science100

 

   

S t u d e n t s ’ H o u s e , K S U O f f i c e S 3 [ S - C u b e d ] U n i v e r s i t y o f M a l t a , M s i d a

Empowering Undergraduates through

Research. Lucia Farrugia, Marija Cini, Maria Attard, Alexandra

Degiorgio, and Veronica Farrugia Drakard A Policy Paper for S-Cubed’s first Annual Science Conference 2015

08  Fall  

 

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Table of Contents

I. FOREWORD 5

II. ACKNOWLEDGEMENTS 6

1 INTRODUCTION 8

2 REVIEW OF THE CURRENT POLICY 9

2.1 DEPARTMENT OF BIOLOGY 9

2.2 DEPARTMENT OF CHEMISTRY 10

2.3 DEPARTMENT OF MATHEMATICS 10

2.4 DEPARTMENT OF PHYSICS 10

2.5 DEPARTMENT OF STATISTICS & OPERATIONS RESEARCH 11

3 STATEMENT OF THE NECESSITY OF CHANGE 11

3.1 EARLY EDUCATION 11

3.2 INCENTIVIZING THOUGHT AND RESEARCH 12

3.3 SCIENCE COURSES AT UNIVERSITY 12

3.4 RESEARCH VOLUNTEERING AND INTERNSHIPS 12

4 DISCUSSION 13

4.1 IN DEPTH EXAMINATION OF ADVANTAGES AND DISADVANTAGES 13

4.1.1 ADVANTAGES 13

4.1.2 DISADVANTAGES 13

4.2 DEPARTMENT OF CHEMISTRY 14

4.2.1 PROF. FARRUGIA 14

 

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4.2.2 PROF. E. SINAGRA 15

4.2.3 DR. ULRICH BAISCH 16

4.3 DEPARTMENT OF BIOLOGY 17

4.3.1 LECTURER OPINION 1 17

4.3.2 LECTURER OPINION 2 18

4.3.3 LECTURER OPINION 3 19

4.4 DEPARTMENT OF MATHEMATICS 19

4.4.1 PROF. JOSEF LAURI 19

4.5 COLLECTION OF OPINIONS OBTAINED FROM THE POLICY FORUM (17.04.15):

DISCUSSION WITH THE STUDENTS 20

5 DATA ANALYSIS 24

5.1 STATE OF UNDERGRADUATE RESEARCH 24

5.1.1 QUESTION 1 24

5.1.2 QUESTION 2 25

5.1.4 QUESTION 3 26

5.2 EARLY EDUCATION (PRIMARY AND SECONDARY) 27

5.2.1 QUESTION 1 27

5.3 QUESTION 2 28

5.4 EXTERNAL OPPORTUNITIES 29

5.4.1 QUESTION 1 29

5.4.2 QUESTION 2 30

 

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5.4.3 QUESTION 3 31

5.6 UNIVERSITY LEVEL 32

5.6.1 QUESTION 1 32

5.6.2 QUESTION 2 33

5.6.4 QUESTION 3 34

5.6.5 QUESTION 4 39

5.7 COMPARISON TO ABROAD 40

5.7.1 QUESTION 1 40

5.8 CONCLUSIONS FROM THE QUESTIONNAIRE 40

5.9 SUGGESTIONS 41

6 RECOMMENDATIONS FOR THE IMPLEMENTATION OF CHANGE 44

6.1 EARLY EDUCATION 44

6.2 A STRUCTURED SYSTEM 45

7 CONCLUSIONS   46  

 

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i. Foreword

The aim behind S-Cubed endeavouring to write a Policy Paper was to instigate

discussion that would act as a catalyst for the necessary changes to the current system,

ensuring that the voice of the student is heard and that the Faculty of Science

progresses in a way that suits the current needs of its students.

The title chosen for this year’s policy is ‘Empowering Undergraduates through

Research’. While attempts are already being made within the faculty to promote

research work at the undergraduate level, the main concern before starting this project

was that such projects were being implemented too late in the courses. Some

expressed that a lack of freedom in such projects often disheartened students and

caused them to view such additional projects as a burden rather than an opportunity.

Hence, the organisation felt that by investigating the current situation as well as the

opinions of students and lecturing staff alike, one could find an ideal solution through

which a compromise can be reached.

It was thought beneficial that such a policy is presented in the form of a conference

whereby students are also given the opportunity to showcase their work thereby also

being given a platform through which science communication is encouraged.

We aim for similar policies to be written on an annual basis and presented in an

Annual Conference. Thus ensuring that the Faculty of Science continues to progress

to the best of its abilities, ensuring the best possible experience for the student.

Marija Cini Lucia Farrugia

Secretary General Social Policy Officer

 

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ii. Acknowledgements

S-Cubed would like to thank the following people:

Maria Attard, Alexandra Degiorgio and Veronica Farrugia Drakard for their endless

work, enthusiasm and dedication towards the project. This work would have been less

than feasible without them.

Prof. Charles V. Sammut, the Dean of the Science faculty, for his endless support

from the inception of the project as well as for his contribution on behalf of the

Department of Physics.

Dr. Joseph A. Borg for his help and constant support as well as for his contribution

together with Prof. Patrick J. Schembri and Dr. Sandro Lanfranco on behalf of the

Department of Biology.

Prof. Emmanuel Sinagra, Prof. Claude A. Farrugia, Dr. Ulrich Baisch and Dr. Liana

Vella-Zarb, for their significant help and contribution to the project on behalf of the

Department of Chemistry.

Prof. Joseph Lauri for his suggestions and contribution of behalf of the Department of

Mathematics.

Prof. Liberato Camilleri for his contribution on behalf of the Department of Statistics

and Operations Research.

Faisal Sadegh and Jonathan Pulis for helping with the creation, circulation and

effectiveness of the opinion questionnaire.

Romario Catania for carrying out the data analysis for the aforementioned

questionnaire.

Thomas Bajada for his work with helping to get the project going.

Finally, S-Cubed would like to thank all the students who in any way contributed to

the writing of this policy, either by filling in the questionnaire, attending the policy

 

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forum or giving their statement on the subject.

 

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1 Introduction

In order to develop an effective policy that encourages real progress, it was first

required to investigate the current state of affairs within the Faculty of Science in

relation to Undergraduate Research. Hence, all five departments were contacted in

order to achieve a formal statement regarding the departmental stance on the subject.

