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Research and Education for Developing Scientific Attitude in Science and Mathematics Research and Education for Developing Scientific Attitude in Science and Mathematics

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Research and Education for Developing Scientific Attitude in Science and Mathematics - PPT Presentation

Abdullah Dolah Dalee Microbiology Program Yala Rajabhat University Yala Thailand The Heart of a University The ecology of a university depends on a deep and abiding understanding that inquiry investigation and discovery are at the heart of the enterprise whether in fund ID: 800826

students research 41184 microbiology research students microbiology 41184 writing conferences projects learning topics teaching process curriculum university courses skills

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Slide1

Research and Education for Developing Scientific Attitude in Science and Mathematics

Abdullah

Dolah

Dalee

Microbiology Program,

Yala

Rajabhat

University,

Yala

, Thailand

Slide2

The Heart of a University

The ecology of a university depends on a deep and abiding understanding that inquiry, investigation and discovery are at the heart of the enterprise, whether in funded research projects or in undergraduate classrooms or graduate apprenticeships. Everyone at a university should be a discoverer, a learner.”

(Boyer Commission, 1998, p. 9

)

Undergraduate research is the pedagogy for the 21st century”

(Council on Undergraduate Research and National Conference on Undergraduate Research, 2005

)

“Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century.”

(Brew 2007, p.7)

Slide3

What is a ‘students as researchers’ approach?

Views of students have changed and continue to change as the higher education context responds to external and internal drivers.

Students have been described

as

consumers

(Molesworth et. al., 2010

),

clients

(Bailey, 2000

),

producers

(

Neary

and Winn, 2009

),

co-producers

(McCulloch, 2009

),

change

agents (Kay, Dunne & Hutchinson, 2010 with QAA; Dunne and

Zandstra

, 2011

), and

pedagogical

consultants (Healey, 2012).

Slide4

Students as researchers

was suggested by Jenkins & Healey (2009)

Such a concept

Makes university staff and students share an understanding norms in the discipline.

Emphasizes process of UG research and inquiry.

UG research may typically comprise of

Ways of promoting research,

Teaching linkages to developing their research appreciation,

Involvement of teaching and learning approach to stimulate research processes,

Using research or its elements as assignment

Giving 1

st

hand experience of research-based consultancy via live projects,

Bringing research data into curriculum for their analysis and manipulation

Slide5

Students as researchers

With higher-level

thinking

skills developed in UG students, expectations include

Ideas

and

beliefs is supported with evidence,

C

ritical

judgments

made on

the value of information, arguments, or

methods,

Gathered

and interpreted data

are examined,

Validity

and reliability of their

conclusions is evaluated as

a

team,

Ideas

, information, or experiences

are synthesized

and

organized into

new, more complex interpretations and

relationships,

Projects

that require integration of ideas from varied

sources are able to work

on.

Slide6

Students as researchers

Staff and students need more time and space in the curriculum and in class as they work with project, and make assessment.

Students may select, or be allocated to, a supervisor for their dissertation or final year project on a one-to-one basis.

Students may be selected for a paid-summer research project as a part of academic research/research group.

Students may do research with PG supervising rather than academic staff.

Students may work on research as a team that includes staff, PG, and UG students.

Slide7

Benefits of involving students in research

Students learn content and skills, develop cognitive abilities, affective domain, sense of self.

Increase

motivation for

learning

Capability in independent

learning and

problem-solving with creative

and critical thinking

Helping UG

students decide on a career

path

Forming

the mentoring

relationships between students and

Program/faculty

Improving

student performance in writing, speaking, and working

individually or in team.

All benefits

are

of return value, and shared by Program, Faculty, University, and communities.

Slide8

What research offers students?

Concrete

demonstration of the principles and concepts covered in textbooks and lab sections

.

M

otivation

for

learning,

chance to pursue their individual interest, intellectual curiosity, and their own learning process.

Research may be considered as academic credits, and reward

for students

toward

their

degrees,

i

. e. students may

receive academic credit for the time they spend

doing research.

Students-Mentor interaction that last long, and a lifetime of personal connections and career guidance.

Better references and recommendation required in applying job or graduate school.

Slide9

What research offers students?

Active learning process challenges that include

framing questions,

developing testing strategy,

analyzing information,

reporting results,

making an arguments, and

tolerating ambiguity.

Working as a member of research team.

Writing and presentation skills

improvement.

habit of sharing research with other

scholars.

Habit of appreciating and regular read published research.

