Research and education Izabela M. Sosnowska, Warsaw University Report of the STEPS group 2 The working group EG2 of the STEPS project investigates the interaction between research and education in physics.

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Marcis Auzinsh 2.Jan Naudts 3.Giovanni Vittorio Pallottino 4.Laura Tugulea 5.Evangelos G. Vitoratos 6.Izabela Sosnowska Members of the EG 2 Workshop: Role of research in the physics education programme Friday 15 September 2006

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September „STEPS also expect to build up a close collaboration with the ‘Science and Society’ networks (especially the one’s on ‘Women and Science’ and ‘Young people’s interest in scientific careers’) in the FP6 programme of the DG Research, hence making synergy between teaching and research as well as education and society. ……” The STEPS project:

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Research as a core of University study 2. 2.University - mission 3. 3.When does research training starts in the (3+2) +X model curricula? 4. 4.Research education (curricula) and a field of science A. Introduction B. Analysis of the EG2 Questionnaire

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September  I hear and I forget;  I see and I remember;  I do and I understand. Research training is a continuous lifelong process and the university research education is a part of it. 1. Research as a core of University study from I. M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Warsaw University - mission  Founded in 1816, Warsaw University is the largest university in Poland, offering courses of studies in 51 programmes of arts and sciences, its 18 faculties include the natural sciences, the social sciences, the humanities, and 25 extra- departmental and inter-faculty centres and programmes. INTERNET:

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Number of employees: 5,475 of which: academic staff: 2,727 others:2,748 Number of professors: 827 of which: full professors: 425 University professors: 402 Number of students:60,844 of which: full-time:29,992 part-time: post-graduate: 4,812 doctoral: 2, Warsaw University - facts and figures

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September The Warsaw University Mission 2. University - mission The basis of the University's activity is the unity of teaching and research. The mission of the University within society is to guarantee access to knowledge and acquisition of skill to all who are entitled. The civic mission of the University is the formation of those elites who will in their activities serve the imperio rationis rather than the ratione imperii. The cultural mission of the University is a synthesis of universal and local values.

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September First three years Bachelor learn how research are conducted + student research training Training outside University (industrial and others practices) - first students' knowledge confrontation with society Two years more M. Sc., M.A. original research done by student + presentation and defence of master theses PhD, D.A. original research done by student + presentation and defence of doctoral theses study abroad, research performed abroad double diploma one year study abroad SOCRATES programme 3. When does research training starts in the (3+2) +X model curricula? from I. M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Philosophy - In philosophy it is essential to offer students wide access to data bases and professional literature. Economics - In economics data bases are essential Physics - In physics modern equipment and international co-operation are essential 4. Research training and the field of science from I.M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September High quality of faculties High quality of research performed in international co-operation Flexible programmes e-learning Strengths 5. Strengths and weaknesses of research education from I.M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September lack of sufficient funds (library, computers, equipment, data-bases) limited number of courses in English (difficulty in admission for foreign students) Weaknesses 5. Strengths and weaknesses of research education from I.M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September University as a place where one can find an advice of specialist in different fields of science Science festival (every year, ~600 lectures and scientific demonstration for public). Audience consists of children and grand mothers. Lectures 6. Life-long learning

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Individual Interfaculty Studies of Mathematical and Natural Sciences (MISMAP) Centre for Inter-Faculty Individual studies in the Humanities (MISH) Interfaculty Study Programme in Environmental protection (MSOS) 7. Interdisciplinary curricula, Warsaw University

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Lectures and seminars Post diploma studies for teachers ATVN... - audio video lectures on the recent achievements in contemporary science available in internet (~ 600) University curricula and senior professionals University has to be a centre where people can discuss scientific problem and get advice how to solve it.

