Group Research Projects Research Articles

Interdisciplinary and Transferable Concepts in Bioinformatics Education: Observations and Approaches From a UK MSc Course

Bioinformatics is a highly interdisciplinary subject, with substantial and growing influence in health, environmental science and society, and is utilised by scientists from many diverse academic backgrounds. Education in bioinformatics therefore necessitates effective development of skills in interdisciplinary collaboration, communication, ethics, and critical analysis of research, in addition to practical and technical skills. Insights from bioinformatics training can additionally inform developing education in the tightly aligned and emerging disciplines of data science and artificial intelligence. Here, we describe the design, implementation, and review of a module in a UK MSc-level bioinformatics programme attempting to address these goals for diverse student cohorts. Reflecting the philosophy of the field and programme, the module content was designed either as “diversity-addressing”—working toward a common foundation of knowledge—or “diversity-exploiting”—where different student viewpoints and skills were harnessed to facilitate student research projects “greater than the sum of their parts.” For a universal introduction to technical concepts, we combined a mixed lecture/immediate computational practical approach, facilitated by virtual machines, creating an efficient technical learning environment praised in student feedback for building confidence among cohorts with diverse backgrounds. Interdisciplinary group research projects where diverse students worked on real research questions were supervised in tandem with interactive contact time covering transferable skills in collaboration and communication in diverse teams, research presentation, and ethics. Multi-faceted feedback and assessment provided a constructive alignment with real peer-reviewed bioinformatics research. We believe that the inclusion of these transferable, interdisciplinary, and critical concepts in a bioinformatics course can help produce rounded, experienced graduates, ready for the real world and with many future options in science and society. In addition, we hope to provide some ideas and resources to facilitate such inclusion.

Prikaz laboratorije za proučavanje, valorizaciju, zaštitu i prezentaciju kulturnog nasleđa na Univerzitetu u Beogradu - Arhitektonskom fakultetu

This paper aims to present the goals, methods and content of the newly established Laboratory for the study, valorization, protection and presentation of cultural heritage at the University of Belgrade's Faculty of Architecture. The laboratory has been established with the goal of enabling the study of different types of cultural heritage, as well as modern theories, methods and recommendations for its preservation and presentation. The aim is to connect theoretical knowledge related to methods of studying, valorizing and protecting heritage with practical work through individual or group research projects. Through a process of project formulation, conception and development, researchers are able to master knowledge related to the analysis, valorization and proposal of measures of modern protection, presentation, management and revitalization of historic buildings and urban structures. Through research, different theoretical approaches and methods of studying, valuing, protecting and presenting cultural heritage are examined, in order to harmonize them with the concepts of sustainable development, preservation of historical character, authenticity and integrity of natural, intangible and built heritage. The ultimate goal is to develop critical thinking and independent decision-making, based on the application of modern international recommendations and concepts, in order to emphasize the universal and specific characteristics of cultural heritage, as well as to improve its preservation through modern presentation and use.

Broadening Participation through Research Experiences in Marine Science: An Early-Admit Immersive College Course Provides Experiential, Place-Based Scientific Training for Hawai‘i High School Students

Developing meaningful and authentic opportunities for students from historically excluded groups that inspire and sustain their interest in STEM pathways is essential for overcoming some of the barriers to entry that continue to hinder diversity in STEM fields. The Research Experiences in Marine Science (REMS) program is an immersive, place-based, course-based research experience at the University of Hawai‘i at Mānoa that focuses on science-driven marine conservation and incorporates Hawaiʻi’s unique ecology and culture to better engage local high school students and recent high school graduates. During the program, students participate in field- and laboratory-based marine science modules and conduct research alongside professional scientists, science educators, and near-peer mentors, and they are encouraged to consult with Native Hawaiian scholars and practitioners who actively collaborate or partner with the program. Student self-assessments of confidence, attitudes, and interest in marine science were collected pre- and post-program via surveys that included both Likert scale and open-ended items. Results demonstrated significant positive post-program shifts in student confidence in testing hypotheses, valuing environmental stewardship, and recognizing the relevance of marine science, as well as shifts in the students’ interest in marine science subjects and careers. Students reported very high satisfaction with the content modules, group research projects, and overall REMS program experience. Our approach, emphasizing sense of place, community connections, and a strong tiered mentoring structure, provides a robust model for undergraduate science training that may help broaden student participation in conservation-related marine STEM.

Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

Introduction: Undergraduate research experiences prepare students for graduate training or employment. Statement of problem: At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department’s undergraduate research pipeline of independent study, honor’s theses, and internal research funding. Literature review: Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses. Teaching implications: I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses. Conclusion: Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes.

Evaluation of the Undergraduate Pharmacy Student Research Projects in Ambo University, Ethiopia: Retrospective Review.

BackgroundAcademic research is an essential part of undergraduate Pharmacy education to produce qualified Pharmacists. However, there are no documented studies that examine the nature of undergraduate Pharmacy students’ research projects in Ethiopia. Therefore this study aimed to characterize the nature of students’ research project conducted for a bachelor of Pharmacy degree program at Ambo University, Ethiopia.MethodsA cross-sectional, retrospective review using data extraction form was conducted on 279 research reports of undergraduate Pharmacy students at Ambo University from 2013/14 to 2018/2019. The National Harmonized Modular Curriculum program for the Bachelor of Pharmacy degree in Ethiopia was used as a framework to group research projects by research topics and domains. Students’ profile (gender, program), supervisors profile, research types and topics, a domain of pharmacy curriculum, study setting, study design, target population, data collection strategy and techniques, and therapeutic classes of medicines for each project were extracted to see the characteristics of students’ research project. Data were entered and analyzed using Microsoft Excel and SPSS version 25. Descriptive statistics were used to present the data.ResultsFrom 279 Pharmacy undergraduate students’ research projects, 83.9% were conducted by male students and 64.1% were by regular program students. Two hundred fifty (89.6%) of the projects were surveys. Slightly less than half (49.8%) of the research projects were clinical researches. One hundred twenty-six (45.2%) of the research projects were focused on the pharmaceutical care domain followed by dispensing (22.6%) and research and education domain (10%). Out of the 250 survey research projects, the majority 226 (90.4%) of them were used cross-sectional study design, 205 (82%) were conducted at hospitals and 187 (74.8%) were done on the clinical population.ConclusionThe study showed that the majority of the abstracted projects were surveyed type quantitative clinical researches focused on the Pharmaceutical care domain and takes place at hospitals affiliated with the University. On the contrary, a lower proportion of the research projects were laboratory-based researches, focused on Pharmaceuticals manufacturing, drug information service, regulation, and supply chain management domains, and takes place at community Pharmacy and educational institutions. Thus, it is highly recommended the University has to devise a system for expansion of the study settings other than its affiliated hospitals, and the research topics would encompass all areas and domains of Pharmacy Practice and Pharmaceutical sciences.

Innovative undergraduate education strategy

The article examines various methods of enhancing the undergraduate learning process efficiency through the use of the unique lesson structure based on implementing the innovative teaching techniques such as hackathon and networking allowing students to develop valuable soft skills. The main recommendations for the arrangement of these methods are described. The new types of research sessions such as excursion lessons which include a group laboratory work or research projects are studied in order to improve students’ hard skills. The distinctive features of practical discussion classes are considered as well.

Teaching Urban Sustainability: A Study Abroad Perspective

Since 2011 more than 100 students from Ohio University have travelled to Edinburgh, Scotland, to study history, urban planning, and sustainability. In this paper we recount the genesis of this highly successful program, situate it in the broader literature on urban sustainability and study abroad, and then unpack its contents. We then consider how the adoption of green living practices combined with hands-on and experiential learning activities developed specifically for this program—including sustainability diaries, green spaces surveys, group research projects, and walking tours—complement content that is delivered in the classroom, and furthermore, how an emphasis on planning history and social equity contributes to student understanding of the forces that shape urban landscapes over time. In the end, we conclude that an urban sustainability theme conjoined with a location abroad presents educators with an opportunity to communicate critical sustainability principles that would be difficult to replicate if students did not leave their home university.

Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects

Small-group pedagogies, such as group research projects, are a common instructional method in undergraduate education. The literature suggests that small-group learning has positive effects on learning outcomes, but some students have negative attitudes toward group work, and student complaints about negative group dynamics, such as free-riding, are common. This study examines the relationship between learning outcomes associated with group research projects, student experiences, and group dynamics, controlling for students’ individual characteristics, group composition, task type, and incentive structures. The sample includes data on course records and self-assessment narratives for 240 students who completed a sociology research methods course at a small, private liberal arts institution between 2004 and 2015. Multivariate analyses indicate that students’ experiences have indirect effects on individual learning outcomes, and some aspects of group composition, task type, and group dynamics predict students’ experiences with group research projects.

MATHEMATICAL MODELING IN THE CONTENT OF STUDENTS-ECOLOGISTS’ TRAINING OF MATHEMATICS

According to modern studies in the field of didactics, the content of education, such as mathemati-cal, should be represented by two components of knowledge: information and methodological. The purpose of current research is to identify the potential of mathematical modeling, as a general scientific method of cognition in the process of forming both components of the educational content for students of environmental training directions. Materials and methods . The basis of the research, devoted to the study of the place and role of mathematical modeling in the training of future ecologists was the analysis of literature and the comprehension of experience of teaching mathematics for students of environmental training direc-tions in other Russian universities. Most of the presented models in the publications form knowledge, subjectively new only for the students. The paper is considering in detail the process of constructing by students new scientific knowledge on the basis of mathematical modeling, using methods of multivariate statistical analysis. Results. The information component of the mathematical education content, which includes training in mathematical modeling for students-ecologists, is described. The paper gives an illustration of its methodological component formation on the example of the implementation of a group research project, including construction and analysis of graphical and analytical multiple regression models. Mathematical modeling was carried out on the basis of monitoring data of social-economic and medical-ecological indicators of the Kirov region for 2007-2016 together with students-ecologists of Vyatka State University. The procedure of scientifically based choice of factors in the model, their classification by the method of correlation pleiades, which allow effective analyzing both strong and weak correlation links, prevailing in the relationship between a person and the environment are described in detail. Mathematical modeling of the links between the health indicators of the population of the Kirov region and habitat factors was carried out using multiple correlation-regression analysis. The possible nonlinearity of the studied bonds is taken into account. The process of sequential selection of the best model of multiple regressions is presented, taking into account such criteria as determination coefficient, Zarembka test, standard regression error and approximation error. Conclusion. The listed criteria are satisfied by linear, inverse, power and exponential models. Among them high-quality selection of the regression equation is ensured by an exponential model that has statistically significant parameters and allows interpretation from the ecological point of view. Based on the analysis of the constructed mathematical models, some conclusions are formulated, which are of scientific and practical interest for residents of the Kirov region and consistent with the results of other researchers. In particular, it was found that the health status of the population of the region is more significantly influenced by social-economic factors of the environment in comparison with medical and environmental indicators. The inclusion of mathematical modeling in the content of higher education of future ecologists promotes the formation of a scientific worldview, the applied and professional orientation of teach-ing mathematics, and the strengthening of motivation to study mathematical content. Participation of students at group research projects devoted to the application of mathematical modeling in the future professional activity ensures the implementation of interdisciplinary study, mastering the methods and logic of scientific research.

高等学校における課題研究で育まれる資質・能力と教員の指導力に必要な資質・能力についての考察 －その対称性に着目して－

高等学校における課題研究で育まれる資質・能力と教員の指導力に必要な資質・能力についての考察 －その対称性に着目して－

Engaging Undergraduates in Research: Designing and Developing a One-Semester, Course-Based Research Project

