If any psychology friends have any students with an interest in memory and cognitive ageing who have just graduated from a BSc pass on this link to them… It’s for an RA job working with me. Closing date Sunday 7th August. Full job specification and details of the role provided in the link here.
Me on my PhD graduation day
If you’re interested in my research, come and work with me!
We currently have two fully-funded PhD Studentships in the Centre for Psychological Research at Keele University that you can apply for; to commence in September 2016.
Interested applicants are encouraged to visit our research web-pages
to find out more about staff research interests. Applicants are strongly advised to discuss their potential project with prospective supervisors in advance of submitting their application.
Please note that you must provide the following with your application:
- A full research proposal for your PhD (maximum 4 sides of A4)
- A sample of academic work (maximum 5,000 words)
- Two academic references
- Copies of your previous qualifications
- A completed Case for Support form (see Supplementary Information)
For further information please use the following link: http://www.keele.ac.uk/pgresearch/studentships/ (and scroll down to the bottom of the page).
Deadline for applications is 15th April 2016.
My first academic year as a lecturer is nearly over (just some final admin and resits to go). At the moment I feel like it’s all been super stressful, but actually looking back I do remember some heady days last semester when my teaching load was light and I had not a care in the world! Seeing as I clearly should have used that light teaching load time to do more planning and preparation for when I had a heavier teaching load, I’m already thinking about what I should try to do differently next year. I am going to pin this list to my office wall:
- Write down all marking (and second-marking) submission dates and marking deadlines at the start of the semester so that I have allocated some time to complete the marking. (Some second-marking was a bit of a surprise gift in my pigeon-hole this year).
- Write down all admin tasks associated with being a module leader and their respective deadlines – this is a new responsibility this year and no-one seems to have a document titled “things you have to remember to do during the semester when you’re leading a module” to help me so I’m going to write one (with help from our fantastic Senior Administrator).
- Don’t agree to supervise Final Year Projects so far from my areas of interest – it just eats up too much time.
- Don’t answer student emails outside office hours. I feel like this year I set a bad precedent with some of my project students who then expected me to answer in the middle of the night.
- Do try to respond to all emails by the end of the day – and then delete/archive from inbox – do not *star* and wait for later…. inbox ends up full of stars!
- Cut down on marking time. I can’t help giving excessive amounts of feedback and have tried setting a timer to limit myself per report – this worked on later assignments this year so I just need to adhere to it more strongly next year.
- Reduce the content of some lectures – honestly I didn’t have time to take a breath during my “Consciousness and Metacognition” lecture to the Level 1 students – I think my overload of content was because I just found so much interesting research when I was writing the lecture so I wanted to include it. Next year I just need to rein it in a little so the students (and myself) are not overwhelmed.
- Adhere to my ‘one day for research’ more strictly, perhaps even by not checking email that day? Or at least by only checking it once at the beginning and once at the end of the day.
Photo from: http://www.teachhub.com/5-reasons-summer-overrated-teachers
Me on Ludong campus
At the start of March myself and a colleague went to teach at Ludong University in Yantai, China, for two weeks. The teaching was part of a collaborative programme between the psychology departments at Keele and Ludong whereby the Ludong students get to come to Keele in their third year of their undergraduate degree after completing two years of a combination distance learning and intensive research methods courses. We were there to teach the second instalment of the intensive research methods course.