To truly encapsulate the feelings of both the students as well as lecturing staff through

the policy, lecturers from every department were also invited to give their input on the

subject through emails, meetings and the circulation of a questionnaire.

In addition to this, the students of the faculty were invited to attend to a Forum which

was held on the 17th day of April in which they were allowed to see a draft version of

the policy and to give their own input, both about their feelings on the current state of

affairs as well as how they feel the situation could be improved.

Through the opinions gathered, the Policy Committee was able to see a clearer picture

of the situation. This allowed them to not only be able to identify present problems

but to also make recommendations about how such problems can be tackled and

solved.

This paper will include a Review of the Current Policy where the current state of

affairs will be discussed, a Statement of the Necessity of Change where the major

problems seen will be expressed. A Discussion of the opinions and recommendations

of both staff and students and the Data Analysis of the circulated questionnaire will

follow this. Finally, Recommendations for the Implementation of Change will be

made in order to push forward the ideas that emerged from the discussion of such a

topic.

 

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2 Review of the Current Policy

In order to identify areas that require further investigation and possible improvement, it is necessary to first review current policies and practices within the Faculty of Science with regard to undergraduate research. It is important to note that individual Departments may have different approaches to this issue, and therefore these must all be taken into consideration.

The main opportunity for research at an undergraduate level in the Faculty of Science remains the final year project undertaken by all students. While this is common to all Departments, the extent to which the final year project constitutes actual research experience may vary both among and within Departments. Many of the final year projects undertaken by students in the Faculty of Science provide excellent research experience, and some projects produce one or more scientific papers, which are published in academic journals.

The practical study-units offered by the various Departments also serve to begin exposing undergraduate students to the structure of scientific research. Currently, the vast majority of the practical component of undergraduate education requires the student to follow a set of instructions in order to achieve a stated aim. This serves the purpose of introducing the student to different concepts in a practical manner, but may not be encouraging the development of problem-solving skills necessary to academic research. It must be emphasized, however, that exposure to research is not the main function of the practical components of courses offered by the Faculty of Science.

2.1 Department of Biology

The Department of Biology has shown a very positive attitude towards the concept of undergraduate research in general. There have been cases of undergraduate students participating to different extents in research projects external to their own final year project. However, it appears that the majority of undergraduate students are not aware of these opportunities and do not actively engage in such research.

It is worth noting that the Department of Biology has made an active effort to expose undergraduate students to various aspect of research from an early stage. Students are expected to conduct literature reviews and reach informed conclusions about published articles as early as the 1st year of study, during the study unit BIO1070 – Perspectives and Research Methods in Biology. Students taking BIO3050 (Animal Form and Function II) must complete a short investigation which takes the form of an academic study, requiring the student to pose questions and hypotheses, conduct experiments and reach informed conclusions. Furthermore, a number of different study units require the student to present an academic poster, thereby exposing undergraduates to a fundamental aspect of academic research.

 

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2.2 Department of Chemistry

The Department of Chemistry adopts a similar approach in introducing students to different aspects of research gradually. BSc. Chemistry (Single Hons.) students are required to conduct at least two literature reviews over the first two years of their course, thereby allowing them to familiarise themselves with the research environment through reading academic publications. Students are also given the opportunity to participate in work placement schemes; these may be carried out in an academic laboratory, in an industrial setting or in foreign institutions through ERASMUS.

2.3 Department of Mathematics

The Department of Mathematics appears to focus to a greater extent on giving students a strong background in mathematical theory. This is understandable, given that any research undertaken would require students to have a complete grasp of the theory involved. Furthermore, it is not straightforward to subdivide research projects in this field in such a way as to allow undergraduates to handle the less demanding aspects. The final year project undertaken by students in this Department takes the form of an essay. However, consultation with students in this Department has indicated that Mathematics is not chosen frequently as an area of study, and this may be resulting in the observed lack of research initiative observed at undergraduate level.

2.4 Department of Physics

The Department of Physics encourages research and independent study by undergraduate students. Students are required to conduct literature reviews as integral parts of PHY3200 (Final Year Research Project) and PHY3205 (Review Paper). Furthermore, students are expected to complete a number of assignments, which also require literature searches and knowledge of published work in the field.

For both PHY3200 and PHY3205, students are assigned a topic and a supervising member of the academic staff. PHY3200 consists of a project in one of the fields of research of the Department, and students are required to write a dissertation and give a presentation about their work. Similarly, students taking PHY3205 are required to write a short paper and give a presentation regarding the topic in question. It is important to note that if students have an original title in mind or would like to work on a specific area, it may be possible, through discussion with the academic staff involved, to propose their own titles.

The practical component is highly emphasized; furthermore, students are given the opportunity to conduct their own short investigations into particular topics through the study unit PHY3101 – Physics Practical 3. This serves as an

 

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introduction to research techniques, especially for those taking the PHY3200 during the final year.

2.5 Department of Statistics & Operations Research

The Department of Statistics & Operations Research offers a number of study units related to data analysis. The aim of these units is to inform students about the different sampling methods and data collection procedures and sharpen their research skills by exposing them to different data analysis and modelling techniques. The study unit SOR3000 (Statistics and Operations Research in Practice) covers a number of important topics related to research, particularly data cleaning, missing data and non-response, validity and reliability, and introduces statistical techniques and software that are used to analyse data applications in behavioural sciences, econometrics, finance and medicine. This unit also provide guidelines to academic writing and report writing.

Moreover, the Department of Statistics & Operations Research offers two other study units SOR1231 (Hypothesis Testing and Modelling using SPSS) and SOR0230 (Statistical Analysis in Practice using SPSS) which are explicitly aimed in preparing students in analysing dissertation data using the facilities of SPSS. These two units provide a comprehensive approach to statistical analysis and modelling, which will assist students in conducting research and tackling challenges encountered in tasks that require statistical skills.

