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El Hajj T, Wiltgen Georgi N, Crossman S, Tagoe N, Bates I. How an international research programme can contribute to improvements in the research environment: the perspective of doctoral students in sub-Saharan Africa. F1000Res 2024; 13:238. [PMID: 38863989 PMCID: PMC11165298 DOI: 10.12688/f1000research.144883.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/14/2024] [Indexed: 06/13/2024] Open
Abstract
Background The Africa Capacity Building Initiative (ACBI) programme aimed to 'strengthen the research and training capacity of higher education institutions and support the development of individual scientists in sub-Saharan Africa through UK-Africa research collaborations' including by funding PhD studentships. We conducted research to understand students' experiences and to see how consortia-based programmes such as ACBI and their own institutions can enhance PhD students' research environment and progress. Methods In-depth interviews with 35 ACBI-funded PhD students explored their perspectives about how their research and personal development benefitted from belonging to a research consortium. Questionnaires were used to corroborate interview findings. Results Students recognised that membership of a research consortium provided many benefits compared to less well-resourced peers. By drawing on the programme and consortiums' resources, they were often able to overcome some limitations in their own institution's systems and facilities. Through their consortia they could access a wide range of international expertise and support from mentors and colleagues for their technical and psychosocial needs. Multiple consortia opportunities for engaging with the international scientific community and for networking, gave them confidence and motivation and enhanced their career prospects. Conclusion Our study and its recommendations highlight how the breadth and diversity of resources available to PhD students through research consortia can be harnessed to facilitate students' progress and to create a supportive and conducive research environment. It also underlines how, through a multi-level approach, consortia can contribute to longer-term improvements in institutional research environments for PhD students.
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Affiliation(s)
- Taghreed El Hajj
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
| | - Neele Wiltgen Georgi
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
| | - Susie Crossman
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
| | - Nadia Tagoe
- Office of Grants and Research, Kwame Nkrumah University of Science and Technology, Kumasi, Ashanti Region, Ghana
| | - Imelda Bates
- Centre for Capacity Research, Liverpool School of Tropical Medicine, Liverpool, L3 5QA, UK
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Obame-Nkoghe J, Agossou AE, Mboowa G, Kamgang B, Caminade C, Duke DC, Githeko AK, Ogega OM, Engone Elloué N, Sarr FB, Nkoghe D, Kengne P, Ndam NT, Paupy C, Bockarie M, Voua Otomo P. Climate-influenced vector-borne diseases in Africa: a call to empower the next generation of African researchers for sustainable solutions. Infect Dis Poverty 2024; 13:26. [PMID: 38486340 PMCID: PMC10938833 DOI: 10.1186/s40249-024-01193-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Accepted: 03/05/2024] [Indexed: 03/18/2024] Open
Abstract
We look at the link between climate change and vector-borne diseases in low- and middle-income countries in Africa. The large endemicity and escalating threat of diseases such as malaria and arboviral diseases, intensified by climate change, disproportionately affects vulnerable communities globally. We highlight the urgency of prioritizing research and development, advocating for robust scientific inquiry to promote adaptation strategies, and the vital role that the next generation of African research leaders will play in addressing these challenges. Despite significant challenges such as funding shortages within countries, various pan-African-oriented funding bodies such as the African Academy of Sciences, the Africa Research Excellence Fund, the Wellcome Trust, the U.S. National Institutes of Health, and the Bill and Melinda Gates Foundation as well as initiatives such as the African Research Initiative for Scientific Excellence and the Pan-African Mosquito Control Association, have empowered (or are empowering) these researchers by supporting capacity building activities, including continental and global networking, skill development, mentoring, and African-led research. This article underscores the urgency of increased national investment in research, proposing the establishment of research government agencies to drive evidence-based interventions. Collaboration between governments and scientific communities, sustained by pan-African funding bodies, is crucial. Through these efforts, African nations are likely to enhance the resilience and adaptive capacity of their systems and communities by navigating these challenges effectively, fostering scientific excellence and implementing transformative solutions against climate-sensitive vector-borne diseases.
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Affiliation(s)
- Judicaël Obame-Nkoghe
- Molecular and Cellular Biology Laboratory (LabMC), Biology Department, University of Science and Technology of Masuku, BP 901, Franceville, Gabon.
