Student-based Applied Research (S-BAR): One Key to Improvement and Change

1. Student-based Applied Research (S-BAR): One Key to Improvement and Change By:Dr. John W. Sinn, Interim DirectorMs. Wendy Like, Project ManagerJotham Nyamari, Graduate Research AssistantCenter for Applied TechnologyCollege of Technology, BGSU

2. Student-based Applied Research (S-BAR): One Key to Improvement and Change An overview of an emerging strategy for engagement: • Student-based applied research (S-BAR) evolution • S-BAR defined • S-BAR main elements for success • Mechanics of the S-BAR process

3. Student-based Applied Research (S-BAR), Evolution S-BAR started, developed in early, mid 90’s • Early to mid 90’s, projects developed as co-op, internship • Engagement with faculty consultant, industrial mentor • Done in CQMA, used “mini thesis” technical report • Contracted in organization, 20 hours/week, 2 semesters • Allowed and facilitated robust, long term, in depth work • Mini thesis documentation systemized in seminar format • Multi-chapter report addressed project objectives

4. Student-based Applied Research (S-BAR), Evolution S-BAR becoming systemized in mid, late 90’s • Projects were primarily oriented to quality systems • Articulated with QS curriculum, and seminar • Articulation reduced supervision time required, oversight • Applied “research group” defined nature of projects • Students were engaged with mentor on sight • Had access to faculty, hardware and software on campus • Learned in broader seminar group, shared knowledge • Trialed e-communication systems, supervision

5. Student-based Applied Research (S-BAR), Defined S-BAR idea articulating co-op, becomes project • Idea provides context of a problem for applied research • Applied research is technical, disciplined, methodical • Projects which are on back burner, customer demands • Student doing excellent first co-op, good candidate • Applied research built on excellent first co-op, grown • Project, student, faculty, mentor grow applied research • Improvement ideas become objectives, from idea, co-op

6. Student-based Applied Research (S-BAR), Defined S-BAR, from co-op, project derived objectives • Applied research project, problem is evident in co-op • Once identified, problem discussion is part of co-op visit • Student co-op is catalyst for change, improvement • First co-op report is solid opportunity to grow S-BAR • Project, student, faculty, mentor grow applied research • Improvement ideas become objectives, from idea, co-op • Objectives in traditional co-op report can focus S-BAR

7. S-BAR Main Elements For Success S-BAR has several key parts to assure success • Legitimate applied research problem, objectives emerge • Student is selected, prepared, matured as part of plan • Promote student’s career objectives, enhance curriculum • Work habits, overall initiative dovetail with project rigor • Project tied to lab, facilities on campus, in CAT, other • Secure, safe area to work, place to “hang hat” • Faculty driving idea, with champion at company, mentor • Written proposal details objectives, project plan, steps

8. S-BAR Main Elements For Success S-BAR project, funded priority, organizationally • Resources identified, sufficient level to support long term • Include cost of faculty, other administration, support • Generally double traditional co-op costs S-BAR project proposed, initiated through CAT • Applied research supported, managed via CAT • Accountability, budgetary oversight rests with CAT • Some projects have actual set-ups in CAT, varied needs • Student employment service, part of CAT, co-op office • Infrastructure for applied research communication…….

9. Mechanics Of The S-BAR Process S-BAR project, begins with need to be met • Based on initial external contact, CAT drafts proposal • External need, contact is main driver of project, proposal • Organizational need, improvement, problem to be solved • Project idea proposed, objectives drive project plan • Proposal is drafted through CAT, contract written • Contract details who does what, timeframes, deliverables • Budget, main mechanism to guide work, use of resources • Multiple phases outline overall project, drive budget

10. Mechanics Of The S-BAR Process Accepted proposal outlines phases of work • Multiple phases address objectives, solve problem • Phases reviewed as completed, over multiple semesters • Phases documented as written report, mini thesis • Work, phases generally done as 20 or 40 hours per week • Project pace depends on needs, resources required • Articulate with undergraduate co-op, graduate internship • Phases also articulate with seminar, support systems • Curriculum may also be part of articulation

11. Mechanics Of The S-BAR Process Iterative process defines, drives phases of work • Multiple phases addressed over several semesters • Project objectives, problem solution realized gradually • Phases completed, over several co-op’s • Objectives may be modified, change as project matures • One student may do multiple co-op’s, multiple students • Project phased reviews occur as part of co-op • S-BAR report is different from traditional co-op report • Continuous communication, assessment in seminar • Face-to-face and online dialogue, seminaring

12. Mechanics Of The S-BAR Process Iterative process engages faculty, student • S-BAR uses a broader community of support • Faculty and student, with industrial mentor, seminaring • Project may be on campus, and at company site • CAT, other labs used, along with company facilities • Engagement is ongoing, documented mini thesis • Project engages, phased, continuously assessed, reviews • S-BAR report focuses on findings, analysis, conclusions • Communication is assessed, engaged around seminar • Emphasis in all phases on iterative documentation