On Mentorship And Project Topic Selection

Loading

By Salihu Lukman, PhD
Twitter Handle: @SalihuLukman

Posted on my Facebook wall on November 3, 2019

As a sequel to sharing Dr. MD Aminu’s piece on MENTORSHIP, one of the commentators aroused my curiosity about whether a professor should ask his student to come up with a project topic or she/he should provide the student with one. Below are some insightful tips for the student and his professor based on my experience. Your opinions are welcomed.

Here is my response:

I would like to elaborate more on the comment based on my experience as a final year project coordinator in the Department of Water Resources and Environmental Engineering (WREE), ABU, Zaria and currently as the senior design project or capstone project (as the Americans call it) coordinator in the Civil Engineering Department, University of Hafr Al-Batin, Saudi Arabia. My discussion will be limited to the engineering and other related basic or applied science disciplines or majors, and it may or may not be 100 % applicable to other majors.

Research Project vs Design Project

A research project is the one geared towards exploring a new process, product, device, new use for or improvement to an existing process or product. If properly conceived and systematically executed, research outcomes can be publishable in journals, presentable in conferences and patentable in the Patent Office depending upon the extent and quality of the research. What is a PATENT? It is “a government authority or license conferring an official legal right or title for a set period, especially the sole right to exclude others from making, using, or selling an invention (Cambridge Dictionary).

On the other hand, a design project is the one that is mainly based on the application of basic scientific or applied mathematical formulations to a new/existing process/product such as designing a new skyscraper, municipal water distribution system, highway, dam, water/wastewater treatment plant, mechanical/electrical device, etc. Please note that some design projects in electrical or mechanical engineering could qualify for a full-blown research project.

Nigerian system

Nigerian undergraduate (UG) projects can be research or design-based or a combination of the two. One distinct feature of a research project is the identification of a ‘gap’. The gap here refers to that empty portion or a discontinuity, however small, that exists within a given specific area and needs to be filled. In other words, one needs to undertake a comprehensive literature review in his/her area of interest to identify some unique and important process or product that is either absent or is poorly understood, and then come up with the missing process/product or improve the existing process/product. Undergraduates and more often than not, even postgraduate students grapple with finding that gap in the literature.

Please note that not all research projects are expected to find this gap and fill it. At undergraduate and master levels, this may be highly recommended depending on the educational system (US or UK), while it is compulsory at PhD level. The gap does not have to be so big, it is expected that at the PhD level, one should be able to add something to the existing body of knowledge, rather than just changing case study or study area. Hence, uniqueness and innovation are key at this level.

In WREE Department, the students were expected to undertake two group design projects in the 1st and 2nd semesters and one individual research project spanning for the whole of the final year. Usually, the lecturers would come up with the topics for the group design projects for students to choose from while each student was expected to come up with his/her research project topic. When I was a final year undergraduate, I approached my mentor (popularly called DAN ALJANNA) for consultation and guidance about my proposed research project topic. While he was driving me in his car, at his instance, I made a mini-project proposal based on my interest and he helped me to fine-tune the topic before we finally agreed on the overview of the whole project. I must confess that many students find it very difficult to come up with research project topics on their own. This is not unexpected, because, the students possess only a shallow knowledge in their respective areas at that point in time, hence, they need guidance on arriving at the most appropriate topic for their projects. Of course, you always have an exception to this rule. There could be excellent students, maybe 5 – 10 % who would come up with not even one researchable topic but many without seeking any assistance from any of their lecturers depending on the discipline.

