CS 3 – Specific aims for improving quality of education provision for students and doctoral students, especially in fields of study and disciplines of science related to priority research areas, taking into account the need to include students and doctoral students in research activities and the need to compete effectively for the most talented applicants, including foreign ones, to study programmes and to doctoral schools. The objectives should also take into account implementation of a talent management system.
CS3.1. A research university takes particular care to consistently combine research and education.
- One of the most important methods to improve the quality of provided education is introducing different teaching objectives for first- and second-cycle programs, including different level of student involvement research based learning. AMU defines first-cycle programs focused on the students’ research interests, whereas second-cycle programs are related to research.
CS3.2. The Best Student program is designed to identify and support the most promising students at the earliest possible stage of university education.
- The program will be addressed to top first-year students in first-cycle programs and will include individual and joint research grants (BestStudent Grant) and summer schools intended to familiarize talented students with research work (BestStudent CAMP).
CS3.3. Due to considerable disparities in the knowledge of prospective first-year students, the dropout rate for freshmen is still high.
- To reduce it, systemic solutions will be developed, allowing for personalized improvement in knowledge and skills essential for pursuing and completing first-cycle programs.
CS3.4. To improve the quality of education in second-cycle programs, the curricula will be subject to analysis and verification in selected fields of study, with an eye on tying second-cycle programs more strongly with research performed at the university.
- Basing on the results of the analysis, selected curricula will be retooled towards including students in the research process.
CS3.5. Retooling current traditional lecture-based teaching approach, (with dominant of tradition form of administration) into activating education strongly tied into the research process.
- Consequently original study@research program will implemented including elements such as tutoring and “research- and problem-based learning” and implementing to existing curriculum the elements such as: independent action, critical thinking, using the gained knowledge to solve problems (e.g. research problems), creativity and innovation, teamwork, and ability to learn.
CS3.6. Complex changes – beyond the restructure of the curricula, the actions will include retraining academic staff in context of changes described above.
- Developing teaching skills, including modern methods and forms of education.
CS3.7. The study@research program will be supported with an incentive package for students and staff, including:
- funding student research projects, and projects which are organized by student research teams,
- student-organized scientific conferences, students preparing papers for publication support,
- assistance for student-organized project based research seminars;
- support for internal and external research internships,
- master courses which are conducted by prominent researchers from outside the AMU.
- AMU Rector’s student and doctoral “scientific excellence” call.
- Calls for academic teachers including the preparation and implementing innovative, didactic methods which allow to implement students’ research
CS3.8. Building the prestige of the University’s study programs.
- Successful implementations of the above changes will require sweeping promotional efforts, inside and outside the university. These will include a dedicated on-line platform integrating all of the activities listed above. The goal of these efforts is a strong message that the university places the greatest emphasis on research activity of its students.
CS3.9. Creating joint study programs with strong European partners.
- in order to usage the synergistic effect of such collaborations, further improve student involvement in research across universities, and help them acquire soft skills essential to working in international research groups.
CS3.10. Internationalizing the doctoral school.
- through the development of common curricula with selected European research-intensive universities, and to broaden the education offer by introducing classes taught in foreign languages by acclaimed researchers from outside AMU, especially from abroad.
CS3.11. Developing a stronger link between the curriculum of the doctoral school and the institutions in its socio-economic environment.
- promoting the subjects particularly useful in cooperation with the non-academic sector