Slide10

Benefits of research to universities

Students bring energy and enthusiasm to research

teams.

Students sometimes brings something new, and may effect change of ways in approaching research questions.

UG research shapes interaction among UG

and

PG students, and faculty

and

students to even more closer.

Research fund is also awarded on the basis of UG student active involvement.

Slide11

Research and Teaching – mate?

They are

mate and co-supportive

.

Research gets resources and equipment supports from those of teaching ones.

Interaction based on both research and teaching increases faculty success and drive students.

With student involvement in research, many more specialized research interests can be coped with.

Enriching educational experience and opportunities as research activity attracts constant flow of people and community among leaders from business, industry, government, and other universities.

Slide12

Research-based approach of teaching

Required re-managing of teaching content and times

May readily be incorporated in courses with practical nature.

In our Microbiology program, Current degree course (Version 3, 2016 Curriculum) is designed with more research-based nature.

These are …

Slide13

41183

36

สัมมนาทางจุลชีววิทยา

1

(

0

-

2

-

1

)

 

Seminar in Microbiology

 

41183

41

ปฏิบัติการสัมมนาทางจุลชีววิทยา

1

(

0

-

3

-

0

)

 

Seminar Workshop in Microbiology

 

41184

46

วิจัยทางจุลชีววิทยา

1*

2(0-4-2)

 

Research in Microbiology

1*

 

41184

47

ปฏิบัติการวิจัยทางจุลชีววิทยา

1*

1(0-3-0)

 

Research Workshop in Microbiology 1*

 

41184

48

วิจัยทางจุลชีววิทยา

2*

2(0-4-2)

 

Research in Microbiology 2*

 

41184

49

ปฏิบัติการวิจัยทางจุลชีววิทยา

2*

1(0-3-0)

 

Research Workshop in Microbiology 2*

 

Slide14

41182

25

ฮาลาลและความปลอดภัยทางจุลชีววิทยา

*

3(3-0-6)

 

Halal and Microbiological Safety*

 

41182

33

ปฏิบัติการฮาลาลและความปลอดภัยทางจุลชีววิทยา

*

1(0-3-0)

 

Practical in Halal and Microbiolog

ical Safety*

 

41182

26

ฮาลาลในจุลชีววิทยาอาหารและการสุขาภิบาล

*

3(3-0-6)

 

Halal in Microbiology of Food and Sanitation*

 

41182

32

ปฏิบัติการฮาลาลในจุลชีววิทยาอาหารและการสุขาภิบาล

*

1(0-3-0)

 

Practical in Halal in Microbiology of Food and Sanitation*

 

41184

50

การควบคุมคุณภาพอาหารและผลิตภัณฑ์อุตสาหกรรมฮาลาล

*

3(3-0-6)

 

Quality Control of

Halal

Food and Industrial Products*

 

41184

62

ปฏิบัติการการควบคุมคุณภาพอาหารและผลิตภัณฑ์อุตสาหกรรมฮาลาล

*

1(0-3-0)

 

Practical for Quality Control of Halal Food and Industrial Products*

 

Slide15

4118445

จุลินทรีย์ก่อโรคพืชและสัตว์

3(3-0-6)

 

Plant and Animal Pathology

 

4118446

ปฏิบัติการจุลินทรีย์ก่อโรคพืชและสัตว์

1(0-3-0)

 

Practical in Plant and Animal Pathology

 

4118447

ประเด็นทันสมัยทางจุลินทรีย์ก่อโรคพืชและสัตว์

2(1-2-3)

 

Current Topics in Plant and Animal Pathology

 

Slide16

41184

64

จุลชีววิทยาสารต้านจุลชีพ*

3(3-0-6)

 

Antimicrobial Microbiology

*

 

41184

65

ปฏิบัติการจุลชีววิทยาสารต้านจุลชีพ*

1(0-3-0)

 

Practical in Antimicrobial Microbiology

*

 

41184

66

ประเด็นทันสมัยทางจุลชีววิทยาสารต้านจุลชีพ

2(1-2-3)

 

Advanced Topics in Antimicrobial Microbiology

 

41184

67

ประเด็นทันสมัยทางวิทยาแบคทีเรียคลินิกและการวินิจฉัย

2(1-2-3)

 

Advanced Topics in Clinical and Diagnostic Bacteriology

 

41184

68

ประเด็นทันสมัยทางราวิทยาคลินิกและการวินิจฉัย

2(1-2-3)

 

Advanced Topics in Clinical and Diagnostic Mycology

 

