Research project first lecture

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Research project first lecture

  1. 1. Dr. Majdi Bkhaitan Assistant professor in Medicinal Chemistry www.uqu.edu.sa/mmbakhaitan www.pbworks.uquresearch.com Final year research project 1st semester 1431/1432
  2. 2. • Goal – |Professionaling Method “The use of heuristics to cause the best change in a poorly understood situation with the available resources” • Objectives: (1) Self Regulation (2) Communication (3) Working Cooperatively and Collaboratively (4) Problem Solving (5) and Quality Goals
  3. 3. THE RESEARCH PROJECT ENVIRONMENT • active ( as opposed to passive ) • group or team based • instructors are facilitators (not lecturers) • work is assessed using a standard industry method for assessing designs • Expected to work outside of class
  4. 4. ASSESSMENT OF WORK PRODUCTS • When you buy a new video game, bicycle, backpack for books, CD, etc. how do you rate the product (discuss with table members)? • In research project your workproducts are rated (assessed, graded) using a very similar scale to the one you use in assessing the quality of new products. • All of your work will be assessed as either Exceeding Expectations (E), Meeting Expectations (M) or Needing Improvement (NI)
  5. 5. ASSESSMENT PROCESS • If you MEET Expectations on each assignment, you will get a B in the course. • You must put in extra effort to get an A. • You must first MEET Expectations before you can EXCEED Expectations. • The faculty define expectations (i.e., what is required to MEET expectations) using checklists.
  6. 6. SELF REGULATION & LAPSES • Assessment of Affective Behavior (Self Regulation) • Independent of work quality, affective behavior (as described in Section 4) also impacts your IE 201 grade. One of the course goals is that students demonstrate self regulation. Instances of poor behavior or participation are recorded as Self Regulation Lapses. Self Regulation Lapses include, but are not limited to: • absences from class, • lateness to class (1/2 laps), • being unprepared for class, • failure to participate and/or disruptive or unethical classroom behaviors, • minor inappropriate use of UQU properties and facilities, • late submittal of an assignment (1 lapse for first week late), and • getting no credible effort (NCE) on an assignment. • See Section B of the Blue Workbook for more information on Self Regulation.
  7. 7. Be prepared to report out on: The impact of lapses on your grade, and the easiest way to accumulate a large number of lapses
  8. 8. SESSION Begins with a true/false, multiple choice, or fill in the space Quiz on the assigned reading Has discussion on the assigned reading Has exercises that allow practicing one or two of the skills in the assigned reading Reviews the agendas for specific details about each Concepts class. Note: The following Practical week often builds on topics learned in Concepts week.
  9. 9. WHY DO WE HAVE QUIZZES?  Encourage you to complete the assigned reading before class  Enable you and instructor to evaluate your knowledge of the important concepts before they are presented in class  Focus your attention on the topics to be presented in class  Provide an opportunity for you to reflect on what you have learned
  10. 10. SPECIFICATIONS See Table 2 of Concepts First Day Materials
  11. 11. JOURNAL?  A summary in your own words of the important concepts and why they are important  A list of questions that were unclear to you  A personal description of potential applications in your own life  Description of your own experience relevant to the material  A comparison and contrast of the material to other material in this or other courses  Must be submitted with a completed checklist
  12. 12. With reference to today’s class!  On one index card, place a + at the top and write a BRIEF comment below about ONE thing you found valuable in helping you master one of the class Learning Objectives.  On a second index card, place a  at the top and write a BRIEF suggestion below about how one of the class Learning Objectives could be better mastered for future sessions.  Place the index cards on the table designated by the instructor on your way out the door.  Please bring your extra index cards and Table envelopes to the Instructor’s table - THANKS! Process Check Example: Plus / Delta
  13. 13. CLASS LEARNING OBJECTIVES • Achieve Knowledge about Assignment # C-1 • Achieve Knowledge about what is required for an active classroom (i.e., the FIGS Pace)
  14. 14. ASSIGNMENT # C-1 • Read Assignment # C-1 – Pharmacy – The Profession as well as the checklist for this assignment • Discuss the material with your tablemates and generate a set of questions you would like answered; prioritize the questions • When your table is selected, ask your most important remaining question
  15. 15. ACTIVE LEARNING • Used extensively in delivery of course • What’s Involved?