3 Statement of the Necessity of Change

To improve the current policy, S-Cubed is calling out for change in various sectors. This will altogether give way for undergraduate students to be able to engage to give rise to innovation by being able to contribute to research projects. The sectors that will be tackled in this section are the Education sector; including Secondary; Post-Secondary and Tertiary levels, volunteering for research projects and the possibility for internships

3.1 Early Education

Throughout their earlier education students should be encouraged them to think, ask and experiment. The reality of the Maltese education system is that it tends to tackle science in a predominantly theoretical fashion, implying that concepts (laws, theorems, etc.) are taught in a classroom. Application of such concepts tends to occur through practical sessions. This may result in a lack of the development of the problem solving skills required for research since students tend to be given a set of instructions in order to a achieve a stated aim, leaving little room for thought. One must appreciate that despite practical sessions’ main aim is to develop a set of skills, providing students with a problem which they are required to find a solution for tends

 

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to indirectly or directly result in the development of such skills in a way than cannot be taught.

3.2 Incentivizing Thought and Research

A shortcoming in the current education system is the lack of initiative for students to think for themselves. Unfortunately, the current mentality, which has been instilled in our society for years, is that learning comes from studying notes and reading books. While this is definitely a legitimate way of instilling knowledge, it tends to be done blindly, cramming as much information as humanly possible for a short before examinations resulting in students forgetting what they’ve learnt the second after exiting the examination hall. By incentivizing thought, students learn to be innovative and solve day-to-day problems. However, one should ensure that upon incentivizing thought, there are ample opportunities where students can question, hypothesize and solve problems, hence giving them a purpose and drive to continue thinking, making them more eager to further their studies.

3.3 Science Courses at University

Throughout their years at the University, undergraduates are not directly encouraged to conduct their own research, until relatively late in their course. In addition, should students be given ample opportunity to participate in research earlier on in their course, the number of study-units, each with a relatively large work-load, required for students to complete results in students having very limited time in which independent research or participation in a research group could take place. One may note that despite efforts to prevent this from occurring, there are still situations where significant overlap is present in the contents of different study units resulting in time being spent to repeat what students should already know.

When comparing study-units provided at the University in Malta with those in foreign Universities, a degree of incompatibility can sometimes be found, hence disallowing students form being able to participate in exchange programs during the scholastic year. This greatly limits the number of experiences students can have when it comes to experiencing opportunities overseas.

3.4 Research Volunteering and Internships

Currently, it is possible for students to ask lecturing staff to participate in any ongoing research they are aware of and particularly interested in. Any such systems should be carried out on an official basis, whereby current opportunities are easily accessible by students who can then apply for any available posts. This would in turn give an amount of freedom to the researcher when it comes to selecting students, since the best candidates can be chosen for the job. In addition, such a system gives equal

 

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opportunity to all willing students to be part of something bigger than just their current course.

One may also note that any summer research internships open to students of the faculty of science are only found overseas. This presents a clear problem whereby the University of Malta is losing the potential of Maltese students who either end up applying said potential at other universities or companies, or else end up taking on a summer job which in no way aids their further education.

4 Discussion

4.1 In depth examination of advantages and disadvantages

4.1.1 Advantages

i. More experience gathered from the course with regards to the practical aspect.

ii. Encouraging the student to be more proactive and come up with ideas themselves.

iii. Obtain second-hand knowledge from established scholars who can pass down useful tips.

iv. Increase your networking experience. v. Increase national awareness with regards to research and its importance. vi. A positive feedback effect may result, since more funds will be available

to meet the demand.

4.1.2 Disadvantages

i. Program Description would require a total overhaul since there is no time during the academic year that can be allotted to such projects.

ii. One has to keep in mind that research is not for everyone, hence introducing in the curriculum could have detrimental effects on students.

iii. There is a very big problem regarding funds to manage merely with running costs of the Departments, let alone introducing such a platform.

iv. The level of education that is awarded to the student may in fact be lower than the one that he/she would deserve since the Bachelor’s degree right now is aimed at providing the basic skills to learn how to tackle a question. The inquisition and analysis of complex data would come at a later stage such as Master and Ph.D.

v. As with other matters, one has to keep in mind that in some cases, the opportunity may be available but it is not endorsed by the student due to

 

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lack of interest.

4.2 Department of Chemistry

4.2.1 Prof. Farrugia

First off, it was decided that in order to be able to discuss this issue properly, certain concepts have to be established including

1. What research really is 2. What the degree actually consists of 3. What is recognized by employers and other universities at the BSc. Level

Research is defined as a systematic investigation using the scientific method, in order to reach new conclusions. One has to keep in mind that what is done at the Bachelor’s level is not, and rather should not be breaking ground on new areas, hence original research is not sought after at this level.

Following in on the second parameter, to what extent do we want the Bachelor’s degree to go to, ensuring that the student is fully accredited for his/her work? An example of the pharmaceutical industry was put forward, where in that aspect, generic companies are not considered as research companies, for the simple reason that they do not synthesis new molecules (and in turn new drugs). But in reality, one can still consider generic companies as research companies, since new methods to synthesize the drug, using the available resources have to be devised, such that a patent is not broken.

The employer may view students on different levels, but the same is always expected i.e. the employee should be capable of following a set of instructions, and have the skills to learn how to design an experiment.

Hence if undergraduate research is irrespective of the innovative value, but one learns how to design their experiment, then the goal of Bachelor’s degree is achieved.

One has to keep in mind that the first degree is all about laying the ground where the students are supposed to obtain a skill set. This skill set can be used when following a method that can be provided by the tutor, since the research does not have to be original. Nonetheless some academics will hand out certain projects to undergraduates that have never been done and this should not be taken as a standard.

One has to understand that the tutor is not against new research but due to constraints such as time and money, original projects are not sought after. Original research generally revolves around new methods where, in order to narrow it down, a lot of material has to be used.

 

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The idea to empower students towards research is already there, where Single Hons. students have a credit called “Chemistry Placement” where a student works either in the industry, on campus or abroad via ERASMUS or IAESTE. This is viewed as a very good opportunity for the students since they get a first hand experience of what can really be done with a degree in Chemistry. Due to time constraints, this project can only be carried out during the summer between the 2nd and the 3rd year.

The idea is there, and it is a very good one but the logistics are not easy to narrow down. One also has to keep in mind that research tends to be glamorized, where in fact, small steps towards a bigger picture are being done every day, but the media can blow up anything, creating many misconceptions.

Exposing one to a mindset to ask questions is very good, but taking it to the research platform is a step beyond and even though it would be a very good thing to have such able undergraduates, it will lead to over qualification. Not to mention the fact that it is the Master’s degree that should be the first step towards research since the mental gap between having the skills to ask and the ability to devise a method and analyze data is being underestimated.