41184

69

ประเด็นทันสมัยทางวิทยาไวรัสคลินิกและการวินิจฉัย

2(1-2-3)

 

Advanced Topics in Clinical and Diagnostic Virology

 

41184

70

ประเด็นทันสมัยทางอิมมูนวิทยาคลินิกและการวินิจฉัย

2(1-2-3)

 

Advanced Topics in Clinical and Diagnostic Immunology

 

Slide17

41184

72

เทคโนโลยีการหมักและการออกแบบ

3(3-0-6)

 

Fermentation Technology

and its Design

 

41184

73

ปฏิบัติการเทคโนโลยีการหมักและการออกแบบ

1(0-3-0)

 

Practical in Fermentation Technology

and its Design

 

411847

4

ประเด็นทันสมัยทางเทคโนโลยีการหมักและการออกแบบ

Advanced Topics in Fermentation Technology and its Design

2(1-2-3)

41184

75

เทคโนโลยีจุลินทรีย์และเอนไซม์

3(3-0-6)

 

Microbial and Enzyme Technology

 

41184

76

ปฏิบัติการเทคโนโลยีจุลินทรีย์และเอนไซม์

1(0-3-0)

 

Practical in Microbial and Enzyme Technology

 

41184

7

7

ประเด็นทันสมัยทางวิทยาเอนไซม์ของจุลินทรีย์

2(1-2-3)

 

Current Topics in Microbial Enzymology

 

Slide18

41184

86

ไวรัสแบคทีเรีย

3(3-0-6)

 

Bacteriophages

 

41184

87

ไวรัสยูคารียา

3(3-0-6)

 

Viruses of Eukarya

 

41184

88

ปฏิบัติการไวรัสแบคทีเรียและยูคารียา

2(0-6-0)

 

Practical for Bacteriophages and Viruses of Eukarya

 

41184

89

ประเด็นทันสมัยทางไวรัสแบคทีเรียและไวรัสยูคารียา

2(1-2-3)

 

Advanced Topics in Bacteriophages and Viruses of Eukarya

 

Slide19

Slide20

High-Impact Practices for UG students

1

st

year seminar and experiences basing on research

Common intellectual experiences

involve group research outside curriculum

Learning communities constituting professor, junior staff, PG, and UG students

Writing-intensive courses

to support the writing-up students and staff research report

Collaborative assignments and projects

Diversity/global learning

Service learning opportunities

Internships with active role and contribute a mini research for placement provider.

Capstone

research-based courses/projects

Slide21

Curriculum framework

There are 4 curriculum frameworks of research-teaching linkages.

These curricula are

Research-led – learning current research in the discipline

Research-tutored – engaging in research discussions, e.g. seminar-based courses

Research-oriented – Developing research skills and techniques

Research-based – undertaking research and inquiry

Slide22

Levels of student participation

Slide23

Source: Helen

Walkington

, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press.

Slide24

Research skills development

Slide25

Source: Helen

Walkington

, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press

Slide26

Dimensions for framing UG research contexts

Slide27

Source: Helen

Walkington

, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press

Slide28

Self-authorship

I

s

the central goal of higher education in the 21st century

.

Is an ability to put

a balance

of external

influences

and

internally-generated beliefs and goals

.

Is

an educational aim which strives to allow students to develop a sense of self through interaction with learning relationships and hinges upon intense reflection so individuals can express how they know something.

A

s

a high-level

skill, so not

all students will necessarily

attain it

during their undergraduate

education.

However, a

‘students as researchers’ pedagogy

can use this

approach

to help develop

this attribute

by

developing the ability to frame

enquiry,

and to justify opinions and evidence as well as

to develop

a commitment to

share

research findings.

Slide29

Dissemination of UG

research

“Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organization required for writing and speaking is part of the thought process that enables one to understand material fully. Dissemination of results is an essential and integral part of the research process.” (Boyer Commission, 1998, p. 24

)

Slide30

Research dissemination formats

Slide31

Widening engagement in research dissemination activities

Slide32

Microbiology initiative in enhancing UG research engagement

New (Version3) YRU Microbiology curriculum of 2016 has taken steps towards more engagement in UG research opportunity and practice via

Theory-related courses have included ‘case study’, which are research-related

Setting practical or laboratory content into independent course carrying 1-2 credit(s)

A number of specialized course content has ‘case study’, which is believed to be research-approach.

‘Workshop’ has become independent courses to be taken concomitantly with research and/or seminar.

Make publication as course and program as well as senior UG project (aka research

)

requirement.