After becoming a lecturer myself, years later, and appointed as the undergraduate project coordinator, I set out to do things differently that would alleviate the pains that students go through in arriving at the most appropriate project topic. This I did by requesting all the lecturers to submit to me at least 2 project topics based on their respective research interests in order to have enough pool of topics that would be enough for all the students. I generated a pool of topics, pasted the list on a notice board and informed all the final year students to go and select any topic of their interest. Ironically, I personally never suggested any topic to form part of the pool. However, the new topic selection process went a long way to improve the standard of the research projects and enabled the students to gain more knowledge out of the project experience. As to why I never suggested topics like the other lecturers, I had stringent conditions that I thought including my topics among the pool would not lead to the realization of my goals. These conditions were, I expected any student who would work with me to be very hardworking, the outcomes of the project had to be of high quality such that at least a paper could be extracted from the project which can be published in a journal or be presented in a conference. If any student approached me and indicated interest to work with me as his project supervisor, I would explain these conditions and if he accepted my terms, I would give him my own topic based on my area of interest. A research project whose outcome is not publishable was not worthy of my supervision. I am not oblivious of the fact that many people would view these stringent conditions for an undergraduate project as very tough or unachievable. But as an undergraduate student, I was able to do just that. I published my own final year undergraduate project in a journal. From there I got the idea that if I could publish my own project that was not initially executed with any plan to publish the results, why can’t others do the same thing with proper prior planning? In this way, I would not only supervise the student to pass his research project with flying colors, but I would teach him the art of writing a journal article and presentation at a conference. Most of the undergraduate projects I supervised have been published in either a journal or conference proceedings or both. In a design project, different from a research project, no publication is expected from the project outcome. However, a design project has one particular advantage over a research project in that it prepares one more for consultancy jobs either with consultancy firms or as a freelancer.

American system

In the American system, more often than not, seniors (final year students) are expected to do a group design project only, preferably, multidisciplinary in nature. Let me give you an example in Civil Engineering, which is my major. Students can be given an architectural design of a skyscraper and be asked to design all the structural elements (foundation, columns, beams, slabs, etc.) as well as come up with some alternative designs. To make it a multidisciplinary one, they can be asked to design a swimming pool, or parking area, drainage system, water or wastewater treatment plant, etc. I don’t know how the South African system works, but it may not be outside these two systems since it was colonized by the British. The commentator can kindly help us with an insight On the South African system if different from the above.

Tips on Kickstarting a Research Project – Beautiful Serendipity

Start any research project, be it at the undergraduate or postgraduate level, with an open and broad mind. Expect the unexpected. It is not all the time that all your research goals are manifest. Go in with an objective and critical mind and you may end up finding interesting and valuable things not sought for, by chance – yes, by sheer chance – that could herald a breakthrough.

Serendipity is the phenomenon of finding interesting and valuable or agreeable things not sought for, by chance. (Cambridge Dictionary, Meriam-Webster Dictionary). There are numerous ground-breaking scientific discoveries that were obtained by sheer accident and were unintended, yet, they changed the world. These include microwave, radioactivity, x-rays, vulcanized rubber, Teflon, Super Glue, Corn Flakes, Vaseline, penicillin, insulin, Viagra, quinine to mention but few. Serendipity adds flavor to research. I will share with you my serendipitous research journey when I was conducting my final year undergraduate research project at ABU and my PhD research at the prestigious King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia.

In my undergraduate research, I had initially set out to utilize a famous FORTRAN computer program for water distribution analysis written by a renowned American professor of water engineering in 1979. Mark you, it was not the objective of my research to write any FORTRAN program code. However, during my preliminary testing of the program, I ACCIDENTALLY found out that the said program was not furnishing the correct results. I was dumbfounded because all the previous research that I could obtain at the time used the same program without any change. Then, I critically analyzed the program from my knowledge of the theory behind the program. Eureka! I identified 3 fundamental errors in the program that rendered the program inaccurate. This finding completely changed the direction of my research. Now, I had to first write another computer program that was error-free and could furnish the correct results when run. I successfully achieved that goal and went on to publish the outcome of my research in a journal.

In my PhD research, I initially set out to carry out simple soil remediation (decontamination) with multiple contaminants using the already established treatment conditions, on a local Saudi Arabian soil. During the preliminary characterization of the soil, I ACCIDENTALLY found it to possess high pH (alkaline) and exchangeable sodium percentage. To describe this, I added an adjective to the local Saudi Arabian soil and I called it sodic soil. Upon further analysis, I ACCIDENTALLY found the soil to possess high electrical conductivity which prevents the application of the standard treatment conditions for such soil. I added another adjective SALINE to describe the soil fully. The soil became SALINE-SODIC SOIL. This type of soil is usually found in arid and semiarid regions. Fortunately or unfortunately, there was no previous remediation study on this type of soil – the gap – hence, I undertook a comprehensive and successful remediation study on this soil at bench scale and pilot scale. Shortly after I submitted my dissertation to the graduate school, I received a message from the Deanship of Scientific Research, KFUPM, that the attorney in their US patent office had studied my abstract and said that my dissertation is patentable, hence, I should file for the US patent through them. Unfortunately, due to some ‘political’ reasons, I did not apply for the patent at the time. Almost, 2 years later, I was again contacted by KFUPM to file a patent for our invention. At this time, the political reasons were resolved, and I filed for a US patent for the invention. Months later, I received a positive prior-art search, which in essence confirmed that my work is unique and innovative. Unfortunately, when I responded to the prior-art search message that will enable the US Patent Office to go ahead and approve the patent, they responded to me that the time within which to process the patent had elapsed and they could no longer continue to process the patent application. That was how I lost that patent. Please learn from my reminiscence that whenever you feel that your research is unique and innovative, don’t waste any time in filing for a patent. You can clearly see from the foregoing, how serendipity significantly affected my research, positively. If not for the delay in filing the patent, I would have been in possession of one US patent today.