Having said all this, constant improvements can be done to the current system to ensure that the skills gained are tangible and current, where an overhaul to the practical system is in the works. Ideas such as creating a pre-practical session are being put forward, where a student may be asked a question, such as to carry out a synthesis, and the student would have to find the method and mechanism by which this can be carried out, using a given amount of materials.

In conclusion, the concept is a very good one, and there are ways in which it can be helped. As with all other methods used in science, limitations have to be kept in mind, where apart from funding, the program itself is very intensive, leaving summer as the only option for such projects.

4.2.2 Prof. E. Sinagra

At the undergrad level, projects should not be publishable material, yet if this is the case, then it is a bonus, especially to build one’s C.V. Postgraduate students are the ones classified as researchers, whilst the undergraduates are still getting the training. This was extended by means of a placement in the summer between the second and third year, which was aimed to provide an opportunity to do research in actual labs both abroad and in Malta.

The philosophy is to try to give students the opportunity to learn how conduct research. This is done both through introducing techniques and teaching how to ask

 

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questions in a scientific aspect (making sure of the answer by testing). Another important aspect of research is the dissemination of the actual discovery, which also needs to be thought. This includes presentation skills and networking.

Original ideas are almost always accepted even at the Bachelors’ level. Yet one has to consider some major aspects including: money, time needed to answer the question and the presence of a tutor and a panel that can guide and mark the student.

As discussed with Prof. Farrugia, there is a chemistry placement that is offered to Chemistry Single Hons. students. Nonetheless, the opportunity is not limited to the people in that course only, but can opted for as extra credit by the Double Hons. students (where chemistry has to be one of the majors studied). ECTS credits would be awarded and marked as long as they do not exceed 10 credits.

When discussing funding, one has to realize that relocation tends to go to the Medicinal and Health science due to the human demand. Despite the fact that the application of scientific research in the medicinal and pharmaceutical fields is very important, one tends to lack appreciation for the original purpose of the research. Unfortunately in most cases, there is a one-dimensional track of thought where the purpose of research in the sciences is viewed only as a stepping-stone for the development of the medicinal areas. Even though this is an essential process that aids to improve the current lifestyle, the true value of research cannot be dismissed since it is the only region for innovation.

4.2.3 Dr. Ulrich Baisch

The first thing that was pointed out was that in many countries research projects are not offered to students. For instance, in England, carrying out practical work where the people who are actually carrying out research may use the resultant synthesized products, completes their BSc. course. Italy is also one of the countries that do not offer BSc. projects.

In France a BSc. project is available however it is dependent on the students’ education from early on in their lives. In fact young students will go to different schools depending on their merit and performance. Specially gifted students typically join a school similar to our sixth form where half of the University experience is gained. These students can then apply for special universities known as the École Normale Supérieure, which only accept 50 students each year, after which the students can then apply for their degree programs. An alternative to this is École Normale National, which is of a lower level than the École Normale Supérieure but of a higher level than normal universities.

 

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In Germany, universities are regional where different regions exam people differently. The syllabi are also different and in fact some offer a BSc. dissertation whilst others do not. In Munich for example a BSc. project takes about 6 months to finish whilst on the other hand in Tübingen no project is offered.

After considering what other countries offer, it was pointed out that in reality the Bachelor’s degree does not necessarily include the ability to conduct research and in fact this is precisely why one can continue to do a Masters degree after finishing their BSc. course.

The Maltese system is very good as we actually have a Bachelor’s project, especially since we have limited funding for practical sessions. Having said this, even if the system is completely revamped, the Chemistry Department will probably still suffer since day-to-day running costs are still very high. Hence it depends on the University’s financial status, whether it will be able to put forward money for projects and get nothing in return (keeping in mind that undergraduate projects are not original research). The fact that the Chemistry projects offered in Malta are very widespread since one can do analysis; synthesis amongst other things has to be given credit. Apart from this, it was pointed out that the level is very good overall and stressed that the scope of the BSc. dissertation is to finalize one’s practical experience.

4.3 Department of Biology

4.3.1 Lecturer Opinion 1

It has always been maintained that the ‘final year project’ is one of the most if not the most, important component of the BSc course. This is when students not only put the various skills they learnt in different 'units' to practical use, but also when they have to draw together skills and knowledge from what (to them) appear to be disparate topics. It is during the project that many students come to see that what appear to be separate and unrelated 'units' and what seemed to be knowledge of little relevance to a biologist, actually forms the toolkit of any biologist undertaking an investigation. The difference between a research investigation and a practical is that the protocols, conduct and outcomes of the latter are know, whereas in the former they are not and the student is free to bring any knowledge and skill from the whole repertoire gained during the course to bear on the research question, rather than just those dictated by the practical protocol. This is why it is argued that research should indeed form part of the undergraduate curriculum. It provides an exercise like no other, and good students (that is, those who are here because they want to know about biology and not for other reasons) always find the final year project one of the most fulfilling parts of the BSc course.

 

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Having said this, the undergraduate students have neither the skills, nor the experience, and certainly not the time, to undertake a full-blown research project in the same way a postgraduate student would. Therefore, undergraduate students undertaking a research project need to be very carefully managed and guided by the supervisor. The project itself must be designed by the supervisor and not the student, and should be carefully chosen to ensure that if the students work they will get enough results to write a decent dissertation even if the results are mundane and do not actually find out much that is noteworthy -- supervisors should keep in mind that the primary aim of the project is not to make new discoveries but to teach the student, and writing a good dissertation is more important than getting exciting results. Moreover, while for postgraduates a certain amount of trail and error and false starts is the norm, an undergraduate cannot afford this so it is up to the supervisor to ensure that the project is doable and to guide the student along the right path at least at the beginning. It would not be fair on students to work on organisms that are difficult to find, or localities that are difficult to access, or solely on information that needs to be obtained from third parties who have no obligation to provide it, or to be given a project that would be difficult to execute even for a master's student.

On the other hand, apart from the 'fail-safe' aspect that guarantees a student enough data to write a dissertation, a project should also allow the student to expand on any promising lines of investigation, even if nothing results at the end (hence the 'fail-safe', so that if things do not work out, the student will not end up with very little to write about).