Slide33

Slide34

Slide35

Slide36

Slide37

Microbiology courses with research-approached

Slide38

Slide39

Slide40

Slide41

Slide42

Slide43

Slide44

Slide45

Overcoming barriers to participation

Cause of UG research dissemination activities is their lack of confidence.

Confidence comes as result of constant and continual trains and practices.

So, students

therefore require structured experiences to ‘scaffold’ their learning, so that they have the confidence to share their research

findings.

A range

of activities for students to practice their skills within the

curriculum, and these stepwise are

to

present a poster in class to a group of students as an assessment

task

to

prepare a poster for an undergraduate conference within the department or

faculty

to

submit an abstract to the

local or national

conference of

UG

research to present their research findings as either a poster or

paper

The

starting point within the curriculum therefore relates to creating authentic assessment tasks and supporting students to routinely engage in self-assessment and peer-assessment activities.

Slide46

Framework for research dissemination

UG research

findings

may be disseminated within

a module through to international

exposure, e. g. publication

or presentation in

conferences either locally, nationally or internationally.

Other frameworks

are the uses

of digital technology,

like

photo sharing, via links to social media, wikis, film,

editing and burning DVDs, and

storing materials in a virtual learning environment or institutional repository.

With

their continual

improvements and refinements, the final work

as per publication standard will be achieved.

Slide47

Benefits of engaging with UG journals

Journals were

designed to share the same author

guidelines, and

a module in the

UG

curriculum at

senior level should be aligned

to these author

guidelines, besides making the resulting journal

article as the assessed work

.

Publication in

those journals should not deem mandatory, though.

However,

students who

are willing to

pursue this

as outside to the module should be assisted and supported.

B

eing

involved in writing articles

as per the

journal author

guidelines is valuable,

regardless of whether their work was eventually

published or not.

UG students will get direct

benefits of writing skill

development,

which

might be translated

into indirect reading skill acquisition.

Slide48

Slide49

Forms of scaffolding the writing process

Group/team writing (wikis and other collaborative writing technologies may further support this

process).

Individual writing with the help of a

peer

mentor

In-class teaching of writing skills including discuss of reviewing criteria, article

reviews,

and modelling

the writing process

to give

feedback on draft

work

Reviewing paper, book, journals prior to generating product from UG students’

own

data

Encouraging UG students using format of journal

articles

in writing assignments

Slide50

Recommendations for good practice using UG research journals

Use journal articles in the

curriculum

Use other forms of research

dissemination, e. g. poster conferences

Making clear about how the journal

processes

are, by

having

academics’

talk about their experience of rejection, rewriting, and

redrafting.

Develop and embed writing opportunities in the curriculum e.g. embedding article writing

, prior to or in place of writing

dissertations or essays

Slide51

UG research conferences

Setting of UG research conferences can take many different formats, e.g.

poster-style conference and paper

sessions

video presentations, demonstrations of interactive websites, performances,

etc

UG

research conferences

may be set up according

to the disciplinary or thematic focus and the scale of the event,

i.e. from poster

sessions within modules, to departmental conferences, faculty or institutional conferences

.

National conferences can be hosted by disciplinary societies or academics forming national networks combining many

disciplines.

Slide52

Benefits of engaging in UG research conferences

Getting immediate depth

dialogic feedback

Applying critical

thinking on

site in

response to

questions

Getting

recognition as a

researcher

Having potential

to become experts

while staff

become the

audience

Making

students practicing their communication

skills

Adopting

critical

self-awareness

Gaining confidence

Gaining

employability

skills

Get

budding

professionals as UG students take part in multi-institutional conference

Slide53

Recommendations for good practice in the preparation of students for UG research

conferences

Scaffolding

within the curriculum to prepare students for co-curricular conferences (e.g. how to create an academic poster, in-class poster sessions/presentations, how to structure a paper presentation).

Encourage

students to create a digital legacy from the conference (even students who have not presented their work can be involved in the conference process, e.g. year 1 students).

Help

students to understand how their research ‘maps’ within the global picture.

Allow

students

practice

communicating their research to an audience who will provide constructive

feedback (during class hours)

Slide54

Slide55

Senior UG research Project

Is a 15-week research project with 3-credit hours.

Supervised by mentor(s), student(s) designing projects

, collected data, and presented their results

in the form of mini thesis.

In the process

,

most students required extra 2-month summer semester to complete the task, or even more.

For solution, a 2-semester research was put in place.