I hope this piece would serve as a simple guide and inspiration to the teaming PhD and MSc students who write or call me to seek for assistance in choosing a research topic in their different areas of specialization. I would also like to hear your own reminiscences vis-à-vis serendipity, project topic selection and how your undergraduate research or design project differs from the one I explained above based on your major.

Tagged : / / /

REFRESHER: The Priceless Value of Mentorship

Loading

By: Dr. Salihu Lukman, Assistant Professor at the University of Hafr Al-Batin, Saudi Arabia (MRCP Ex-Student)

Twitter Handle: @SalihuLukman

Published in Refresher Magazine (Vol. 2, No. 1): August 2019

A very long time ago, I was born and grew up in Zaria City with little or no remarkable performance at my basic education period i.e. primary and junior secondary school years. Though, I independently read widely books written in English language during my free times. My performance was above average in that subject.

In SS1, I joined science class and wasn’t getting much from my regular classes at school and so decided to intensify personal efforts which pushed me to seek out for assistance out my older colleagues to explain several concepts of especially physics. It was on this personal voyage that I was introduced in 1995 to the Muslim Refresher Course Program (MRCP) (hereinafter referred to as Refresher) by a nephew and a childhood friend, Engr. Idris Nuhu Malami (Major). From then on, a fire had been ignited, a zeal and a passion for science, a force so strong, that nothing could stand in my way. Suffice it to say that I was always top of my class since then.

I found in Refresher, teachers that were exceptional, whose only goal was to impart knowledge to any knowledge-hungry person by all means and at all cost without regards to any material worldly gains. Although Refresher was scheduled from 9 am to 1 pm on weekends only, their teachers were available for us 24/7 to satisfy our thirst for quality knowledge which could not be obtained in most of the then Government-owned secondary schools. For instance, in addition to attending the regular Refresher classes, my friends Dr. Abubakar Hassan (Chairman), Major, Dr. Shu’aibu M. Bala, Bashir Mohammed and I organized another lesson on Biology during weekends from 4 – 6 pm. It was taken by Dr. Lawal Halliru (Dr. Daddy) who taught us Chemistry in Refresher and was a medical student in ABU then. I would also consult Dr. Suleiman Garba in his own room from 2 – 3 pm on weekends if I had any problem in Mathematics and Physics. Dr. Daddy would teach me Biology in his own room regularly from 2 -3 pm during some days of the week. Engr. Bello Atiku also personally taught me Mensuration (plane shapes in Mathematics). Early in the morning, he offered me his breakfast before starting the lesson. From him, I learned for the first time, the irresistible taste of liquid milk in ‘koko’ (pap). In the evenings, one of my main mentors, ‘Major’ – who was a year ahead of me at Refresher, gave me regular lessons in Mathematics and Physics.

This intensive personal learning voyage yielded positive results within a short while. While in SS2, I won a 1st position trophy in Essay and Spelling Competition organized for secondary schools in Zaria by Zaria Educational Development Association (ZEDA). Encouraged by one of my mentors Dr. Daddy, I also sat for WAEC External Examination in SS2 which I passed with flying colors including an A2 in Chemistry. After I was presented with the trophy at the ZEDA Annual General Meeting (AGM), His Royal Highness, the Emir of Zazzau, Alh. (Dr.) Shehu Idris secretly pledged to personally sponsor my tertiary education. He lived up to his words and even bought me a desktop computer system needed for my final year project at the undergraduate level. I still have this computer system and it is still functional – I hold it so dear to my heart and consider it a very important souvenir that I will live to tell my children the interesting story behind it. This is in addition, he gave me about four different bicycles in total sequentially whenever he learned that I lost my bicycle or it was stolen.

