PSY8040 : Research Apprenticeship
- Offered for Year: 2014/15
- Module Leader(s): Dr Susan Thorpe
- Owning School: Psychology
|Semester 2 Credit Value:||20|
The aim of the Research Apprenticeship is to provide students with practical experience of working under the supervision of an established researcher in a field related to Clinical or Health Psychology. This may be as part of the supervisors' research team. Students will normally contribute to at least one of the following elements of the research process: the formulation of , and rationale for, the research question; the design of an appropriate methodology; data collection; analysis and; the production of a draft paper. This will provide students with the opportunity to work closely with an experienced researcher and their team and to be part of the wider research community in the School.
Outline Of Syllabus
This module is based on a collaborative relationship between the student and their research supervisor/mentor. After an initial orientation session with the module convenor, the main teaching and learning method will be weekly meetings between the student and the academic and/or project researchers(s). Students will also be expected to attend research group meetings and related seminars where relevant.
More specifically the outline of formal activities under this module will consist of:
1. Week 1. Formal orientation session with module convenor
2. Week 2. Meeting between student and academic to discuss and sign research apprenticeship contract
3. Week 3. Meeting with module leader to ratify research apprenticeship contract (as agreed between student and academic)
4. Weeks 2-12. Weekly meeting with research mentor/supervisor and members of the research team
5. Week 6. Progress meeting with module leader
6. Week 12. Final reflection and evaluation with module leader
|Guided Independent Study||Assessment preparation and completion||1||60:00||60:00||N/A|
|Guided Independent Study||Directed research and reading||1||50:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||4||1:00||4:00||Reflectice learning activities|
|Guided Independent Study||Skills practice||1||20:00||20:00||Research skills - these may be practical or intellectual|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||This will be run by the module leader and will set out formalities and issues involved in the scheme|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||2||1:00||2:00||N/A|
|Scheduled Learning And Teaching Activities||Dissertation/project related supervision||12||1:00||12:00||Includes research and organisational/progress meetings|
|Guided Independent Study||Independent study||1||50:00||50:00||N/A|
Teaching Rationale And Relationship
The module will begin with an introductory lecture setting out processes and expectations after which most of the teaching will be in an individual supervisory context, although the module leader and others will monitor the students' progress at various points outlined above.
This is an innovative module which relies on the student and the research lead and their team working closely together in a mutually beneficial way. It will allow the students to apply and further develop the skills they have previously learned in their undergraduate degrees, and have also learned in the Research Methods module.
Students will also be encouraged to take advantage of statistical workshops for postgraduates in the medical faculty more generally.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||80||Reflective essay/diary focussing on skills obtained during research process May include draft of any paper produced (2.5k words max)|
Assessment Rationale And Relationship
The module follows an apprenticeship model so much of the student’s development will be based on feedback on performance in the sessions with the leader of the research groups. The assessment is designed as an aid to critical thinking about their own skills and improvements. It is also intended that it fits with this apprenticeship model by being, in effect, a diary of learning and progression. The module leader will decide with the student and supervisor the appropriate form of assessment.
The poster will allow the student to summarise her/his experience and communicate it to the research team/supervisor in a way in which they might be expected to do to in future working environments.
- Reading List Website : rlo.ncl.ac.uk
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.