- Ecology and Health Research Unit, Interdisciplinary Center for Medical Research of Franceville, BP 769, Franceville, Gabon.
- Department of Zoology and Entomology, Faculty of Natural and Agricultural Sciences, University of the Free State, Private Bag x13, Phuthaditjhaba, 9866, Republic of South Africa.
| | - Adjoavi Esse Agossou
- Laboratory of Pharmacology and Improved Traditional Medicines, Department of Animal Physiology, Faculty of Science and Technology, University of Abomey-Calavi, BP 526, Cotonou, Benin
| | - Gerald Mboowa
- The African Center of Excellence in Bioinformatics and Data-Intensive Sciences, Infectious Diseases Institute, College of Health Sciences, Makerere University, P. O Box 22418, Kampala, Uganda
- Africa Centers for Disease Control and Prevention, African Union Commission, Roosevelt Street, P.O. Box 3243, W21 K19, Addis Ababa, Ethiopia
| | - Basile Kamgang
- Centre for Research in Infectious Diseases, P.O. Box 13591, Yaoundé, Cameroon
| | - Cyril Caminade
- Earth System Physics Department, The Abdus Salam International Centre for Theoretical Physics, Trieste, Italy
| | - Dawn C Duke
- Africa Research Excellence Fund, 99 Charterhouse Street, London, EC1M 6HR, UK
| | | | | | - Nestor Engone Elloué
- Center for Phylosophical Studies and Research (CERP), Omar Bongo University (UOB), BP 13131, Libreville, Gabon
| | - Fatou Bintou Sarr
- UMRED, Health Training and Research Unit, University of Iba Der Thiam of Thiès, BP 967, Thiès, Senegal
| | - Dieudonné Nkoghe
- National Parasitic Diseases Control Program, Ministry of Health, Libreville, Gabon
| | - Pierre Kengne
- MIVEGEC, Univ. Montpellier, CNRS, IRD, Montpellier, France
| | - Nicaise T Ndam
- MERIT, IRD, Paris Cité University, 75006, Paris, France
- Department of Parasitology, Noguchi Memorial Institute for Medical Research, University of Ghana, LG 54, Accra, Ghana
| | | | - Moses Bockarie
- School of Community Health Sciences, Njala University, Bo, Sierra Leone
| | - Patricks Voua Otomo
- Department of Zoology and Entomology, Faculty of Natural and Agricultural Sciences, University of the Free State, Private Bag x13, Phuthaditjhaba, 9866, Republic of South Africa
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Sowl S, Amrein-Beardsley A, Collins C. Teaching program evaluation: How blending theory and practice enhance student-evaluator competencies in an education policy graduate program. EVALUATION AND PROGRAM PLANNING 2022; 94:102139. [PMID: 35853268 DOI: 10.1016/j.evalprogplan.2022.102139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 06/05/2021] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
Researchers examined student learning outcomes in two program evaluation courses, taught by the same instructors: a first-year PhD-level course taught using theory and a second-year master's-level course taught blending theory and application by executing an evaluation. Embedding this work in Ghere, King, Stevahn, and Minnema (2006) Essential Competencies for Program Evaluators Self-Assessment (ECPE), researchers investigated student perceptions of their evaluator competencies, scored end-of-course proposals, and interviewed program leaders to understand differences between the two teaching methods, as well as the extent to which the applied evaluation component of the master's-level course may have impacted differential, practice-based outcomes. Researchers analyzed program leader interviews and student data derived via survey, and a six-person team analyzed students' end-of-course proposals. Findings showed master's-level students independently rated all applied components of their course significantly higher than their and their PhD counterparts' rating of the theoretical components, which partially aligned with results of students' final, end-of-course proposals. Program leaders agreed that the applied course yielded strong evaluative findings, given what they perceived as a successful integration of theory and practice.
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Affiliation(s)
- Stephanie Sowl
- ECMC Foundation, 444 S. Flower St., Los Angeles, CA 90071, USA.
| | - Audrey Amrein-Beardsley
- Educational Policy and Evaluation Mary Lou Fulton Teachers College Arizona State University, PO Box 871811, Tempe, AZ 85287-1811, USA.
| | - Clarin Collins
- Office of Scholarship and Innovation Mary Lou Fulton Teachers College Arizona State University, PO Box 871811, Tempe, AZ 85287-1811, USA.