  16. 16. CLASS LEARNING OBJECTIVES • Achieve Knowledge about Assignment # C-1 • Achieve Knowledge about what is required for an active classroom (i.e., the FIGS Pace)
  17. 17. With reference to today’s class!  On one index card, place a + at the top and write a BRIEF comment below about ONE thing you found valuable in helping you master one of the class Learning Objectives.  On a second index card, place a  at the top and write a BRIEF suggestion below about how one of the class Learning Objectives could be better mastered for future sessions.  Place the note card on the tables designated by the instructor on your way out the door. Thanks! See you next Wednesday ! PROCESS CHECK EXAMPLE: PLUS / DELTA
  18. 18. CLASS LEARNING OBJECTIVES • Achieve Knowledge about Assignment # C-1 • Achieve Knowledge about what is required for an active classroom (i.e., the FIGS Pace)
  19. 19. ASSIGNMENT # C-1 • Read Assignment # C-1 – |Professionaling – The Profession as well as the checklist for this assignment • Discuss the material with your tablemates and generate a set of questions you would like answered; prioritize the questions • When your table is selected, ask your most important remaining question
  20. 20. ACTIVE LEARNING • Used extensively in delivery of course • What’s Involved?
  21. 21. CLASS LEARNING OBJECTIVES • Achieve Knowledge about Assignment # C-1 • Achieve Knowledge about what is required for an active classroom (i.e., the FIGS Pace)
  22. 22. With reference to today’s class!  On one index card, place a + at the top and write a BRIEF comment below about ONE thing you found valuable in helping you master one of the class Learning Objectives.  On a second index card, place a  at the top and write a BRIEF suggestion below about how one of the class Learning Objectives could be better mastered for future sessions.  Place the note card on the tables designated by the instructor on your way out the door. Thanks! See you next Wednesday ! PROCESS CHECK EXAMPLE: PLUS / DELTA
  23. 23. VIDEO Private Universe Enjoy!
  24. 24. VIDEO DISCUSSION
  25. 25. With reference to today’s class!  On one index card, place a + at the top and write a BRIEF comment below about ONE thing you found valuable in helping you master one of the class Learning Objectives.  On a second index card, place a  at the top and write a BRIEF suggestion below about how one of the class Learning Objectives could be better mastered for future sessions.  Place the index cards on the table designated by the instructor on your way out the door.  Please bring your extra index cards and Table envelopes to the Instructor’s table - THANKS! Concepts Calendar SES # 1 Process Check Example: Plus / Delta
  26. 26. RESEARCH PROJECT PRACTICAL SESSION • What are we going to do in here? • practice problem solving • present & assess technical work • create a design notebook • work on one design project • Course Calendar • What is going on today? • What is the reading assignment for next class? • What are we doing next week?
  27. 27. RESEARCH PROJECT PRACTICAL SESSION • The Practical assignments and checklists will all be located in the research project handouts folder
  28. 28. PARTICIPATION EXPECTATIONS • Create and maintain a Design Notebook • must be technically correct • work must be presented according to specifications • Participate in the Celebration
  29. 29. PARTICIPATION EXPECTATIONS (CONT.) • Attend class ( 2/3 of team present, but I do keep track of who’s missing ) • Prepare to participate in ALL in-class activities !
  30. 30. PARTICIPATION EXPECTATIONS (CONT.) Any team (even if only one member is responsible) plagiarizing someone else’s work will be considered to have cheated and will be dealt with according to the College Policy.
  31. 31. PRACTICAL GRADES (CONTINUED) • A No Submittal (NS) is VERY serious (TWO defects). • Pay special attention to the accumulation of Self Regulation Lapses, especially those associated with late work.
  32. 32. PRESENTATION SANDWICH Context Work and Answer Discussion
  33. 33. PRESENTATION SANDWICH • Context (first slice) • begin with the end in mind • written before beginning the work • gets reader interested in the work • Actual Technical Work (‘innards’) • does not make a complete presentation on its own • Discussion (second slice) • reflect on the work you have done • written after completing the work
  34. 34. ASSESSING TECHNICAL WORK • Being successful Professionals not only requires simply completing the tasks assigned to you, but also requires the ability to critically evaluate your own and others’ work. • In this course, you are given the checklists the instructors use to evaluate your work. • In the Practical part of the course, you will be asked to evaluate another team’s work.
  35. 35. TEAM EXERCISE
  36. 36. A SHORT CLASS ASSIGNMENT Goals • achieve a better understanding of the presentation sandwich • achieve a better understanding of checklists and how they are used
  37. 37. A SHORT CLASS ASSIGNMENT Process • Introduction and background. 5 minutes. • your team will be given an assignment to complete in 35 minutes • you will assess another team’s assignment using a presentation of technical work sub-checklist 15 minutes • the results of the assessment will be discussed 15 minutes
  38. 38. INTRODUCTION: HOW IT WORKS ? • Have you ever wondered how Air conditions works? • Here is How Air Conditioners Work!
