Matthew Pearce

Sergey V. Samsonau, Matthew Pearce

Guiding others through authentic scientific research outside of PhD programs has been practiced for decades in specialized secondary schools, undergraduate research programs, and independent settings. These practitioners work in the middle, between the classroom science teacher and the PhD advisor, guiding learners with aptitude or serious interest. Sport and music have dedicated professions for this middle position (the school-team coach and the school band director); research does not. This paper names that missing profession the Research Guide: the practitioner who develops another person's capacity to do research, from framing a question to communicating findings. Hundreds of thousands of middle and high school students already pursue authentic research each year, even more college undergraduates participate in research with a faculty member, and millions of adults engage in citizen science. In current practice, the programs that serve this middle group mostly default to a simplified version of the PhD apprenticeship model structured around one mentor with a few students at a time, without systematic training; they overwhelmingly frame research as the hypothetico-deductive cycle alone. The role calls for cognitive apprenticeship, a pedagogical approach in which an expert's tacit moves on open-ended problems are made visible and scaffolded, then faded as the learner develops, while the research outcomes themselves remain unpredictable. It spans multiple modes of inquiry (not only the hypothetico-deductive cycle) and demands a combination that no existing training program produces: pedagogy, research methodology, developmental assessment, risk and productive struggle management, domain flexibility, and community building. Together these demands warrant a dedicated profession: a named role, a training pathway, a career ladder, hiring standards, and institutional recognition.

Vittorio Giammarino, Alberto Giammarino, Matthew Pearce

In this work, we focus on a robotic unloading problem from visual observations, where robots are required to autonomously unload stacks of parcels using RGB-D images as their primary input source. While supervised and imitation learning have accomplished good results in these types of tasks, they heavily rely on labeled data, which are challenging to obtain in realistic scenarios. Our study aims to develop a sample efficient controller framework that can learn unloading tasks without the need for labeled data during the learning process. To tackle this challenge, we propose a hierarchical controller structure that combines a high-level decision-making module with classical motion control. The high-level module is trained using Deep Reinforcement Learning (DRL), wherein we incorporate a safety bias mechanism and design a reward function tailored to this task. Our experiments demonstrate that both these elements play a crucial role in achieving improved learning performance. Furthermore, to ensure reproducibility and establish a benchmark for future research, we provide free access to our code and simulation.