Combining Education and Research Institute For Life Science & Technology Folkert Faber

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Institute for Life Science & Technology – Folkert Faber

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Hanze University of Applied Sciences

Education and Research

Education

Research

Knowledge centres

• Energy

• Labour Market • CaRES

• Arts & Society

• NoorderRuimte, Area Development • Entrepreneurship

19 schools

> 70 educational programs

ILST

• Bioinformatics • Chemistry • Chemical Technology

• Biology and Medical Research

Research

Done by teachers and students in

Professorships (lectoraten)

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Institute for Life Science & Technology

Research

at the Institute for Life Science & Technology

How is it organized?

2 Professorships at ILST

Professorship “Life Sciences”

Professor (Lector)  Dr. Ir. Jan Peter Nap

Professorship “Functional Food ingredients and Health”

Professor (Lector)  Dr. Doede Binnema

Type of research: Applied research

 Turn fundamental knowledge into applications

 Turn existing methods into working applications for the costumer

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What is ALIFE?

Research @ ILST Projects with/from companies and institutes Professorship

‘Food and Health’

Professorship

Life Sciences

Doede Binnema Jan Peter Nap

Folkert Faber

Michiel Noback, Sven Warris, Gert Hofstede, Monique Ebbelaar, Jasper Geertsema, Martijn Herber, Marcel Kempenaar, Nanne

Brattinga, Ronald Wedema

Hanze UAS Knowledge Centre KC Energy Hanze UAS Knowledge Centre CaRES Students

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Research @ ILST

Education

Research

How is research implemented in education?

“Need to know”

Researcher/lecturer staff (largely part-time)

Students: Internships/final projects (bachelor/master)

Student assistants

“Nice to know”

Students: bachelor curricula

Integration/implementation catalysed by:

Senior lecturer “Research”

(Hogeschooldocent “Onderzoek”)

Within ALIFE various projects with specific deliverables

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Microbiological processes in digester Biogas (CH4 and CO2) manure Biomass Digestate

Energy transition: Biomass to biogas

How flexible is biogas production?

Molecular detection of micro-organisms Process parameters (pH, biogas, VFA, etc)

EXAMPLE I: Flexigas-project

 flexibility in biogas production (KCE project)

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EXAMPLE I: Flexigas-project

 flexibility in biogas production (KCE project)

“Need to know”

Implement bioreactor setup

Specific molecular primers

Analytical measurements

Etcetera

Researcher/lecturer staff

(master thesis lecturer)

(Interns / student assistants)

“Nice to know”

BML: 3

th

year students in bachelor curricula

Students design/plan their own research

various types of biomass

look for specific microorganisms

BFV: 3

th

analyse metagenomic data from next-gen

sequencing:

develop data processing pipelines

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EXAMPLE II: Algal oils from

Tetraselmis chui

 Oil extraction and characterization from algae

Natural gas Bitumen Heat CO2 + H2O Products Algal oils Protein Carbohydr.

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EXAMPLE II: Algal oils from

Tetraselmis chui

 Nitrogen limited  Normal culture oil content oil content Expression of genes

 Oil extraction and characterization from algae

Photo bioreactor

Extraction of algal oils

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Research @ ILST

 Implementation process Projects with/from companies and institutes Professorship ‘Food and Health’

Professorship Life Sciences

Doede Binnema Jan Peter Nap

Folkert Faber

Michiel Noback, Sven Warris, Gert Hofstede, Monique Ebbelaar, Jasper Geertsema, Martijn Herber, Marcel Kempenaar, Nanne

Brattinga, Ronald Wedema

Hanze UAS Knowledge Centre KC Energy Hanze UAS Knowledge Centre CaRES Students

ALIFE Educational programs

●Bioinformatics ●Chemistry

●Chemical Technology

●Biology and Medical Research

Parameters for success:

- Overview of on-going research - Overview of all curricula

- Overview of educational deliverables (competences)

- Write interesting student projects

Education

Research

Senior lecturer “Research”

Not possible to do all this alone:

Consult with colleagues

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Research @ ILST

 Implementation process: Students doing Research

Current challenges / risks for students doing research

Education:

- Research should comply with educational competences in curricula - Projects for all educational programs (now mainly BML and BFV) - Not all lecturers involved, yet (motivation? workload?)

Research:

- Expectations of professors (acquisition of research)

- Combining education with research (priorities of lecturers) - Equipment (“capacity utilization”)

- Financial organisation ( costs of equipment and consumables)

Clients

- Type of research: expertise not available (yet)

- Timing: appropriate techniques in various quarters not always fit

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Research @ ILST

 Implementation process: Students doing Research

Opportunities / Achievements for students

Other benefits / spinoff

- Multidisciplinary projects with Honours-students (BML, C, CT, BVF) - Preventing study delay (individual substitute projects)

- More and more lecturers become enthusiastic (start implementing themselves) - International orientation  Internships

- Students more motivated

- Improvement of curricula (up-to-date), increased diversity

- Lectures more versatile for research/education (“professionalism”) - Projects extended as internships (contact with work field)

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Research @ ILST

 Future perspectives

Year 1: Basic education / protocols

Year 2: Basic education / protocols / research Year 3: Only external projects + education Year 4: Internship / Final project

Long-term vision

- Entrance (Energy Academy Europe) - Advanced Processing Plant

Needed:

- Restructuring of all educational programs

- Long-term collaboration with (regional) companies - Substantial order portfolio

- Springboard (Roden)

- Additional Professorship(s) - Development of Minors

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Research @ ILST

Concluding Remarks

How research is implemented at the Hanze UAS Groningen - Start research with lectures (“need to know” data)

- Collaborate in long-term projects

- Start small projects with 3th year students (“nice to know” data)

- Advertise research to involve lecturers and students

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Time for

questions?

Figure

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