Extended project: high flyers and deep swimmers.

2. High flyers and deep swimmers, success stories! how can we turn the aims of EP into a positive student experience? ��and a positive supervisor experience!! 1. Aims for the day. 2. For UG students their 3rd year project can often become the defining academic achievement of their lives. EP also has this potential. 3. Present some examples e.g. Todd�s students. 4. Ask questions at any point 5. Do not assume audience familiar with dissertations. 6. Aims (2 mins) 2. Why do EP? (3 mins) 3. How we do it as a team @ UL (10 mins) 4. What this means for �me� (20 mins) 5. Identifying key areas (10 mins) Selecting proposals Group work Plagiarism 6. Workshop activity and feedback (30 mins) Selecting proposals 7. Some further observations (10 mins) UCAS and university admissions tutors Opportunities for H.E. partnerships PLTS Sharing good practice Timescales Flying or sinking: time management 8. Personal reflections/Conclusions/Q&A(5 mins) 7. Include a small comment on the EP 4 points to be developed by learners. 1. Aims for the day. 2. For UG students their 3rd year project can often become the defining academic achievement of their lives. EP also has this potential. 3. Present some examples e.g. Todd�s students. 4. Ask questions at any point 5. Do not assume audience familiar with dissertations. 6. Aims (2 mins) 2. Why do EP? (3 mins) 3. How we do it as a team @ UL (10 mins) 4. What this means for �me� (20 mins) 5. Identifying key areas (10 mins) Selecting proposals Group work Plagiarism 6. Workshop activity and feedback (30 mins) Selecting proposals 7. Some further observations (10 mins) UCAS and university admissions tutors Opportunities for H.E. partnerships PLTS Sharing good practice Timescales Flying or sinking: time management 8. Personal reflections/Conclusions/Q&A(5 mins) 7. Include a small comment on the EP 4 points to be developed by learners.

3. Success stories This is often the most profound and exciting learning experience that a student has in their university career.... ....informing their future career.. .....a chance to shine and to be individual, creative and original! Give examples...encourage students to be explicit about their skills.Give examples...encourage students to be explicit about their skills.

4. Two papers based on the Independent Study projects of four undergraduate students were accepted for the Division of Forensic Psychology Annual Conference. The students presented very well and the papers were very well received. We are in the process of writing these papers up for publication. Hogue, T. E. & Smith, S. (2008). Judgements of the McCann Case: The influence of attitudes towards sex and sexual offenders. Paper presented at The British Psychological Society, Division of Forensic Psychology, 17th Annual Conference. Edinburgh. 24th � 26th June Hogue, T. E., Daniels, R., Henderson, F., & Leeming-Sykes, J. (2008). Attitudes, Judgements and Sentencing of Mentally Disordered Sex Offenders. Paper presented at The British Psychological Society, Division of Forensic Psychology, 17th Annual Conference. Edinburgh. 24th � 26th June

5. What research in psychology entails The role of the supervisor Activity � choosing a project Identifying some key points Further observations and questions Plan of actionPlan of action

6. What does psychological research entail? What is psychology? http://www.youtube.com/watch?v=hwCzasHBXNc http://www.cs.ubc.ca/nest/imager/contributions/flinn/Illusions/NC/nc.html http://www.news.com.au/heraldsun/story/0,21985,22556281-661,00.html Becoming an independent and competent researcher The empirical process Specify in broad terms the scope of psychological research. Why psychology makes a productive field of enquiry for EP. Psychology is anything anybody ever does, says, thinks! Anything! Human nature! Psychology well placed for developing EP either as Specify in broad terms the scope of psychological research. Why psychology makes a productive field of enquiry for EP. Psychology is anything anybody ever does, says, thinks! Anything! Human nature! Psychology well placed for developing EP either as

7. Types of Projects Academic/vocational divisionAcademic/vocational division

8. Developing essential research skillsy1 & y2 describe data making inferences about data qualitative/quantitative methods statistical techniques SPSS hypothesis testing writing research reports Ethics and respecting participants Literature review Referencing APA style guide - plagiarism This is pretty much a run through of the department�s y3 �Independent study� unit description. Delegates should have a copy of this to hand. List of headings in unit description. synopsis Aims learning outcomes teaching & learning proposal development ethical considerations supervisor role transferable skills assessment This is pretty much a run through of the department�s y3 �Independent study� unit description. Delegates should have a copy of this to hand. List of headings in unit description. synopsis Aims learning outcomes teaching & learning proposal development ethical considerations supervisor role transferable skills assessment

