Dr. Majdi Bkhaitan's Research Project Class Materials
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. • 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. 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. 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. 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. 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.
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. 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
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. 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. 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. 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
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. 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. 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. 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
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. 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
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. 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. RESEARCH PROJECT PRACTICAL SESSION
• The Practical assignments
and checklists will all be located
in the research project handouts
folder
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. 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. 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. 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.
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. 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.
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. 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. INTRODUCTION: HOW IT WORKS ?
• Have you ever wondered how Air conditions works?
• Here is How Air Conditioners Work!
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. 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. 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. 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. 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. 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. 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
!
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. 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. 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. 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. 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. 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. 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. WHO TO INCLUDE?
• your Advisor,
• the Registrar,
• the Postal Service if appropriate,
• etc.