Students

learn research

methodology, develop

their research

projects in 1 semester, and data

is collected, analyzed, and presented during the second

semester.

The

capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the

department.

Additionally

, all students are required to present their research at local or state

conferences.

Slide56

Transformation of Applied Biology, Yala

Rajabhat

University

UG courses in Biology and Microbiology were previously a course of Applied Biology.

Senior research projects was a semester duration.

Each year, almost half of UG students did their senior projects on microbes.

In 2008, transformation took place, and as result, Applied Biology has 2 majors; Biology and Microbiology.

Teaching and lab resources were shared. Each major courses carried only 25-30 credit-hours.

In 2012, transform was again set up, and 2 different UG courses formed; Biology and Microbiology were established.

Slide57

Transformation of Applied Biology, Yala

Rajabhat

University

Teaching and lab resources were still shared but additional materials and equipment were started brought in.

Senior UG research has been transformed into 2-semester duration.

Research projects have become more biology- or microbiology-related.

For Microbiology, despites limitation of lab and research resources and facilities, research projects are well managed by the Program teaching members.

At earlier stage, Microbiology research is totally primary basis, i.e. on microbial isolation, and distribution in variety of environment, as well as microbiological quality assessment.

Slide58

UG research topics: student-generated

Topics

i

s

either

a student

generated or a mentor

generated.

Students with self-generated

topics perform

a

thorough literature review prior to the development of the project to ensure the project is novel.

Their own methodology assisted by mentor is developed to answer the setting research question.

As a result, students get experiences but their projects are less sophisticated.

Slide59

UG research topics: mentor-generated

This type of topics provides students opportunity for greater exposure to advanced lab techniques.

Students get

l

ess

input into research design and

methodology, however.

Excellent research experience to students are equal.

Decision to choose topics depends on each students’ future interest.

Students with interest in

graduate or professional school tend to migrate towards mentor generated

projects.

Slide60

Mentor’s Roles in UG research and Funding

Quality

of instruction and mentoring provided to

UG research

students

influence their research experience and results in total.

Limitation of UG research is the supporting fund, and research fund granted on behalf of mentor(s) may support UG research, especially those of mentor-generated.

Universities may establish an

Undergraduate Research

Fund to provide

small stipends for

UG students research.

Program study may also allocate some fund for UG research and dissemination.

Funding

includes

those for presenting

at regional or national

conferences likes travel

,

registration fee,

and professional

membership.

Thus

, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the

department.

Slide61

Funding UG research

External

donations from

community

who are committed to the development of future

scientists provide

the stimulus for increased research activity by making available stipends for students as well as for

their mentors.

Increase in the

quality of the research projects,

and thus support

for students to present their data at larger

conferences is often achieved by efficient UG research funding.

Slide62

Engagement of Academic Adviser(s)

Academic advisers need to be aware of their students’ potential interest in research as a career, as a work-experience opportunity, or in the classroom.

Research interest among UG students may be assessed students

’ meetings, and when necessary, provide the right guidance about getting involved.

Advising services by academic advisors should expand to research

connections, in addition to general course/degree advice

.

Advisors should open the

idea of doing research

to students at earliest possible, and this will change the students’ mindset, thus making them know how to start involvement in research.

Slide63

UG research for junior students

Juniors almost do not know what the research process is.

Incorporating primary

research into their junior courses,

and highlight

research conducted at their own

universities are among ways to get junior exposure to research.

J

unior may get some

guidance on getting involved in

research from research professors themselves.

Junior involvement comes from incorporating research in a short lecture, addressing research in academic courses, and organizing events of research.

Recruiting senior helping

mentor their junior

to their research is also effectively useful.

Slide64

Positive impacts thru UG research experiences

Understanding the research process

Understanding how scientists work on problems

Learning lab techniques

Developing skills in the interpretation of results

The ability to analyze data

The ability to integrate theory and practice

Slide65

Positive side effects of UG research

Having

tolerance for obstacles

Learning

to work independently

Understanding

how knowledge is constructed

Self

confidence

Understanding

that assertions require supporting evidence

Clarification

of a career path

Slide66

Mentors benefits of UG research

Continuity of productive

research agenda

despites an intensive teaching

Teaching enhanced by the use of the scientific process as a class objective and by incorporating lab skills into the research process.

Increase of the university visibility

in the scientific community

via

publications, abstracts, and local, regional, national, or international

presentations.

Funding of UG

research is more likely available and approved.

Slide67

THANK YOU

Suggestions rather than questions are welcomed.