9. Developing essential research skillsy3 Choosing a topic area Choosing a supervisor Arriving at a research proposal Awareness of ethical considerations Managing and recording progress Generating 10,000 word dissertation

10. T&L Scheduled meetings (sem A)September - December Choosing a project area (y2) Time management - blogging(w1) Literature searches and REFworks (w1) Proposal signing (w3) Ethics signing (w5) Design/implementation of methodology (w7) Data collection (w9) Data analysis (w11) Email examples of paper trail Sessions last 1 hour Bold requires hand in. Y=year W=weekEmail examples of paper trail Sessions last 1 hour Bold requires hand in. Y=year W=week

11. T&L Scheduled meetings (sem A)January - April Interpretation of data (w1) Progress report (w3) Writing up research (w5) results section (w7) Feedback (w9)

12. The role(s) of the supervisor Managing time Managing student experience Managing quality This slide references 3 documents My supervision areas. One key choice that students make in March of their y2 studies is for their I.S. supervisor. This is detailed in y2 independent study unit description. Make available proposal form. Make available independent study option form. Logistics Teaching & learning Email Set group meetings/office hours sem A Set group meetings/office hours sem B Assessment Marking criteria Ensuring quality This slide references 3 documents My supervision areas. One key choice that students make in March of their y2 studies is for their I.S. supervisor. This is detailed in y2 independent study unit description. Make available proposal form. Make available independent study option form. Logistics Teaching & learning Email Set group meetings/office hours sem A Set group meetings/office hours sem B Assessment Marking criteria Ensuring quality

13. The role(s) of the student Managing time Managing the supervisor Managing the project

14. The role of the supervisormanaging time About 10 students (up to 200 altogether) About 240-300 hours student study time About 60 hours �allocated� staff time Relevant forms included in the packRelevant forms included in the pack

16. The role of the supervisormanaging time Before any testing is allowed to take place: Ethics Form approved and signed by researcher and supervisor October 17th 2008: Deadline for final version of IS proposal form. November 14th 2008: Deadline for first monitoring form to be given to Supervisor. February 6th 2009: Deadline for second monitoring form to be given to Supervisor. March 2nd 2009: Deadline for handing in drafts of outlines/result sections. April 3rd 2009: Hand-in date of dissertation at the Faculty Office.

17. The role of the supervisormanaging the student experience Time management Taking �ownership� Email examples of paper trail Sessions last 1 hour Bold requires hand in. Y=year W=week Include sem A schedule Interpretation of data (w1) Progress report (w3) Writing up research (w5) results section (w7) Feedback (w9) Email examples of paper trail Sessions last 1 hour Bold requires hand in. Y=year W=week Include sem A schedule Interpretation of data (w1) Progress report (w3) Writing up research (w5) results section (w7) Feedback (w9)

18. The role of the supervisormanaging quality Each dissertation double marked Mark based entirely on dissertation Sample sent to external examiners Refer to EP resources categorical marking scheme.Refer to EP resources categorical marking scheme.

19. Identifying some key areas Choosing a project Managing group work Dealing with plagiarism Dissertation v project Come back to Todd�s examplesDissertation v project Come back to Todd�s examples

20. Choosing your project You will be producing the largest single piece of work in your entire University career It is not a choice to be made lightly The best guideline for choosing an Independent Study area is to choose something that interests you, that gives you some fun to work on Unfortunately, some restrictions apply. Absolutely critical!! Supervisors must be clear about the project and it�s aims even if the students isn�t. This is taken from the y2 unit description. Typically I advise students to follow an existing protocol/effect/methodology and seek to replicate that effect firstly and then perhaps develop it subsequently. Ethics is paramount Plagiarism concerns. Is there enough literature available in your area of study? Are you able to carry out your research in less than one year? Are you able to recruit enough participants? Are you able to get access to your sample? (As a rough guideline you will experience extreme difficulty if you intend to carry out work with clinical, rare or dangerous populations). What method will you use? (If you need specialist equipment does the Department have access to it, or � if so - are you allowed to use it?) Is your study ethical? How will your data be analysed? What effect will this have on the task/design? These points need to be considered well in advance to prevent problems at later stages. In order to prevent problems, meet at the earliest possible stage with your supervisor to discuss a proposal for your IS project. This proposal must be handed in at the beginning of year 3. Absolutely critical!! Supervisors must be clear about the project and it�s aims even if the students isn�t. This is taken from the y2 unit description. Typically I advise students to follow an existing protocol/effect/methodology and seek to replicate that effect firstly and then perhaps develop it subsequently. Ethics is paramount Plagiarism concerns. Is there enough literature available in your area of study? Are you able to carry out your research in less than one year? Are you able to recruit enough participants? Are you able to get access to your sample? (As a rough guideline you will experience extreme difficulty if you intend to carry out work with clinical, rare or dangerous populations). What method will you use? (If you need specialist equipment does the Department have access to it, or � if so - are you allowed to use it?) Is your study ethical? How will your data be analysed? What effect will this have on the task/design? These points need to be considered well in advance to prevent problems at later stages. In order to prevent problems, meet at the earliest possible stage with your supervisor to discuss a proposal for your IS project. This proposal must be handed in at the beginning of year 3.