  39. 39. USB AIR CONDITIONER ? • CAN you have an USB powered Air Condition (pay attention to CAN) • It is a Simple Do it yourself type of project. You may try this if you wish! • Here is how you can do it!
  40. 40. YOUR PROBLEM • Your team work in Team KSA’s Air Conditioning Division and your team has been asked to determine the volume of air inside this Building so the design of the air handling equipment can be done. • At the end of 35 minutes your team must have something written down to present to Team KSA |Professionals.
  41. 41. ASSESSING THE WORK (15 MIN) • Trade work products with another team • Using the Presentation of Technical Work Checklist • look at each item on the checklist, • check if that item is present in the work product, and • mark the checklist accordingly • Two members return the assignment and checklist and discuss the assessment with the team
  42. 42. REPORTING OUT (15 MINUTES) • Contexts • Did all the work products have Contexts? • What were some of the Contexts? • What might you put in this Context? • Discussion • Did all the work products have Discussions? • What were some of the Discussions? • What might you put in a Discussion?
  43. 43. ETHICS & PROFESSIONALISM • When you are evaluating your work, remember to ask yourself: • Is it legal? • Is it fair to all concerned? • How will it make me feel about myself? • Professional and ethical considerations should not stifle creativity in brainstorming ideas. • Some of these “outrageous” ideas can lead to really good ideas, however. • In your final work, you must rule out those ideas that are unethical, unprofessional, or illegal.
  44. 44. DELIVERING & ASSESSING THE TUTORIALS • Remove the Peer Assessment Form from your handouts • Write the name of each team member on the Peer Assessment Form (if team has five members use the back). • The instructor will tell you when to start each tutorial. • When done Submit Peer Assessment Forms and Tutorials (with Checklists) to instructor in order.
  45. 45. CONCEPTS CALENDAR • Reading Assignment for the Next Session! • Pages 1-3 in Chapter 1 in Strategies for Creative Problem Solving • Pages B5-B10 and E1-E7 in Blue Workbook • Assignment for the Next Session ! • 1. Prepare for the Quiz on the assigned reading • 2. Bring to Class Blue Workbook !
  46. 46. QUALITY & PROCESS
  47. 47. BEGIN WITH THE END IN MIND: TODAY’S CLASS GOALS • Demonstrate Knowledge of the following: • quality • customer • expectations • process • Demonstrate the ability to • create a deployment flowchart and • analyze the deployment flow chart.
  48. 48. STRUCTURE BEFORE TASK: Each team: Use the method described on page E-11 of the Blue Workbook to create a deployment flowchart for the process used to register for a course at UQU. Start the flowchart at the point the student has decided to register for the following semester.
  49. 49. STRUCTURE BEFORE TASK, CONTINUED End the flowchart at the point the student receives the registration confirmation. Create a complete flowchart for presentation and class discussion; keep the Modeling Heuristic below in mind as your table works on this flowchart for 40 minutes! Any answer is better than none!
  50. 50. DEPLOYMENT FLOWCHART: REPORTING (10 MINUTES) • Each Team pair up with a neighboring team • Each team present your flowchart to the other team (complete both presentations within 8 minutes) • Discuss any problems (e.g., no input, no columns, etc.)
  51. 51. DEPLOYMENT FLOWCHART: ANALYSIS (15 MINUTES) • Each Team should take turns asking the other team the following questions: • who are the customers, • what are their expectations, and • where quality may be an issue or problem • how can process be improved?
  52. 52. BEGIN WITH THE END IN MIND: TODAY’S CLASS GOALS • Demonstrate a willingness to respond to the pre-class reading assignment (the Quiz!). • Demonstrate Knowledge of the following: • quality • customer • expectations • process • Demonstrate the ability to • create a deployment flowchart and • analyze the deployment flow chart.
  53. 53. AGREE DISAGREE The Review Helped Us Better Understand some of the meanings of “quality 1 2 3 4 5 who is the customer 1 2 3 4 5 customer expectations 1 2 3 4 5 the definition of process 1 2 3 4 5 The Team Feels Very Comfortable creating Process deployment flowcharts 1 2 3 4 5 analyzing deployment flowcharts 1 2 3 4 5 The team stayed focused on the task 1 2 3 4 5 PROCESS CHECK (TEAM DISCUSS, FILL OUT AND SUBMIT ON YOUR WAY OUT) List a change in today’s class that would enable your team to achieve today’s goals more effectively:
  54. 54. WHO TO INCLUDE? • your Advisor, • the Registrar, • the Postal Service if appropriate, • etc.

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