In this article, I examine three claims that in some senses can hinder the supervisory process rather than facilitate it. These are the claims that the relationship between supervisor and student should be a friendship; that students writing their theses should demonstrate "own voice"; and that students should choose supervisors on the…

In this keynote speech, the author talks a little bit in relation Brad Wuetherick's keynote presentation. Brad talked about various ways of involving students in research-type activities, or the various ways in which the student learning experience can be enhanced by involving students in research. The general theme of this conference, of course,…

This paper is presented in four different components: the first is how educators might conceptualise the integration of research, teaching and learning. The second and third points relate to student and staff perceptions of how they integrate research, teaching and learning, and the fourth is the influence of practice and policy on how they move…

What is a PhD? People answer this question too often by succumbing to the bureaucratic lure. They describe formal processes, "outcomes", time to degree, funding, training in teaching--indeed, almost everything except central intellectual attraction and personal focus of the PhD enterprise: deep study. Certainly in United States PhD programs, the…

The author's proposition is that there is a pedagogy of supervision, not that "this" is it in its entirety but that there is a pedagogy of supervision, that it has relevance for other levels of the curriculum, and that this pedagogy of supervision provides an entry point for academics to become involved in the scholarship of research,…

As a requirement of APA accreditation, many PhD programs in applied psychology subscribe to some variant of the scientist-practitioner model. However, critics have argued that integrating science into an applied psychology curriculum may be too challenging a task. This article describes the development of The New School Psychology Bulletin, a…

A departmental student research convocation, using the poster session format, is described and shown to be an effective way to encourage research activities among undergraduate and graduate students. (Author/GEA)

Proposes two methods for gathering information outside the library to help students understand the full context in which research activities are carried out. Offers theoretical support for the methods and gives examples of their application. (HTH)

An applied clinical research course helped nursing students acquire an understanding of research and its relationship to clinical practice. The course contrasted qualitative and quantitative methods, addressed ethical issues, and involved students in interviewing older adults about health behavior. (SK)

Uses an experience from a senior-level research design class to disprove textbook suggestions that the illusory movement of the autokinetic effect is susceptible to suggestion. Cautions instructors not to use these misleading textbook accounts simply because they are a "grabber." (Author/GEA)

Gives advice for the supervision of nursing student research, including style, focus, sampling in qualitative research, ethical considerations, use of literature, and being open to students. (SK)

Offers suggestions for helping students write effective research papers. (FL)

Discusses current methods used to encourage undergraduate psychology research and discusses ways to further support student research. Descriptions of local and outside sources for funding undergraduate research projects are included. The authors urge greater support for undergraduate research through increased funding and undergraduate research…

In his article "The Pressure to Publish: A Graduate Student's Personal Plea" (Teaching of Psychology; v10 p177-78 1983), D. R. Fox took the position that pressure on college students to publish research results in many negative consequences. An alternative view that describes benefits of pressure to publish is presented here. (RM)

The author defends the position that he took in his article "The Pressure to Publish: A Graduate Student's Personal Plea" (Teaching of Psychology; v10 p177-78 1983) that pressuring college students to perform experiments for publication purposes only corrupts the ideals of what an education is supposed to be. (RM)