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
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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
Slide2The 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)
Slide3What 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).
Slide4Students 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
Slide5Students 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.
Slide6Students 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.
Slide7Benefits 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.
Slide8What 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.
Slide9What 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.
Slide10Benefits 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.
Slide11Research 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.
Slide12Research-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 …
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4118445
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*
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Advanced Topics in Antimicrobial Microbiology
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ประเด็นทันสมัยทางวิทยาแบคทีเรียคลินิกและการวินิจฉัย
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Advanced Topics in Clinical and Diagnostic Bacteriology
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ประเด็นทันสมัยทางราวิทยาคลินิกและการวินิจฉัย
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Advanced Topics in Clinical and Diagnostic Mycology
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Fermentation Technology
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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
Slide21Curriculum 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
Slide22Levels of student participation
Slide23Source: Helen
Walkington
, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press.
Slide24Research skills development
Slide25Source: Helen
Walkington
, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press
Slide26Dimensions for framing UG research contexts
Slide27Source: Helen
Walkington
, Students as researchers: Supporting undergraduate research in the disciplines in higher education, The Higher Education Academy, Oxford Brookes University Press
Slide28Self-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.
Slide29Dissemination 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
)
Slide30Research dissemination formats
Slide31Widening engagement in research dissemination activities
Slide32Microbiology 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.
Slide33Slide34Slide35Slide36Slide37Microbiology courses with research-approached
Slide38Slide39Slide40Slide41Slide42Slide43Slide44Slide45Overcoming 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.
Slide46Framework 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.
Slide47Benefits 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.
Slide48Slide49Forms 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
Slide50Recommendations 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
Slide51UG 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.
Slide52Benefits 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
Slide53Recommendations 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)
Slide54Slide55Senior 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.
Slide56Transformation 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.
Slide57Transformation 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.
Slide58UG 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.
Slide59UG 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.
Slide60Mentor’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.
Slide61Funding 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.
Slide62Engagement 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.
Slide63UG 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.
Slide64Positive 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
Slide65Positive 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
Slide66Mentors 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.
Slide67THANK YOU
Suggestions rather than questions are welcomed.