The bottom line is that research at undergraduate level is not only possible but desirable, however, it requires a different approach on the part of the supervisor from that adopted with postgraduate students and much more care in designing projects and in 'managing' students. Proofs that with good students, quality research is possible are the conference papers and published papers, some even in international peer-reviewed journals that have resulted from undergraduate projects or from series of undergraduate projects undertaken in the Department.

4.3.2 Lecturer Opinion 2

(i) Undergraduate courses should be considered as a learning experience, during which candidates are expected to learn how research is undertaken but not necessarily undertake original research themselves. However, this does not preclude research initiative by the undergrad, as long as it will not be too demanding and/or does not hinder the more important knowledge-acquiring process.

(ii) One very much doubts that undergrads have sufficient time - given onerous course commitments - to undertake research.

 

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(iii) It would be interesting to see why S-Cubed wish to increase research at undergrad level, as this can be done at the more appropriate postgrad level.

(iv) Ultimately, if an undergraduate feels that he/she would like to contribute more to research/innovation, and that the research work can be handled without adverse consequences on his/her performance in the other course work, then this should be supported by University.

4.3.3 Lecturer Opinion 3

The undergraduate dissertation is certainly the most significant component of the course. Many students take great pride in their dissertation project and go to great lengths to ensure that they carry it out well.

We should do anything we can to encourage research by undergraduate students, particularly small-scale investigations that can be carried out within the constraints that may be present. The experience and process of research are just as important as the results of the research, and such projects would provide very important learning experiences for young researchers.

4.4 Department of Mathematics

4.4.1 Prof. Josef Lauri

(i) In regard, mathematics can be considered different to other science subjects when it comes to undergraduate research, since it is not as easy to involve undergraduates in research. One cannot tell a student to handle part of a proof, for example.

(ii) With regards to the lack of students who opt for a final year project in mathematics, this is probably out of the students’ fear of the difficulty of examination.

(iii) Programs overseas exist such as the REU Sites Programs that take place in Universities across the United States which are specifically tailor-made for undergraduate students whereby students are presented with a problem or situation and are required to find a solution. Such programs are funded and limited to a particular number of students. Hence, students compete in order to be able to participate. Should the work produced by a student be innovative enough, the work could even be published in a journal.

(iv) Similar programs to this could be implemented at the University of Malta provided that sufficient planning is undertaken. For example, should work on such a program start now, the first intake of students would probably occur in the summer of 2016. One could try to obtain funding from outside

 

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the university itself, in a similar way as that carried out by the REU. (v) The integration of the mathematical sciences with other branches of

science is definitely in the near future. For example, the combination of Mathematics and Biology, as opposed to the more theoretical approach to the subject. Such combinations would also instigate communication between the departments in order to create more opportunities. Such a relationship could be viewed in a similar way as to how Mathematics and Physics are seen to go hand in hand.

4.5 Collection of opinions obtained from the Policy Forum (17.04.15): Discussion with the Students

Currently, the Chemistry Department teaches how to build a literature review in both first and second year by means of two different projects. Also, between the second and the third year the students are offered a placement either in a lab, as an ERASMUS experience or in an industrial setting. The dissertation in Chemistry spans over a variety of options as it can be carried out in the industry, on campus and it can also be mixed with other departments including Engineering and Biology.

The Department of Mathematics has no form of literature reviews currently and a lot of theory work is involved. The dissertation takes place in the form of an essay and a viva in the form of a seminar. Mathematics is not really opted for as it is viewed as a lecturing job. Lectures were said to be quite redundant and undergraduate research is not opted for.

The Physics Department does not instruct their students in writing a literature review however assignments are often handed out. The department focuses on lab work, similar to Chemistry first years. Later on, a title is chosen and depending on the different titles, the student is assigned to different lecturers and a paper of about 20 pages will be written on it. One can also opt for a special title, which means that s/he would have to speak to a professor about an original title. The dissertation in the Physics Department takes the form of a short review paper and then the actual experiment takes place. Once the third year is reached, research and the dissertation are greatly encouraged.

The Statistics and Operations Research point of view is that in third year there is an elective where a long assignment and a presentation are done. This elective was described as being too intensive for only 2 credits as it is almost a mini-thesis. The dissertation is carried out in the fourth year and there are some titles, which are applied whilst others are more theoretical. In view of all this it was pointed out that the current system does not encourage Statistics students to carry out research earlier on. The attitude towards undergraduate research is encouraged however it needs to come from the individual. This is mainly due to the fact that there is a lot of theory

 

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that needs to be learnt before carrying out statistical research.

Since statistics is more of an essential tool rather than a stand-alone science, an alternative to research can be found which simulation studies using computers. This involved checking properties of statistics and probabilistic processes by performing a simulation on a computer. This is a sort of experimental statistics to find if certain assumptions can be violated and to see how statistics behave in these conditions.

(i) Advantages: 1. Uses computational skills not mathematics, which are easier to teach in

the early undergraduate years. 2. Computational skills are important in SOR and useful for jobs. Since

many students are weak in this area, it would be an opportunity for them to learn.

(ii) Disadvantages: 1. The staff on campus doesn’t tend to engage in such research 2. Rigorous mathematical proofs are preferred over simulations when

conducting research 3. Most students aren’t inclined towards using this software and are very

weak in this area. Not to mention the fact they may find mathematical research much more rewarding.

The main cost for choosing this path would be buying the software license for each student. The software MATLAB is used extensively in the lectures, yet the license is bought for classroom used only where research licenses would be much more expensive. For instance a personal academic license costs more than €600 with no additional features over that of the classroom.

However there are no additional features that software licensed for research would have. Also producers of MATLAB would not know why their products are used, and all the students have unlicensed copies installed on their computers anyway - but it’s illegal. They may get in trouble if they go around advertising the fact that they’re doing undergraduate research. Other software package may be used but lecturers are mostly knowledgeable on MATLAB.

Alternatives to research may include interning with companies that conduct surveys, where the students would be encouraging people to fill in surveys, but this is not viewed as very fulfilling. There is also a betting company that takes students after third year to intern with them. This is a very good opportunity for the older students, but other alternatives for younger ones should be sought after.

This latter point is also discussed in other departments where the student is mostly encouraged to carry out research in the third year. It was pointed out that there is not much free time available, which does not allow flexibility to delve more into one field

 

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rather than the other. It was therefore suggested that more free time might help motivate the student towards one area. This however was not necessarily agreed on since it would result in a number of mini-courses.

