The UK’s European university A novel approach to running final year research projects: empowering students to manage their own projects through embedded employability Dr. Chris Shepherd School of Physical Sciences
The module: PS620 • Final year project module (30 credits) • 15% of final degree classification. • Applicable to all BSc(Hons) degrees in Forensic Science with/without a year in industry. • Main process takes 22 weeks across the two teaching terms. • Assessed by Progress Report, Presentation, Supervisor’s Mark and Final Dissertation. • Compulsory course component. Page 2
The Motivation – Inside SPS • In 2013, SPS had just launched a new Chemistry degree. • Staff workloads needed to be re-distributed to facilitate the growth of the new course. • Chemistry project supervisor were given teaching on the Chemistry programme. • Staff available for BSc Forensic Science projects was significantly reduced. Page 3
The Motivation - Personal • Employability! • Forensic Science in the UK has changed since the Forensic Science Service (FSS) shut in 2012. • Change from central government laboratories to free market. • Potentially more jobs, but also more competitive with the range of relevant degree programmes nationally. • Need to make Kent graduates stick out from the crowd. Page 4
The Motivation - Personal • Kent graduates should be strong candidates due to the nature of the Forensic programme offered here. • One of the heaviest science-based Forensic programmes in the country. • However, BSc students’ abilities to carry our research and problem solving was not as strong as it could be. • Students lacked independent thought. • To plug the “skills deficit” that industry seems to have acknowledged twinned with weaknesses in the academic accreditation processes. Page 5
The Old Project System • Classic science system of project allocation based on choosing preferred projects from a long list of options written by academic staff. • Students hope they get their first choice but no guarantees can be made. • There’s a chance students aren’t truly motivated by any of the topics. • Had to choose a range of supervisors, even if they wanted a specific one. • Each supervisor was limited to a specific number of students based on WAM. • Lack of laboratory space for all of the students. Page 6
The New Project System • Starts much earlier – During stage 2 rather than at beginning of Stage 3. • Briefed before Easter in Stage 2. • Students now develop their own project from start to end, coming up with their own ideas. • The ideas are developed by communicating with me during the Summer break by email and/or through personal meetings. • Takes a lot of work for 60+ students. • Students should be ready to start project work in Week 1 (compared to week 4-6 previously). Page 7
The New Project System • Students are supervised by a team of just 2 academics in the teaching laboratories. • The academics are available in the laboratories with the students all day every Tuesday for 22 weeks. • Projects are further supported by 2 laboratory technicians that help provide practical support and order all required consumables/kit. • Projects are supported by a good, sustainable budget of £150 per student (totalling c.£9k+). • Some students will work in groups for parts of the project to carry out preliminary experiments and share resources/budget. Page 8
The New Project System • The onus is on the students to drive the project forward, supported by academic staff. • The idea is to be closer to research projects in industry. • Students run their own budgets (with academic sign-off) and must keep track of costs throughout + learn about hidden costs. • Budget report must be produced as part of a progress report in week 12, to also include a critical review of work to date and a clear plan of future work through the use of a Gantt chart. • The emphasis is on project management skills and good science. Page 9
Advantages for SPS • Saved an entire FTE of workload in the WAM to allow growth of the Chemistry programme. • Mark profile has not changed – average mark is still mid 2:1. Supported by 10% being moderated internally. • External examiners have praised the new project process. • Accrediting body CSoFS also has supported the process. • Has meant that we have not yet had to make the transition to group projects, which are becoming ever more present in science programmes – good for NSS? Page 10
Advantages for students • Increased employability and a new range of transferable skills for graduates. • Employers I have discussed this with think it is really useful process and is very applicable to industry. • Increased independence and ownership towards the research project process. • Particularly rewards students that really engage with the process and those that are extremely capable. • The marking process is more consistent that it has ever been. Page 11
Thoughts So Far … • Generally a big success. • Students are being held to higher and more consistent standards than previously. • It can be easy to lose track of the couple of students that do not engage with the process, so some have to be chased and encouraged to be more independent. • The large of number students means a lot of background work for the module convenor – it’s all in the preparation! • Loss of a key staff member has meant that it is difficult to find an appropriate second staff member. Page 12
Thoughts So Far … • Year in industry students do best in the process showing that they have learned related skills whilst on placement. • Students still struggle at times with the concept of research project Vs experiment and the level of detail required in this process. • Research project success is very much dictated by the confidence of the student and this process looks to boost confidence. • A sense of genuine project ownership is regularly observed amongst students. • Great skills to discuss at future job interviews. Page 13
Future developments • Considering the introduction of group seminars by generic project area to get groups of students together to talk about progress. • This might help reassure the top students they are doing well as well as encourage students that aren’t working hard enough. • New member of staff to assist next year. Page 14
THE UK’S EUROPEAN UNIVERSITY www.kent.ac.uk
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