversity in education
University of Reading
Recent papers of interest to teachers of psychology
Papers selected and reviewed by Matt Jarvis
Psychology Teaching Review, 26(1), 74–76
No abstract
Book reviews
Various
Psychology Teaching Review, 26(1), 77–80
No abstract
Note. The full articles are published in Psychology Teaching Review, Volume 26, No. 1, which can be downloaded from: https://shop.bps.org.uk/publications/publication-by-series/psychology-teaching-review/psychology-teaching-review-vol-26-no-1-2020.html