How do you prepare students in a world of changing information and professional practices? The scientific approach encompasses problem solving, critical thinking, and the ability to interpret and apply scholarly information. Conducting original research at the undergraduate level is a meaningful experience, because the overall process, developing questions and systematically finding the answers, presents a mechanism for students to develop and practice the necessary skills. The Accreditation Council for Education in Nutrition and Dietetics (ACEND) curriculum standards for didactic programs emphasize the importance of these skills, because students must understand research methods, interpret research findings, and translate external findings into evidence-based practice. 1 Accreditation Council for Education in Nutrition and Dietetics. 2012 Standards for Didactic Programs in Nutrition & Dietetics. Adopted February 24, 2012. Updated March 31, 2015. http://www.eatrightacend.org/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=6442485378&libID=6442485356. Accessed September 13, 2015. Google Scholar The value of these skills is also documented across other related disciplines, including biology, psychology, and public health, 2 American Society for Biochemistry and Molecular Biology. Curriculum. https://www.asbmb.org/accreditation/curriculum/. Accessed August 25, 2015. Google Scholar , 3 American Psychological Association. APA principles for quality undergraduate education in psychology. 2011. http://www.apa.org/education/undergrad/principles-undergrad.pdf. Accessed August 25, 2015. Google Scholar , 4 Council on Education for Public Health. Accreditation criteria for standalone baccalaureate programs. 2014. http://ceph.org/assets/SBP-Criteria.pdf. Accessed August 25, 2015. Google Scholar and has been widely endorsed by the Association of American Colleges and Universities as a high-impact learning practice. 5 Association of American Colleges and Universities. High-impact educational practices. https://www.aacu.org/leap/hips. Accessed June 28, 2016. Google Scholar Introducing original research activities early also prepares students for the expectations of leading research at the Master’s level. 6 AbuSabha R. Developing research knowledge and competence in Master’s students: individualizing group research projects. J Acad Nutr Diet. 116(3):389-391. Google Scholar However, faculty struggle to provide enough individual research opportunities because of increasing workloads. Broader, course-based options are becoming a popular alternative to reach more students. Faculty offer course-based research activities equally across disciplines, ranging from social sciences (49%) to science, technology, engineering, and math (commonly referred to as “STEM” [36%]). 7 Douglass JA, Zhao C. Undergraduate research engagement at major US research universities. Center for Studies in Higher Education. 2013. http://www.cshe.berkeley.edu/publications/undergraduate-research-engagement-major-us-research-universities. Accessed August 25, 2015. Google Scholar The purpose of this article is to present a semester-long undergraduate research project in a junior-level Lifecycle Nutrition course as a model to highlight the learning opportunities gained by conducting original research at the undergraduate level. Additional evidence from the literature informs implementation considerations and recommendations.

Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender composition of the group, and group’s average grade on midterm exams. Group achievement on the research project contributes to subsequent individual learning (grade on final paper) even after controlling for individual characteristics (student’s gender, race, and average grade on midterm exams) and group characteristics. The findings support claims that group research projects are an effective pedagogy for undergraduate sociology research methods courses and point to some guidelines for instructors’ composition of groups for research projects.

Visualization of Twitter Data in the Classroom

ABSTRACTThe expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.

Medical students' perceptions towards research at a Sudanese University.

BackgroundInadequately designed curricula and barriers to research have not enabled students to realize the crucial importance of research to clinical practice. Several studies have reported variable results with regards to research training. The aim of this survey was to evaluate research training at a university in Sudan which had provided research training for 17 years.MethodsA university-based survey design, using a self-administered questionnaire, was conducted among final year medical students who completed 2 years of research training. Descriptive frequency analysis and bivariate analysis were performed using IBM SPSS version 20.ResultsThe response rate was 76 %. Ninety-five (91.3 %) perceived research important to medicine and 62 (59.6 %) perceived that it should be a requirement for partial fulfillment of the MBBS degree. Elevation of professional standing as a clinician was the prime reason for pursuing a career in research (18/68.2 %). Main reasons for not pursuing a career in research was research being time consuming (49/59.8 %) and focusing on clinical service being more important than clinical research (48/58.5 %). Fifty-five (56.1 %) believe that their supervisor gave them a positive attitude to research. Principle barriers to student research were lack of funding (75/72.1 %), insufficient time (71/68.3 %) and the demands of the curriculum (70/67.3 %). No significant differences were detected between gender and perceptions towards research.ConclusionThe curriculum should be revised to address the gaps in research training. A small group learning model should be adopted to train students in research and provide supervision to group research projects. This model would improve academic learning, skills acquisition, encourage student interest in research, reduce barriers to student research and make better use of limited resources.