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Taka M, Verbrugge L, Varis O. Making Waves: Joining forces for better doctoral education in water research. WATER RESEARCH 2021; 204:117650. [PMID: 34543975 DOI: 10.1016/j.watres.2021.117650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 08/31/2021] [Accepted: 09/04/2021] [Indexed: 06/13/2023]
Abstract
We argue that doctoral education in water needs an elevated focus towards educating game changers who can drive innovation and change towards more sustainable futures across academic and non-academic settings. Today's doctoral graduates in water are increasingly employed outside academia, and challenged to understand complex and interconnected systems, to integrate and synthesize information from different disciplines and to lead the way toward increasingly creative, resilient, robust, and socially sustainable solutions. Supervisors are challenged by interdisciplinary research topics and by growing diversity of objectives, too often at the cost of their wellbeing. The need to keep up with the rapid scientific and technological development and floods of big data is pressing. We synthesize key insights from higher education literature and doctoral programs in water research to identify priority actions targeted at four key actor groups: supervisors and supervisees, research group, university, and industry. The actions contribute to appropriate resourcing, enabling an environment for enhanced teamwork practices, and systematic structures for progress. Establishing supporting structures will leverage the much-needed communities of practice involved in co-creating and transforming supervision and education of doctoral students in interdisciplinary water research.
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Affiliation(s)
- Maija Taka
- Majakka Doctoral Education Project, Water and Environmental Engineering Research Group, Aalto University, P.O. Box 15200 FI-00076, Finland.
| | - Laura Verbrugge
- Majakka Doctoral Education Project, Water and Environmental Engineering Research Group, Aalto University, P.O. Box 15200 FI-00076, Finland.
| | - Olli Varis
- Majakka Doctoral Education Project, Water and Environmental Engineering Research Group, Aalto University, P.O. Box 15200 FI-00076, Finland.
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Joseph PV, McCauley L, Richmond TS. PhD programs and the advancement of nursing science. J Prof Nurs 2021; 37:195-200. [PMID: 33674093 DOI: 10.1016/j.profnurs.2020.06.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 06/23/2020] [Accepted: 06/30/2020] [Indexed: 12/19/2022]
Abstract
Nurses are well-positioned to be groundbreaking researchers, scientists, leaders, and innovators to improve the health and well-being of individuals, families, and communities. Nurse scientists are needed to contribute to scientific discoveries that inform effective strategies to improve patient care and outcomes and to inform future policies. Thoughtful consideration is required about the preparation of nurse scientists to ensure they are equipped with the knowledge and skill sets to meet the needs of society. Evolving health needs and priority areas of inquiry along with an ever-increasing array of sophisticated methodologies and centrality of interdisciplinary teams to solve complex problems should drive how we prepare PhD students. This paper reflects a panel and subsequent dialogue with nurse leaders at the PhD summit held at the University of Pennsylvania in October 2019. Three aspects of PhD education and the advancement of nursing science are discussed 1) examining important elements to support nurse scientist development; 2) identifying key gaps in science that the discipline needs to address in educating the next generation of nurse scientists; and 3) preparing nurse scientists for the competitive funding environment.
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Affiliation(s)
- Paule V Joseph
- Sensory Science & Metabolism Unit, Biobehavioral Branch, Division of Intramural Research, National Institute of Nursing Research, United States of America
| | - Linda McCauley
- Nell Hodgson Woodruff School of Nursing, Emory University, United States of America
| | - Therese S Richmond
- Biobehavioral Health Sciences Department, School of Nursing, University of Pennsylvania, United States of America.