As it was already discussed earlier on due to the Academics’ point of view, the BSc is there to offer us skills in order to teach us to do research and the dissertation should not be research. The scope of the BSc is to gather skills in the lab, as the actual research should take place in the MSc.

During the discussion with the students it was pointed out that the Double Hons. is not being treated well as it is seen as secondary to the Single Hons. courses. Abroad the system is made to accommodate the double honors as a double major. It was also noted that abroad the system is better as the students get a basis of general science before they move on to specializations.

From the university and a national scale, Malta is very competitive because industry positions are very scarce. In some cases employers will need someone with the Double Hons. skill set, and in others they prefer having a person who has more experience in only one area. Undergraduate research should be encouraged within limits. The dissertation and the BSc are viewed as the way to give the student tools to actually do research. Undergraduates get skills, experience, contacts and networking but they do not carry out actual research.

Since the concept of research was clarified, and the point of the Masters degree was understood, students put forward the idea of having the option of doing a Masters course right away. This would imply that one would conclude their course by writing a dissertation that includes original research and obtain a Masters degree after 5 years. This would result in a system similar to that used in the UK i.e. an integrated MSc. It was suggested that this could encourage more students to further their studies, which was also a complaint put forward by the Dean in another discussion.

It was pointed out by some of the students that what is keeping people from continuing with research is that after 3 or 4 years doing a BSc course, people want to start working and earning some money. Apart from this, one has to factor in a humane aspect i.e. mental fatigue. Also MSc. usually has to be paid for, where students feel discouraged to continue with research after they finish the BSc. A comparison brought forward was that Pharmacy students are offered a free masters course. This therefore indicates once more that money and funds are the main issues with research in Malta.

Government scholarships were also put forward as an issue for research in Malta as it was pointed out that STEPS and Master It don’t help science graduates that much since funds are relocated elsewhere. Yet it was also indicated that right now, post-doctoral schemes are being brought forward where science and engineering scholars

 

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are the top priority and 2 million euro will be invested to a limited amount of people.

Another way of introducing the idea of research, which can accommodate the program of studies, is creating the option of summer internships. However it should be stressed that right now since the lecturers and academics are already busy enough, it is up to the student to ask in order to be interned during summer. Such internships could include students working on smaller projects that lecturers are asked to carry out, such as small experiments needed for consultation work. Intellectual potential is a major virtue in the island and we should keep pushing towards research while at the same time keeping it realistic.

Apart from pushing the idea of research itself, it was put forward that there is a lack of promotion of the current research in Malta, hence a centralized hub for STEM (Science, Technology, Engineering and Mathematics) professors could be a starting point. A magazine on campus is already trying to locate such material such that it can bring it closer to the members of society. The idea is to allow anyone from outside the University to understand what’s happening.

One may also opt for something simpler such as a Faculty newsletter. Other ideas such as using the final year projects’ posters (making sure that they are updated), using the S-Cubed website as a hub and also use monitors in the Departments’ lobbies to showcase current portfolios.

 

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5 Data Analysis

The following is the analysis of data obtained from a questionnaire circulated around the faculty of science, which aimed at investigating what the students of the faculty felt about the subject

5.1 State of Undergraduate Research

5.1.1 Question 1

Note that students were instructed to choose the value with ‘1’ being representative of the least important choice while ‘5’ being representative of the most important choice. The indication is that the majority of the students who completed the questionnaire believe that undergraduate research is very important with most students giving it a value of 4. In general most students seem to think that research at the undergraduate level is very important as only a very low percentage (a total of 8.97%) gave it a low importance.

Figure  1  How  much  do  you  value  research  at  the  undergraduate  level?  

 

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5.1.2 Question 2

Most students seem to be willing to engage in undergraduate research with 41.03% of the students indicating that they would be very willing to participate.

Figure  2  How  willing  would  you  be  to  engage  in  undergraduate  research?  

 

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5.1.4 Question 3

From the graph above one can see that most students find that the current research opportunities are not as good as they should be. In a good percentage of students gave current opportunities a rating of 2.

Figure  3  Overall,  how  do  rate  current  research  opportunities?

 

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5.2 Early Education (Primary and Secondary)

5.2.1 Question 1

From the results above one can see that a good percentage of students believe that early education plays an important role when it comes to research. However there are as many as 23.08% who do not give early education that much importance in this aspect.

Figure  4  How  much  do  you  think  early  education  affects  research  awareness  in  general?  

 

 

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5.3 Question 2

The most influential factor on early education was found to be the quality of teaching whilst the least influential factor on early education was found to be gender expectations. This indicates that most students find that the quality of the education system has a considerable effect on whether students are encouraged to ultimately indulge in undergraduate research. The home environment was also an important factor that should be considered.

Figure  5  Most  influential  factors  on  early  education   Figure  5.1  Least  influential  factors  on  early  education

 

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5.4 External Opportunities

5.4.1 Question 1

Most students agreed on the fact that external opportunities have an important effect on the awareness regarding scientific research, with as much as 67.95% of the students undertaking this questionnaire indicating its high importance.

Figure  6  How  much  do  you  think  external  opportunities  affect  awareness  regarding  scientific  research?

 

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5.4.2 Question 2

There is a great majority, which stated an awareness of local opportunities. Having said this 39.74% is not a low number, suggesting that better promotion is needed.

Figure  7  Are  you  aware  of  such  opportunities  locally?

 

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5.4.3 Question 3

One can see that 42.86% of the students who completed the questionnaire do not

believe that the opportunities abroad are publicized well at all. While 38.96% indicated that these opportunities are publicized well but there is a lot of room for improvement.

Figure  8  How  well  are  such  opportunities  publicised?  

 

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5.6 University Level

5.6.1 Question 1

Departments Frequencies: Which department are you affiliated with?

Responses Percentage of

Cases N Percentage Department Biology 50 43.5% 71.4%

Chemistry 47 40.9% 67.1% Physics 3 2.6% 4.3% Maths 8 7.0% 11.4% SOR 7 6.1% 10.0%

Total 115 100.0% 164.3%

Following other comments gathered from the forum, one notices that Physics, Maths and SOR and highly under-represented when comparing to Biology and Chemistry. This in turn can create a bias when reviewing the results obtained from the questionnaires since the highest activity is coming from two departments only. This can be attributed to various aspects such as lack of enthusiasm from the students within those departments. Another main reason is that some of the students within those departments might not feel part of the community as members of the other departments, hence such social constructs need to be taken into consideration.

