Dave Lewis, University of Leeds, UK

https://doi.org/10.36866/pn.119.10

Less than ten percent of bioscience graduates go onto careers in scientific research, and the overwhelming majority leave science altogether (1). Traditional laboratory-based, fieldwork or literature review projects do not provide the requisite work experience or skills development for the diverse range of career paths followed by the majority of our graduates. There is, therefore, an urgent need to broaden the expectations that both students and educators have for final year or honours projects, to move beyond seeing them merely as opportunities for students to gain research experience or an understanding of the research process, to a broader US-style Capstone (or culminating) Experience. Students apply the knowledge and skills gained in earlier years to an enquiry-based problem, which may or may not be research, and creating an output as a solution to this problem and, in so doing, showcasing their knowledge, skills and understanding to us and future employers. In doing so, students showcase their knowledge, skills and understanding to us and future employers.

Recognising the above, many Bioscience Departments or Faculties have started to broaden their portfolio of final year or capstone projects. The Royal Society of Biology has made substantial changes to its capstone accreditation criteria for BSc degrees. Now any format of capstone, including those that are team-based, is acceptable provided they include opportunities for analysis, synthesis and critical evaluation of information, and result in a defined output. The COVID-19 pandemic has accelerated this rate of adoption of alternative capstones across the sector. With the expectation that laboratories may still be closed at the start of the upcoming academic year or, if open, with substantial social distancing requirements in place, many colleagues are looking for alternatives to traditional laboratory or fieldwork projects. The QAA Biosciences Benchmark Statement requires students to undertake a research project. On mass replacement with critical literature reviews is not acceptable; less than 10% of students would select this option given the choice (1,2). Non-traditional capstones, all of which are deliverable solely or predominantly remotely, are thus an ideal solution. These include:

• Virtual laboratory: Currently critical review project students at Leeds write a grant proposal as an extension exercise to their scientific paper.  Why not flip the concept?  Students formulate a research question, design a study, test their hypothesis using simulations or re-analysis of existing data, and when laboratories re-open, undertake a short proof of concept/pilot study;
• Virtual fieldwork: Use publicly available webcams or video recordings of humans, animals or the environment to explore discipline-relevant research questions e.g. nesting behaviour of birds;
• Bioinformatics/Big data: Using bioinformatics tools to interrogate (e.g. genomic) datasets or analysis and interpretation of the many publically available (e.g. health, environment)  or School/Faculty research (eg neuronal recordings) datasets e.g. https://bit.ly/OADataRep;
• Computational modelling/Simulations: Investigate the physiological or pharmacological modulation of existing models or simulations of systems, organs or tissues (e.g. intact animals, heart, neurones).  This could include the evaluation of the scientific accuracy and educational benefits of simulations currently used in education eg https://bit.ly/e-BioPracticals or accuracy of automated data tracking/scoring systems (e.g. OptiMouse);
• Grant proposal: Rather than grant proposal as extension exercise, it becomes the principal output. Sections within it are those in real grant applications to funding bodies e.g. BBSRC or MRC. “Pilot” data comes from previous studies in the supervisor’s lab;
• Systematic reviews with or without meta-analysis: A defined, systematic way of undertaking a comprehensive review of the literature, used a lot in clinical trials/health science but increasingly in animal experiments and education. Previous reviews undertaken by Leeds students include: Pharmacotherapies for gestational diabetes; Animal welfare factors influencing reproducibility and reliability of studies involving lab animals; E-learning and other resources as replacements for face 2 face undergraduate practical’s in the Biosciences ;
• Surveys/Focus Groups: Any topic or area, and of students, staff or the public e.g public attitudes/knowledge of antimicrobial resistance; attitudes to the use of animals in education; interaction between developers, clinicians and patients in the development of Digital Health Apps (the latter was innovative in its use of twitter to engage participants in the first instance
• Scientific writing: Creation of web-content for Small to Medium Enterprises (SME, e.g. scientific information on their products https://badrilla.com/project-landing). The content behind each tab was written by a team of students; 
• Commercial/Technical reports: Using publicly available information to write technical or commercial reports (e.g. impact of legislation, analysis of markets etc.) for SME’s or other clients.;
• Professional Education: Development of education and training resources for researchers (e.g. The reproducibility Crisis https://www.youtube.com/watch?v=OwmDzLfg9es; vodcasts on good practice in specific research methodologies/tools);
• Educational development: Creation and evaluation of resources for use in undergraduate education (e.g. practicals, problem solving exercises). An ideal opportunity for students to repurpose existing face 2 face practicals into online versions or create online problem solving exercises;
• Science in schools/Public engagement: Create an interactive science workshop for use in schools or as a public engagement activity (for the Faculty, Charity or other educational organisation).  Delivered virtually, or if social distancing conditions are relaxed later in the year, face 2 face.