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2   Questions about entrance to the studies of Bachelor in Physics   Questions about centers of excellence   Initiatives towards secondary schools   Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 1.1 Is there some form of entrance examination? If yes, describe (e.g. is it state organized? or organized by university, by faculty or department?) If yes, describe (e.g. is it state organized? or organized by university, by faculty or department?) 58 answers, 22 YES, 36 NO 58 answers, 22 YES, 36 NO Entrance examination are organized by: Entrance examination are organized by:  State -12  University -2  Faculty -7  State + Faculty Questions about entrance to the studies of Bachelor in Physics Bachelor in Physics

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 1.3 Does it influence the quality of the studies? If it does, in which sense does it? (more students, less students, better students, better programme, effects in all of these directions) 39 answers, 26 YES, 13 NO and 26 explanations Entrance examination: →Better students -15 Entrance examination: →Better students Is there a form of numerus clausus? 56 answers, 24 YES, 32 NO 1.Questions about entrance to the studies of Bachelor in Physics Bachelor in Physics

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 1.4.Do you organize courses without credits to ease transition to university? 56 answers, 20 YES, 36 NO 1.3 Does it influence the quality of the studies? If it does, in which sense does it? (more students, less students, better students, better programme, effects in all of these directions) 39 answers, 26 YES, 13 NO and 26 explanations Entrance examination: →Better students -15 Entrance examination: →Better students Questions about entrance to the studies of Bachelor in Physics Bachelor in Physics

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG What is the legal status of these c.o.e.? (by European grant, recognized by country, by national funding agency?) 31 answers Mainly NFA (11) and Country (7) 2.1. Are there c.o.e. in which (some of) your physics teachers are involved? 56 answers, 27 YES, 29 NO 2. Centres of excellence (c.o.e.)

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG In particular, do they have Marie Curie Grants? 35 answers, 13 YES, 22 NO 2.3. Is there a special funding for such c.o.e.? 37 answers, 22 YES, 15 NO 2. Centres of excellence (c.o.e.)

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG Does your dept. organize phys. lectures at your department for the public at large? 57 answers, 41 YES, 16 NO 3.1. Are there national/regional efforts to increase the number of physics students? 57 answers, 46 YES, 11 NO 3. Initiatives towards secondary schools

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG Does your department organize open door days for the public? 59 answers, 52 YES, 7 NO 3.3. Does your department organize physics lectures at schools for the general public? 59 answers, 40 YES, 19 NO 3. Initiatives towards secondary schools

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 If yes, describe: Public competition, High school use of our teaching laboratories, visit of research labs on demand, special workshops for female students only, stages in the department research laboratories, Physics Olympiads and other competition for secondary school students Does your department organize other activities of this kind? 58 answers, 51 YES, 7 NO 3. Initiatives towards secondary schools

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 (a)during Bachelor?... (among these,... credits are devoted to research exposure only!) 59 answers 0 ECTS - 8 Universities 1-30 ECTS - 37 Universities ECTS - 3 Universities >60 ECTS - 2 Universities 4.1. How many (or which range of) ECTS credits (standard of 60 per year!) are devoted to research training 4. Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 (b) during Master?... (including Master thesis) 56 answers 1-30 ECTS - 13 Universities ECTS - 24 Universities ECTS - 8 Universities >100 ECTS - 4 Universities 4.1. How many (or which range of) ECTS credits (standard of 60 per year!) are devoted to research training 4. Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 (c) during Doctorate?... ECTS (and how many ECTS credits are devoted to coursework?...) 52 answers 0 ECTS - 15 Universities 1-99 ECTS - 11 Universities ECTS - 16 Universities >200 ECTS - 5 Universities 4.1. How many (or which range of) ECTS credits (standard of 60 per year!) are devoted to research training 4. Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 0 – 19 % - 17 Universities % - 12 Universities % - 7 Universities % - 5 Universities % - 5 Universities 4.2. Estimate % of Master theses, which result in (an) international publication(s): answers 4. Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September Questionnaire of EG2 Special lecture on how to search literature, how to write a paper, how to communicate results, student seminars, projects, speaking and writing skills, summer schools, workshops. Improving professional skills in areas such as critical analysis, problem solving, oral presentations, team skills, written communication List forms of research training, other than thesis work in Bachelor or Master (37 answers): 4. Research training during physics education

I.M. Sosnowska, Research and education, EGF 2006, STEPS_EG 2, Gent, September University has to develop students’ skills, University has to give them profound and wide knowledge, University has to teach them criticism, and University has to give them a life lasting driving force towards understanding of the surrounding world. from I. M. Sosnowska, Research training throughout university curricula, EUA, Maastricht, October 2004