Hello all,
here's my contribution to the discussion:
1) on the matter of courses in english vs. courses in finnish.
Lloyd is correct in stating that english is THE science language of our time, and our students have to be able to communicate clearly in this language. Therefore, it is necessary to have courses in english and start early with these courses in the program
However, I find it unnecessary (if not absurd) to have courses by finnish lecturers held to finnish students in english. The point has been made by several people that the students have to be able to speak about their studies (and later about their reseach) to other finnish speakers. It is one of our task to be able to communicate to the rest of the world (i.e. the public) what we are doing. I strongly believe that forcing the english so early in the studies it is an effective means of chasing away interested students; also please consider that it is not uncommon that mathematically gifted people have less of a gift for language - do we want to chase these away?
Students can witness the communication in english by fins in our department every day, which is the best in terms of function as role models.
A slow build-up of english skills rather than a first semester shock treatment is more appropriate in my opinion
The overall level of english in this department is very good; certainly compared to Universities in other, bigger (in terms of populations) European countries. I have not met a single student form the old system that was not able to communicate on an level in english by the time they finished their Pro Gradu. That we have to start earlier in the new B.Sc. program is clear, but there is enough to cope with already in the first semester.
2) I do not think that we have to take it as a law of nature that we will lose a large number of first years to med school. Certainly, if we are able to make the first year exciting and get the students even more interested in the field, we should be able to sway some minds.
Hence, it is VERY important that the first practical course is exciting, and I again strongly suggest that we find ways to have more teachers in that course. Students should be working in small groups of 4-5; with a dedicated assistant that is available to them all the time (barring lunch and coffee breaks) during the course
3) (this is related)I have heard from several assistants that they feel they spend more time evaluating the students than teaching them. I believe this is backwards from how things should be. I know that Lloyd and I disagree on this, but for me excitement and "fun" comes first in the practical courses. People should be in awe of what wondrous experiments we can carry out, what great tools we have to do so, and have the privilege to play with, instead of having to worry about getting evaluated about the outcome of their work at this stage. There is nothing more instructional than making mistakes (and tracking them down and fixing them).
4) This refers to the comment made by a student about nor really knowing what biochemístry really was until he did their Master's thesis research.
Going to schools to advertise for our field is important, but it will not change the fact that people will only start to understand what biochemical research really is when they actually do research on the bench - which has previously meant basically by the time students are well into their pro gradu work. Hence, the sooner we can get students to work on independent projects that mean something (i.e. produce new data) the better. If I understand correctly, the module that is now going to be in place instead of BKII will attempt this.
5) If you read the article Lloyd attached, you'll realize that he simplified the statement there; it says ("omitted" parts of the statement in caps): UNTIL YOU ARE WELL INTO YOUR CAREER, there will be time in your life for just one additional significant activity, but PROBABLY NOT MUCH MORE THAN THAT. So, it's not quite as miserable an existence as it sounded in the email, and there's a light at the end of the tunnel. Also: since my daughter was born, my active social life revolves mostly around my family, so that's two for the price of one :-).
(Excitement revisited: How about a microsymposium for first years, where representatives of the research groups talk about the work done here, with a more of a focus on what amazing things we do here and less on the scientific details)
Best
Alex
Alexander Kastaniotis, Ph.D. Department of Biochemistry and Biocenter Oulu P.O.Box 3000 FIN-90014 University of Oulu Finland Phone: +358-8-5531201 FAX: +358-8-5531141