For more details on any of the above and additional opportunities, see: https://mymedia.leeds.ac.uk/Mediasite/Play/a3add1c5d3b34120ae9899c30bb67b6b1d or contact me (d.i.lewis@leeds.ac.uk).

The critical question is what do students think about these alternative capstones?  In short, they love them.  Given the chance, one in three students would opt for a non-traditional capstone [Lewis DI, 2020]. 

“So rewarding, the highlight of my whole education. I gained so much from it personally and professionally” (BSc Neuroscience in relation to Medicine)

It enables them to try out different career options in a safe space, and opens their eyes to new career opportunities:

“Always loved working with children, but interestingly this project has allowed me to realise it may perhaps be my “calling” (BSc Neuroscience in relation to Medicine)

And enhances their employability:

“Main thing I’ve gained from the project is being able to look at complex situations from other perspectives than a purely scientific one. For example, I’ve had to look at social policy and the law in depth, and as a result appreciate how science helps to inform these areas” (BSc Human Physiology)

“Invaluable to me, in terms of enjoyment within my degree but also skills that I have been able to develop to help me with my future endeavours. It’s challenged me personally to motivate myself, set realistic goals, and be creative in my problem solving.” (BSc Neuroscience)

“Our business-minded approach to meeting the objectives gave me the opportunity to utilise my problem solving and communication skills on a daily basis. Our use of social media allowed us to present the findings and communicate with specialists displaying interest in our research. It’s an excellent opportunity to demonstrate your aptitude in a scientific, non-laboratory working environment.” (BSc Medical Sciences)

Non-traditional capstones are not without their challenges, for both students and staff. However, with appropriate scaffolding and support, these can be overcome.  By broadening the portfolio of capstones available to students whilst also retaining more traditional formats, it enables students to decide exactly what they want to get out of their capstone and choose accordingly.

Capstones are a high impact educational practice. They can be both transformational and translational (prepare students for the world of work).  An opportunity for students to showcase their knowledge, understanding and skills, including 4th Industrial Revolution skills, to us and potential employers.  We should not see online or non-traditional capstones as a short-term fix in response to the current COVID-19 situation. Rather, an opportunity to develop and enhance our programmes, to better meet the aspirations and needs of students, and to better prepare them for the 21st Century workplace.

Dave Lewis is Senior Lecturer in Pharmacology & Scientific Ethics at the University. His interests include developing and evaluating non-traditional formats for undergraduate final year Capstone projects, and the development and delivery of professional education in research animal sciences in the Emerging World. Dave has previously been awarded The Society’s Otto Hutter Teaching Prize and is an AdvanceHE National Teaching Fellow. 

References

1. Lewis DI (2020). Final year undergraduate research project or a “Capstone Experience”? Time for a re-think. Brit J. Clin. Pharmacol. 86 (6): 1227-1228. https://bpspubs.onlinelibrary.wiley.com/doi/abs/10.1111/bcp.14266
2. Lewis DI et al. (2017). Final Year undergraduate research projects in the Biosciences: Student and staff expectations, outcomes and impact on career choices and employability. Proc. Brit Pharmacol. Soc, Pharmacology 2017, London.