 

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5.6.2 Question 2

No clear conclusion can be drawn for the SOR department since the sample size is very small. On the other hand one can clearly observe that in both Biology and Chemistry there is a strong emphasis on the practical aspect of the course. After also carrying out a chi-squared test, a confirmation that there is a significant relationship between responses and department (i.e. results are not a random fluke, when you consider the low sample size) has been observed.

Figure  9  In  your  department,  do  you  feel  like  enough  importance  is  given  to  the  practical  components?

 

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5.6.4 Question 3

How much do you feel that the practical component influences one’s experience of undergraduate research?

A more in depth look into each department has been carried out since the practical aspect varies between the departments.

5.6.4.1 Department of Biology

This result agrees with that obtained in question 2, where the department promotes the practical aspect, and we see that the students comply and understand this since a majority lies with the ‘4’ and ‘5’ options in this question.

5.6.4.2

Figure  10.1    Response  for  the  Department  of  Biology  

 

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5.6.4.2 Department of Chemistry

This result is also very compliant with that observed in question 2, where the department gives importance to the practical aspect and in turn the students agree on its importance.

Figure  10.2  Response  for  the  Chemistry  Department

 

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5.6.4.3 Department of Mathematics

This response is slightly worrying since the reply in question 2 was that the students feel that the department does not cater for the practical aspect. Having said this a strong majority agrees that this is a very important part of the course.

Figure  10.3    Response  for  the  Maths  Department

 

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5.6.4.4 Department of Physics

This is a very different result from the other departments mainly because of the low response from this department. One observes that 2 out of the 3 students that took the survey deem this aspect as very important, whilst the other sees it as mildly important.

   

Figure  10.  4  Response  for  the  Physics  Department

 

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5.6.4.5 Department of Statistics and Operations Research

 

Despite the fact that the sample size is very small, a similar trend to those above is observed, where the majority deems the practical aspect as important

Figure  10.5  Response  for  the  SOR  Department

 

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5.6.5 Question 4

A similar trend to that observed in question 2 can be seen. Despite the fact that some departments such as chemistry and biology are heavily assessed on the practical aspect, independent research seems to be neglected in almost all the departments but for Biology.

Figure  11  How  much  do  you  feel  that  practical  components  influence  one's  experience  of  undergraduate  research?  

 

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5.7 Comparison to abroad

5.7.1 Question 1

This question was targeted to see if the students are knowledgeable about what happens overseas where a majority stated that they do not. This can be another issue to be tackled, where more opportunities to explore other universities could be offered. These opportunities should not only include the academic aspect but also the social aspect, where networking could be done via exchanges, visits and conferences.

5.8 Conclusions from the Questionnaire

One can observe that undergraduate research is valued, not only within the

Figure  12  Are  you  aware  of  the  systems  being  implemented  abroad?

 

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organization but also throughout the majority of the scientific community currently residing at the University of Malta. Most students are willing to engage in such projects, but feel that there aren’t as many opportunities where one can do so.

They also believe that the education system is key to promoting science and luckily gender expectations are not playing a big role anymore (since hard science was viewed as masculine subjects). Home environment is also a very important aspect, where coming from personal experiences, encouragement from family members is key in this field.

As mentioned above, undergraduates are very willing to engage in research, yet feel like there aren’t many opportunities to do so, and the existing few are not publicized enough.

Original research is not the only thing sought after by students, where a great appreciation for the practical aspect is observed, yet it seems that it is not always compensated for by the departments. Apart from the fact that the survey itself is biased due to the very small numbers in Physics, SOR and Maths; Biology & Chemistry still appear to be the strongest departments, engaging the practical aspect.

Finally, one can also observe that more students are researching opportunities abroad. This could indicate a peaked interest both in summer internships but also further academic programmes such as Masters and Ph.D. courses, not to mention conferences, exchanges and ERASMUS opportunities.

5.9 Suggestions

In order to ensure that a well-rounded feedback was obtained, a questionnaire was set up such that anyone who could not attend the forum would still be able to voice his or her opinion on this policy. The following are suggestions that were given by various students in the questionnaire; they have not been paraphrased with the exception of grammatical errors.

(i) In the Chemistry department, funds are needed for everything. There are not enough chemicals or apparatus in lab and it takes very long to set up the apparatus and chemicals to start the experiment simply because it’s hard to find what is needed. More time is spent looking for things than actually working on the dissertation.

(ii) Decrease inadequacy in the Chemistry department

(iii) Undergraduate research for SOR is not that applicable since the very basics are taught during the first two years and there is no time to actually

 

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do research since more material is being introduced in the subjects taught.

(iv) Summer internship programmes at University need to be introduced.

(v) Undergraduate students should be invited to take part (at least on a voluntary basis) in research related to their course. The research opportunities should also be offered only to the students who show most interest.

(vi) Maths students should be recommended to join possible and concrete jobs or local companies, which accept people doing their undergraduate in Maths. Also lecturers could organize informative outings to such places. Another suggestion would be that if a certain job is going to end up which many students apply for, it should be introduce as an undergraduate course. For example Mathematicians are accepted in Finance etc. but there is no introduction to Financial Mathematics during the 4-year undergraduate work.

(vii) I've done some research on these undergraduate research opportunities you spoke about that are organized abroad. These are usually offered at universities in the USA where dissertations are not done at the end of the course. Also most of the time these programmes consist largely of lectures to fill the gaps in their education and then the students are given a toy problem to work on. Their aim is mostly to encourage students to take up postgraduate studies. This discussion does not make any sense for our course (Maths & SOR) because we can choose to do a thesis at the end, when we're the most prepared for research. Also some assignments are very similar to research in the sense that there is no procedure to follow but you're given a problem and have to see how to approach it. In these assignments our lecturer would give a slightly different task to every student and he hasn't worked them out from beforehand. The difference is of course that the problems are toy problems and have no relevance to the outside world. We also have study-units, which involve doing secondary research and writing a report, and do a presentation, to prepare us for our dissertation.

(viii) Students should be more aware of conferences happening abroad, they should be encouraged to go to such conferences and local conferences can take place as a part of the course. Some conferences should be

 

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compulsory for students. Tutors at the UoM should have a group of research students so that they can be more exposed to initiate their own research. Most undergraduates do not have a clear picture in mind of the research field they want to specify in so they should be exposed to different fields by different tutors.