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Okewole H, Merritt C, Mangezi W, Mutiso V, Jack HE, Eley TC, Abas M. Building Career Development Skills for Researchers: A Qualitative Study Across Four African Countries. Ann Glob Health 2020; 86:40. [PMID: 32322538 PMCID: PMC7164382 DOI: 10.5334/aogh.2759] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Background Career development skills are widely advocated as part of research capacity building and strengthening efforts. However, there is a gap in knowledge on their acceptability in low- and middle-income countries. Objective This study aimed to examine how a group of 16 early-career researchers in sub-Saharan Africa experienced a career development skills course and how they perceived the utility of the course. Methods Sixteen early-career researchers registered at universities in Ethiopia, Zimbabwe, Malawi, and South Africa took part in the year-long Academic Competencies Series (ACES) course. ACES comprised ten modules covering mentoring skills, work-life balance, career strategy, teamwork, presentation skills, teaching, academic writing, engaging policy makers, grant-writing, and digital media. ACES was delivered through face-to-face workshops and via webinar as part of a broader mental health research capacity-building programme. In-depth interviews following a topic guide were conducted with participants. Interviews were recorded and transcribed verbatim. Data were analysed using Thematic Analysis. Findings All ACES participants were interviewed (9 male, 7 female). Participants were PhD students (14) and post-docs (2). The main themes identified throughout the course were 1) Growth, in both personal and professional life; 2) Application of training, often in innovative ways but with notable constraints and obstacles; and 3) Connection with colleagues, where researchers learnt from each other and from experts, building confidence in their new skills. Participants described how face-to-face contact enhanced the perceived quality of their learning experience. Barriers included logistical obstacles to applying training, such as limited resources and being at an early career stage. Conclusions We found that research career development skills training was highly acceptable for early-career researchers in four African countries, and was perceived as having facilitated their personal and professional growth. Our findings suggest that courses like ACES can be applied successfully and innovatively in low-income settings.
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Affiliation(s)
- Halima Okewole
- Barts and the London School of Medicine and Dentistry, London, UK
- Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Christopher Merritt
- Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Walter Mangezi
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | | | - Helen E. Jack
- Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
- Department of Medicine, University of Washington, Seattle, US
| | - Thalia C. Eley
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Melanie Abas
- Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
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Fahnert B. I'm the one that you want…. FEMS Microbiol Lett 2019; 366:5344994. [PMID: 30786283 DOI: 10.1093/femsle/fnz028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2019] [Accepted: 01/30/2019] [Indexed: 11/13/2022] Open
Affiliation(s)
- Beatrix Fahnert
- School of Life Sciences, University of Lincoln, Green Lane, Lincoln LN6 7TS, UK
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Watts SW, Chatterjee D, Rojewski JW, Shoshkes Reiss C, Baas T, Gould KL, Brown AM, Chalkley R, Brandt P, Wefes I, Hyman L, Ford JK. Faculty perceptions and knowledge of career development of trainees in biomedical science: What do we (think we) know? PLoS One 2019; 14:e0210189. [PMID: 30699144 PMCID: PMC6353103 DOI: 10.1371/journal.pone.0210189] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Accepted: 12/18/2018] [Indexed: 11/22/2022] Open
Abstract
The Broadening Experiences in Scientific Training (BEST) program is an NIH-funded effort testing the impact of career development interventions (e.g. internships, workshops, classes) on biomedical trainees (graduate students and postdoctoral fellows). BEST Programs seek to increase trainees' knowledge, skills and confidence to explore and pursue expanded career options, as well as to increase training in new skills that enable multiple career pathways. Faculty mentors are vital to a trainee's professional development, but data about how faculty members of biomedical trainees view the value of, and the time spent on, career development are lacking. Seven BEST institutions investigated this issue by conducting faculty surveys during their BEST experiment. The survey intent was to understand faculty perceptions around professional and career development for their trainees. Two different, complementary surveys were employed, one designed by Michigan State University (MSU) and the other by Vanderbilt University. Faculty (592) across five institutions responded to the MSU survey; 225 faculty members from two institutions responded to the Vanderbilt University survey. Participating faculty were largely tenure track and male; approximately 1/3 had spent time in a professional position outside of academia. Respondents felt a sense of urgency in introducing broad career activities for trainees given a recognized shortage of tenure track positions. They reported believing career development needs are different between a graduate student and postdoctoral fellow, and they indicated that they actively mentor trainees in career development. However, faculty were uncertain as to whether they actually have the knowledge or training to do so effectively. Faculty perceived that trainees themselves lack a knowledge base of skills that are of interest to non-academic employers. Thus, there is a need for exposure and training in such skills. Faculty stated unequivocally that institutional support for career development is important and needed. BEST Programs were considered beneficial to trainees, but the awareness of local BEST Programs and the national BEST Consortium was low at the time surveys were employed at some institutions. It is our hope that the work presented here will increase the awareness of the BEST national effort and the need for further career development for biomedical trainees.
