Objective:
- To design a research strategy for a summer laboratory studentship project
- To investigate the research background, experimental methods and timescales to achieve a set of aims
- To understand the research process and appreciate the contingencies required for real world research
- To engage in decision making and problem solving
- To evidence the power of group work as students peer learn and present together
Overview
The focus within this task is to stimulate team building and decision making through the research process.
Within this task, students will work together to explain their findings to group peers as they understand them and progress the plan as a group. (Some students may later undertake a summer studentship so they have been prepared for the situation as a result of this authentic assessment).
Activity
This task was based in Microbiology but would be accessible to any discipline where a research strategy and resources are required.
By placing the students into groups, issue the aims and introduction from a real research studentship (available from HEIs or via colleagues) and issue the task to design the activities required for the eight week research summer project.
This challenge is complex for the groups to address and requires them to utilise peer learning to understand what is required. Your role as tutor can beadjusted, depending upon the needs of the group, but it is suggested that you present yourself as a ‘resource’ to their learning, rather than ‘the guide to’ their learning.
You may wish to include regular contact time which could involve:
- an ice-breaker session (short tasks to develop analytical reasoning, team-decision making and reflection)
- a process of research session, looking at examples previously encountered and how these were approached,
- optional drop-in sessions (x2) to validate their ideas (which can be tutor-led or working groups that create peer review and comment).
Students prepare a one page summary on their approach and what part of the project they researched. They also present their group studentship plan as a short group presentation (10 mins). Questions and comments from other groups should be welcomed, with the aim of enhancing their approach and improving their work through this final opportunity for peer-review and tutor comment.
Skill Development:
This task helps the students develop the mind-set of a researcher; questioning why and how for each experiment, and evaluating feasibility with respect to cost and time. Usually students would not develop these skills until postgraduate studies level so this encourages students to develop key skills early (so they may be utilised or referred to in an employability context).
Key skills include
- Research and interpretation skills
- Decision making
- Resources
- Communication – formative with peers and summative through assessment
- Budgeting and time management
- Delegation and leadership skills
However it is important that you draw out this learning within their presentation or within a final group discussion. It might also be helpful to review the ‘changed’ role of you as tutor, in directing the journey of their learning, and providing opportunities for review and enhancements, rather than immediately resolving their problems.
You can also explore with the groups how the decisions were made and resources accessed, exploring social networks as well as traditional academic resources (Guides; texts etc). Those that contacted senior researchers or their subject club/society may have drawn on expertise and experience and thisproject encourages them to access support as widely as needed. It also gives the opportunity to review and evaluate sources, and comment upon the validity of different materials.
Resources:
Flat floor teaching space with tables so students can engage in teamwork activities
Quick teambuilding games: re-ordering a sequence of events, contingency planning, structuring research, and decision making
References:
Enterprise for Life Scientists; Developing Innovation and Entrepreneurship in the Biosciences. Adams. D.J, and Sparrow. J. (2008). Scion
Research scholarships information page (2015) www.ncl.ac.uk/students/wellbeing/finance/funding/ukstudents/vacation/