21. Choosing your projectSome restrictions apply� It may not always be possible to find a supervisor who is willing to supervise your project Is there enough literature available in your area of study? Are you able to carry out your research in less than one year? Are you able to recruit enough participants? Are you able to get access to your sample? (As a rough guideline you will experience extreme difficulty if you intend to carry out work with clinical, rare or dangerous populations). What method will you use? (If you need specialist equipment does the Department have access to it, or � if so - are you allowed to use it?) Is your study ethical? How will your data be analysed? What effect will this have on the task/design?

22. Managing group work Opportunities for working in groups Ensuring student work is produced independently These are my notes regarding plagiarism and group work from the �EP Resource PAG I.S. projects� Could show example of studies where this happened successfully. Given that I�m expecting up to 10 students in total, I have a preference for topics that 2-3 students want to follow (see note at end) allowing for pooling of supervision time and a more in-depth analysis. I.S. should be the most exciting aspect of university study (as well as the most demanding) and I�ve aimed to put projects forward that are challenging and exciting. This is independent study which means you have to make it clear the aspect of the study that you are individually pursuing, however this still allows for group collection of data and sharing literature etc. provided that there is no collusion regarding write up which must be independent. These are my notes regarding plagiarism and group work from the �EP Resource PAG I.S. projects� Could show example of studies where this happened successfully. Given that I�m expecting up to 10 students in total, I have a preference for topics that 2-3 students want to follow (see note at end) allowing for pooling of supervision time and a more in-depth analysis. I.S. should be the most exciting aspect of university study (as well as the most demanding) and I�ve aimed to put projects forward that are challenging and exciting. This is independent study which means you have to make it clear the aspect of the study that you are individually pursuing, however this still allows for group collection of data and sharing literature etc. provided that there is no collusion regarding write up which must be independent.

23. Alternatives for assessing the individual in the group� assess the process as well as the product. it is more useful to use a group activity to provide the learning but not as a sole source of assessment because communal effort can easily be exploited by �social loafers�. Rather than assessing a single group project, each member evaluates the group�s �product�. What the group did can be captured in contemporaneous logs which were dated and initialled to ensure they are not made up the night before submission. Log entries of group activity are not assessed as such but would lead to assessment via a post-hoc reflective piece on each person�s contribution to the project. A retrospective analysis of the problem solving strategies used by the group often covers very similar outcomes to the project itself but can be done individually or can be checked for collusion.

24. Managing plagiarism In order to check whether your dissertation is based on your own work both the two hard-copies and the electronic copy that you must hand in next year are checked for plagiarism against internet sites, old dissertations, etc. It is therefore crucial that you are aware of the university�s plagiarism regulations http://www.lincoln.ac.uk/registry/secretariat/regulations.htm Refer to EP resource y2 independent study unit description. University�s plagiarism adviceRefer to EP resource y2 independent study unit description. University�s plagiarism advice

25. Four points for Managing plagiarism Design of assessment 2. Teach students about Plagiarism 3. Use detection devices (like TurnitinUK) as a teaching tool in the first instance 4. Humane procedures http://www.jiscpas.ac.uk/wp/index.php Include APA guidelines. See also University regulations and unit descriptions. Include turnitin output (permission required) Include cases of plagiarism This section contains the list of works referred to in the text. Remember to acknowledge ALL references here � in order to avoid PLAGIARISM issues websites and past dissertations to which you may have referred must be included. This section needs to be clear enough to allow the reader to follow up references themselves. All references should adhere to the guidelines of the America Psychological Association (APA). Include Jude Carroll reference in Bibliography Include APA guidelines. See also University regulations and unit descriptions. Include turnitin output (permission required) Include cases of plagiarism This section contains the list of works referred to in the text. Remember to acknowledge ALL references here � in order to avoid PLAGIARISM issues websites and past dissertations to which you may have referred must be included. This section needs to be clear enough to allow the reader to follow up references themselves. All references should adhere to the guidelines of the America Psychological Association (APA). Include Jude Carroll reference in Bibliography