Dr. Daddy strove very hard to make a medical doctor out of me. After I completed my secondary school education, by encouraging me to study Further or Advanced Mathematics in preparation for becoming a medical student. Even after I passed out from Refresher after completing SS3 in 1997, I continued to take my Further Maths lessons from Refresher teachers. In this case, Mal. Zubairu Rilwan (Baban Jummai) and Mal. Hassan Sabo came to our rescue. They laid a solid foundation in Further Maths for my friends. I can still remember purchasing my first Further Maths textbook by Godman & Talbert titled ‘Additional Mathematics for West Africa’ from my mentor, Dr. Daddy at about N120 and later exchanged my ‘Pure Mathematics 2’ (by Backhouse) with ‘Intermediate Pure Mathematics’ (by Blackey) with Mal. Baban Jummai. I gave these details so that readers of this piece will clearly understand and appreciate how these ‘angels’ in human forms did not only direct us to the best books but went a step further to help us acquire those rich texts. After tasting the sweetness of Further Maths, I arrived at a conclusion that a life devoid of the combo- Further Maths, Physics and Chemistry was not something I could imagine. So, well equipped by my mentors, I followed my heart and started a bachelor’s degree in Water Resources and Environmental Engineering at the popular Ahmadu Bello University, Zaria.

My arrival on campus was not unnoticed when in 100 L first semester, I had A’s in all my Physics courses. I was personally interviewed by some of my lecturers and colleagues who were surprised to find out that I attended a public school and an extra-mural lesson called Refresher. Some of them could not believe that I did not attend Therbow School or a Federal Government School because it was uncommon at that time to find products of Government schools studying professional courses. I became very popular on campus as a tutor of several ‘tough’ courses like Calculus, Heat and Properties of Matter, Strength of Materials, Differential Equations, etc. My tutorials were attended by a large crowd of students. While in the university, I would also come back, especially on weekends, to teach at my alma mater, the popular Refresher and Muslim Potential Doctors (MPD) now called Muslim Special Training Centre (MSTC) which we started as a special class under Refresher and later developed into a full-blown extra-mural lesson similar to Refresher. In a short while, Refresher became popular among my colleagues who came from different places to study at ABU including those who were residents of Zaria but unaware that programme like Refresher existed. It became even more popular a year later when Dr. Kabir Ahmed’s set came on board. Refresher became a household name in the Faculty of Engineering to such an extent that students who came from places other than Zaria used to ask whoever hailed from Zaria whether he or she had attended the prestigious Refresher.

Even in the university, Refresher teachers continued to relentlessly mentor us to academic excellence. My MRCP teachers mentored me throughout my undergraduate days until I graduated as the best student in Water Resources and Environmental Engineering in 2004 and was employed during my NYSC as a lecturer in the same department. I did my MSc in Hydraulics and Engineering Hydrology in ABU, in 2009 before gaining a scholarship by the Saudi Arabian Government to do my PhD in environmental engineering, in the prestigious King Fahd University of Petroleum and Minerals (KFUPM) – the best university in the Arab world and one of best in the world. I was fortunate to finish in a record time of 3 years, with an outstanding number of publications in international journals and conferences. I was then offered a faculty (lecturing) position as the first assistant professor of civil engineering in one of the prestigious KFUPM colleges in Hafr Al-Batin (now University of Hafr Al-Batin), Saudi Arabia, where I rose – within a year – to head the departments of Mechanical, Civil and Chemical Engineering. Currently, I head the Civil and Chemical Engineering Departments at the same university.

To all the good people of Refresher; Aliyu Sabo (Coordinator), Baban Jummai, Hassan Sabo, M.D. Nata’ala, Kabir Lawal, Umar Hassan, Dr. Daddy, Dr. Suleiman Garba, Dr. Abdurrafi’u, Dr. Ahmad Ismail, Ibrahim Physics and others too numerous to mention – you believed, taught and mentored me to stand firm – may Allah (SWA) reward you with Firdaus and ease all your affairs. Let me conclude with a popular secondary school debate conclusion phrase, I hope you are fully convinced and not confused that Refresher made me what I am today and what I will ever be in the future, by Allah’s will.

Tagged : / / / / / / / / / / / / / / /