(ix) Opening a lab, which is open for science students where they could carry out research and perform experiments of their choice at their own time. This will help students gain more experience and confidence when working in laboratories hence improvement might also be seen in practical study units.

(x) I would advise lecturers and tutors to take undergraduate research seriously.

(xi) More individual (practical) work within a course should be dedicated to actual investigation rather than following a pre-designed procedure - but with the marking scheme taking into consideration that the students have come up with the experiment. Also, opportunities should be provided for research (not intensive) in the summer where one has more time.

(xii) Being given opportunities to shadow and take part in the research or professors and other students. Flow of knowledge is limited by the syllabus, so such a system may help.

(xiii) Local internships would help validate the student as this ensures s/he will have a future (be it in the industry or academic).

(xiv) More awareness regarding research abroad.

(xv) Not interested in undergrad research because the workload is too large for the time we have

(xvi) Focus more on the practical aspect rather than learning everything from a book.

 

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(xvii) More work opportunities including summer internships related to science and that will serve as a benefit after the course is completed

(xviii) Work experience is preferred over research

As one can clearly see from the comments gathered above, there were only a limited amount of students who suggested that undergraduate research is not important and these students attributed their opinion to the fact that time is a major contributor. One can also note that some students also agreed with the fact that the course is a means to giving the student the ability to carry out research rather than the opportunity itself to carry out their own research. Most agreed that undergraduate research is important and some introduced innovative ideas like opening up a lab where students could carry out their own research at their own pace. However, the general consensus was that instead of actually allowing students to carry out research on their own, internships should be introduced in order to give the student opportunities to gather the skills needed to do research.

6 Recommendations for the Implementation of Change

6.1 Early Education

Educating children and young adults about science and the scientific method in the

early stages of education will help change the general outlook of research. From an

early age, children should be encouraged to think, question and experiment. Outreach

programmes such as Science in the City, STEM Unplugged and the NSTF Science

Expo should be encouraged, as these are methods through which children in

particular are exposed to scientific experiments. This could help motivate them to

eventually take up the sciences as their subjects of study later on in their education.

An important question that needs to be addressed, particularly in Malta is, ‘What

does a scientist do?’ A sheer lack of knowledge about this, sometimes even in sixth

form science students, results in a lack of knowledge about a prospective career,

resulting in less students taking up the subjects at an undergraduate level. This is

further enforced by the fact that science does not take a predominant position in early

education.

 

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6.2 A Structured System

The way forward needs to first and foremost be the establishment of a structured

system that ensures effective communication between undergraduate students and

researching staff with regards possible opportunities that undergraduates may wish to

partake in. This would need to be an open and well-publicized system, ensuring that

all undergraduates have equal opportunity to apply for such opportunities.

Publication of such a system should be made in the form of a centralised, easily

accessible hub. The possibility of creating some form of ‘departmental newsletter’

has been brought up by students; however the most easily feasible option would be to

use a pre-existing platform such as the S-Cubed website. Such a system would also

benefit researchers in that they can acquire a selection of candidates from which, the

most suited student/s can be chosen. Should a lack of interest not be evident, this

process of selection would result in students working harder and competing for such

opportunities. This pushes them forward to excellence.

Having a structured system in place would also ensure that research within the

faculty moves forward at the highest rate it is capable of. It is understandable that a

lack of funding directly correlates to a lack of opportunities; however one could even

entertain the possibility of recruiting undergraduates to partake in minor projects that

would still otherwise be carried out by the academic in the form of side, consultation

work. This allows the academic to give more time to his or her own research while

giving the student an opportunity to solve a real-life problem.

It is understood that such a system should be carried out on a volunteer basis and

would not be included, as part of the course curriculum, since doing so would require

a complete overhaul of the course. In addition, while students may be encouraged to

apply for such opportunities, it should not be enforced on them since, as mentioned

earlier, research is not for everyone and could, as a result be detrimental to the

student.

The most feasible time period whereby such projects could be undertaken is during

the summer months, when both students and lecturing staff are less burdened by

undergraduate coursework and lectures, which due to their time-consuming nature,

 

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inhibit most students from taking part in other activities especially if such activities

do not feed directly into their required coursework. In addition, having such

programmes be offered during the summer period would allow students to get first

hand experience on research projects in the Maltese islands, ensuring that they have a

clearer idea of the opportunities which can be found in the country as opposed to

being under the impression that research opportunities are only found overseas. It

also gives the student an opportunity to work hand-in-hand with researchers,

allowing them to make a more informed decision when it comes to choosing their

final year project.

A side benefit of participating in research projects is the possibility of eventually

having a paper published on such projects or work originating from these projects.

This could in turn also boost the number of papers published in local journals.

Participation in research projects could also be listed in the students’ Curriculum

Vitae, allowing them to stand out when applying for a job or postgraduate degree.

7 Conclusions

From the above, it can be concluded that Undergraduate Research is considered as

valuable to most and that efforts should be made in order to expose willing students

to opportunities whereby they would be able to participate in research. One must

however also understand that the participation in ground-breaking research is beyond

the scope of the BSc and thus, undergraduate research should be highly monitored by

tutors, ensuring that through the experience, the necessary skills are being passed

down. In addition, undergraduate research topics should have an element of a safety

net, whereby, even if the desired results were not achieved, the student would have

still benefitted from participation in the project.

The most viable option that has been presented by both students and lecturers is the

concept of summer internships, whereby students are able to partake in small

research projects or research groups during the summer months, allowing them to use

the free time during summer in a way that furthers their educative experience without

having to leave the country in order to do so.

 

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By doing this, one would not only be contributing to the student but also to the

faculty, as such experiences can inspire students to take up postgraduate degrees at

the University since they would be aware of the available opportunities. In addition,

the faculty is benefitted since research is pushed to its full potential.

S-Cubed strongly encourages the development of a structures system whereby

students are made aware of current opportunities they can partake in. This reduces

the present lack of communication between students and lecturers about such affairs.

Of course one must expect a level of apathy in relation to such projects, as with any

other, however establishing such systems on an official level allows willing students,

who are considering research to be part of their future to engage in projects, which

they may have been unaware of should a structured system not be in place.