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Affiliation(s)
| | | | - Julie W. Rojewski
- Michigan State University, East Lansing, MI, United States of America
| | | | - Tracey Baas
- University of Rochester Medical Center, Rochester, NY, United States of America
| | - Kathleen L. Gould
- Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Abigail M. Brown
- Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Roger Chalkley
- Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Patrick Brandt
- University of North Carolina, Chapel Hill, NC, United States of America
| | - Inge Wefes
- University of Colorado Denver Anschutz Medical Campus, Denver, CO, United States of America
| | - Linda Hyman
- Boston University School of Medicine, Boston, MA, United States of America
| | - J. Kevin Ford
- Michigan State University, East Lansing, MI, United States of America
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Doonan F, Taylor L, Branduardi P, Morrissey JP. Innovative training networks: overview of the Marie Skłodowska-Curie PhD training model. FEMS Microbiol Lett 2018; 365:5078865. [PMID: 30239741 PMCID: PMC6140915 DOI: 10.1093/femsle/fny207] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 08/21/2018] [Indexed: 12/29/2022] Open
Abstract
Doctoral training has changed in recent years with most PhDs now performed in structured programmes operated by university graduate schools. These schools generally superimpose a training framework onto the traditional research project to improve the education experience of the students and to prepare them for their careers. Many graduates progress to the commercial sector, where there is demand for highly skilled employees. The European Union (EU) promotes the development of transnational, training-focused, PhD programmes called Innovative Training Networks (ITNs) through Marie Skłodowska-Curie Actions. ITNs share many features of thematic PhD programmes, but they only recruit a single cohort of students, and they align with EU policy goals. These training networks are prestigious and very well regarded within European academia. The authors of this article were participants in a yeast biotechnology ITN, YEASTCELL, which finished in 2017. Some interesting insights into the more and less successful aspects of the project arose during discussions at the final project workshop. The views of the participants are distilled here in a discussion of how an ITN could be structured to maximise the benefits for the three main stakeholders: students, supervisors and industry partners.
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Affiliation(s)
- Francesca Doonan
- School of Microbiology, University College Cork, College Road Cork, Ireland
| | - Lucy Taylor
- PrimeUCC, UCC Academy, 2.02 Western Gateway Building, Western Road, Cork, Ireland
| | - Paola Branduardi
- Dipartimento di Biotecnologie e Bioscienze, Università degli Studi Milano-Bicocca, Piazza della Scienza, 2 20126 Milano, Italy
| | - John P Morrissey
- School of Microbiology, University College Cork, College Road Cork, Ireland
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Fahnert B. Keeping education fresh-not just in microbiology. FEMS Microbiol Lett 2018; 364:4329272. [PMID: 29029234 DOI: 10.1093/femsle/fnx209] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2017] [Accepted: 09/27/2017] [Indexed: 01/03/2023] Open
Abstract
Innovative practice from around the globe, addressing a range of recent educational themes and trends, was published in the FEMS Microbiology Letters virtual Thematic Issue 'Keeping Education Fresh' in October 2017. Its thought-provoking content is reviewed here to more directly facilitate reflections and discussions in the professional community. The focus is on best practice approaches when enhancing student engagement, how to adjust those to the diversity of learners, learning situations and infrastructures, and to a broad range of subjects. The need for authentic learning and to move away from didactic teaching is emphasized. The 'students as researchers' theme is featured e.g. in context of service learning. Creative approaches are presented such as using performing arts, popular culture and gamification. The development of interdisciplinary and intercultural competences, and the exploration of socioscientific themes and philosophical issues are considered. Revisions of curricula and programmes, reflective of educational advancements and sector drivers, are discussed from undergraduate to postgraduate and professional specialist level also in light of problem-based learning, interactive distance and on-campus learning, and even the legacy of Massive Open Online Courses. Such changes always require resources and skills, and carry risks. Yet, innovation is a risk worth taking to keep education fresh.
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Affiliation(s)
- Beatrix Fahnert
- Cardiff School of Biosciences, Cardiff University, Museum Avenue, PO Box 911, Cardiff CF10 3AX, Wales, UK.,School of Life Sciences, University of Lincoln, Green Lane, Lincoln LN6 7TS, UK
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