Developing Research Knowledge and Competence in Master’s Students: Individualizing Group Research Projects

Developing Research Knowledge and Competence in Master’s Students: Individualizing Group Research Projects

How do students' perceptions of research and approaches to learning change in undergraduate research?

ObjectivesThis study aimed to examine how students' perceptions of research and learning change through participation in undergraduate research and to identify the factors that affect the process of their engagement in re-search projects. MethodsThis qualitative study has drawn on phenomenography as research methodology to explore third-year medical students' experiences of undergraduate research from participants' perspectives (n=14). Data included semi-structured individual interviews conducted as pre and post reflections. Thematic analysis of pre-course interviews combined with researcher-participant observations in-formed design of end-of-course interview questions. ResultsPhenomenographic data analysis demonstrated qualitative changes in students' perceptions of research. At the beginning of the course, the majority of students ex-pressed a relatively narrow definition of research, focusing on the content and outcomes of scientific research. End-of-course reflections indicated increased attention to research processes including researcher autonomy, collaboration and knowledge construction processes. Furthermore, acknowledgement of the linkage between research and learning processes indicated an epistemological change leading them to take a deep approach to learning in undergraduate research. Themes included: an inquiring mind, synthesis of knowledge, active participation, collaborative and reflective learning. However, they also encountered some difficulties in undertaking group research projects. These were attributed to their prior learning experiences, differences in valuing towards interpersonal communication, understanding of the research process, and social relationships with others. ConclusionsThis study provided insights into the potential for undergraduate research in medical education. Medical students' awareness of the linkage between research and learning may be one of the most important outcomes in the undergraduate research process.

Developing Research Knowledge and Competence in Master’s Students: Individualizing Group Research Projects

Developing Research Knowledge and Competence in Master’s Students: Individualizing Group Research Projects

Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation

In an effort to teach students the basic knowledge of research methods and the realities of conducting research in the context of agencies in the community, faculty developed and implemented a service learning model for teaching research and program evaluation to foundation-year MSW students. A year-long foundation course was designed in which one instructor taught a research methods course (scientific methods in social work) and an evaluation course (evaluation in social work) consecutively with the same group of students. The primary focus of these courses was on student group research projects with agencies in the community. This design was developed to deepen students' learning of research by (1) promoting continuity in instruction, (2) removing redundancies in content between two research courses, and (3) extending the time needed for rigorous program evaluation projects with community agencies. The strengths and challenges in implementation are discussed.

Individual Differences in Recognizing Spontaneous Emotional Expressions: Their Implications for Positive Interpersonal Relationships

The main purpose of the current study was to introduce the Spontaneous Expressions Recognition Test (SERT), a new thin-slice measure of emotion recognition for normative adults, and demonstrate its relative strengths for predicting positive interpersonal relationships. To explore this question, a semester-long longitudinal study was conducted. In this study, college students were randomly assigned to small research teams and worked together throughout the semester to conduct group research projects. Peer ratings of interpersonal relationships were collected at the end of the semester. The results provided preliminary support for the SERT, by demonstrating its relative strength for predicting positive interpersonal relationships.

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

AbstractU.K. government policy is placing a heavy emphasis on “essential” and “employability” skills in an effort to help individuals cope with changing social and economic circumstances. Delivery of these skills falls to a range of education providers. This is a particular difficulty for university lecturers who teach non-vocational students who are increasingly concerned about their ability to compete in the job market after graduation. Transferable skills are therefore a key issue in student learning and support in U.K. political science, as well as other disciplines. Through assessment of one U.K.-based political science research methods module, this article suggests effective group-based ways of embedding such skills for political science students in a way that puts the student, and not the teacher, at the center of the learning process. These ideas are confirmed by survey evidence. In particular, student group research projects underline the idea that instructors should go beyond the classroom to help students apply theory. Importantly for both U.K.- and non-U.K.-based lecturers, the assertion can now also be extended to include transferable skills in addition to learning and applying theory.