26. further observations Opportunities for H.E. partnerships PLTS Sharing good practice Timescales Flying or sinking: time management Best case scenarios Worst case scenarios Too many variations (e.g. artefact, dissertation etc.) Students will be able to carry out a project on a topic of their own choosing !!! Impressive/ambitious objectives Ensuring quality Technical support Excellent specification Marking schemes: too many too detailed Main danger is that it could detract from other AS studies Best case scenarios Worst case scenarios Too many variations (e.g. artefact, dissertation etc.) Students will be able to carry out a project on a topic of their own choosing !!! Impressive/ambitious objectives Ensuring quality Technical support Excellent specification Marking schemes: too many too detailed Main danger is that it could detract from other AS studies

27. Bibliography Carroll, J. & Appleton, J. (2001) Plagiarism: a good practice guide. Available at: http://www.jiscpas.ac.uk/documents/brookes.pdf (Accessed: 7 November 2008) Dunbar, G (2005) Evaluating research methods in psychology: a case study approach. BPS Blackwell. Lee, A. (2008) Designing out plagiarism: a brief guide for busy academics. Available at: http://portal.surrey.ac.uk/pls/portal/docs/PAGE/CLD/PLAGIARISM1/GUIDE/DESIGNING_OUT_PLAGIARISM.PDF (Accessed: 18 November 2008) Wood, C., Giles, D. & Percy C (2009) Your psychology project handbook: becoming a researcher. Pearson, Prentice-Hall.

28. Thank you Dr Paul Goddard Department of Psychology Health life and social sciences University of Lincoln Lincoln LN6 7TS pgoddard@lincoln.ac.uk

29. ACTIVITY Ben has an interest in psychology and crime and wants to do this as an EP. What projects could Ben do? Which are the most viable? Bill has no idea what to do as a project�.what would you advise?

30. If there is a criminal personality on what basis can we imprison people? Is prison to rehabilitate or punish? Do we have free will or are we determined? What implication does this for our response to criminals? Can people change? What is the definition of crime? Who defines crime? Society idea of crime Nurture vs nature Is insanity/mental disorders a reasonable explanation of criminal behaviour? Are there different criminal personalities/types of criminals? Criminal gene XYY (super males?) Alternatives to imprisonment (gene therapy/gene replacement/drugs) Social condition- poverty, etc. How the media influences crime (MORAL PANIC) PEER GROUP- COMNFORMITY LABELING/stereotypes AND SELF-FULFULLING PROHECY Prison influence on crime Religion influence on criminal acts. Criminal test/predicting who would commit crime � if able to do should we use it? Self-defence � justification for acts/vigilante Freedom of information about others criminal record Labelling/identifying criminal Is it criminal personality or criminal background? offender profiling Can we be pro-active to prevent people becoming criminals? What are the factors involved in them becoming criminals Mental state influenced by alcohol/drug? Type of crime � suicide a crime? Evolutionary basis � positive aspect of crime? Gender/class./race influence on crime and how we respond to them Cultural influence on what is considered to be crime Other influences on criminal activity � risk-taking, boredom Why are we attracted to watching/reading about criminals? What does this say about our view of such actions? Is there a difference between organised crime (hooligan/terrorist) and other types of crime? Breaking social norms (travellers) These are generated from brainstorming psychology and crime with students � going from topic through to research question See other topics that can be expanded Are the topics suitable?These are generated from brainstorming psychology and crime with students � going from topic through to research question See other topics that can be expanded Are the topics suitable?

31. Topics to be rated for workshop What is Psychology? Why isn�t there a gene for homophobia? Is the purpose of prison to punish? Do animals have consciousness or emotions? Why was �silence of the lambs�/(Hannibal) so popular? What is meant by the term intelligence? Do the police need specialist psychologists to help in criminal investigations? Should �video nasties� be banned? What is meant by the term personality? Can we understand how the brain works by studying individuals with brain damage? Should Psychology and Sociology be distinct disciplines? Did Skinner ever have a thought? Should Psychology be useful? Is it possible to be in two minds? Should Psychology be taught at A level? Why do we behave differently in groups? Is psychology ethical? Does the face tell us anything about the person? What is paranormal? Why do we read our own horoscopes? What is human nature? Is there a gene for anger? Do we all have a good side and a bad side? What is IQ? why do we watch big brother? Do animals have emotions Could be expanded to include some more controversial topics.Could be expanded to include some more controversial topics.