Environmental Laboratory 25 Figure 2. An overview of the structure of the four-year doctoral training programme. Inverting the paradigm


CAS inverts the previous training paradigm by engaging PGRs in an initial period of comprehensive and broad-based training in the core physical science of aerosols transferable across all areas of aerosol research. This contrasts with the conventional approach in which PGRs identify with a single disciplinary area from the start of a PhD. Enhanced training in areas such as responsible innovation and entrepreneurship is paid signifi cant attention.


Co-created with our partners, the four-year programme includes training in core aerosol science, research methods, and professionalism and translation. The structure of the programme is summarized in Figure 2. PGRs spend the fi rst seven months of the fi rst year as a cohort hosted by the University of Bristol (UK), with taught elements delivered by CAS members from all seven participating universities. This is followed by a three- month thematic broadening sabbatical intended to foster transdisciplinary competencies, with PGRs undertaking a project in an academic laboratory in an area of aerosol science complementary to their PhD research. A progression interview is held in month 11, after which they begin their PhD research.


A placement with an industrial or public-sector partner provides an opportunity for PGRs to contextualise their learning in either the second or third year. Cohort training events, CAS conferences and virtual events continue in years two to four, equivalent to around 20 days each year spent reinforcing and deepening the training provided during the initial cohort-based phase. Throughout the four years, each PGR is supported by a mentoring team consisting of two academic supervisors and at least one industrial or public-sector partner.


The core aerosol science training encompasses four thematic contexts (Aerosols and Health, Aerosol Technology, Measurement Techniques and Environmental Aerosol), building mobility and interdisciplinarity irrespective of the research focus of each PGR, and providing opportunities for peer-to-peer learning and inter-cohort training. The core aerosol science unit titles are shown in Figure 3.


Core aerosol science unit titles


Size distributions, shape and concentrations Aerosol mechanics


Deposition, fi ltration and sampling Nucleation and new particle formation Electrical properties


Aerosol phase and thermodynamics Optical properties


Analysis: Size, concentration, shape and mass Particle coalescence and adhesion Aerosol evaporation and condensation Inhaled aerosols and health Particle sources and materials synthesis Analysis: Composition, phase and volatility Introduction to biological aerosol Heterogeneous chemical reactions Collective motion and transport of aerosols


Figure 3. The core aerosol science unit titles.


Author Contact Details Jonathan P. Reid1


Applying evidence-based pedagogies


The design of the training environment has been informed by research on how learning works and research-based instructional strategies. The core training in aerosol science is provided using evidenced-based approaches including Team-Based Learningiv


,


an ideal format for training multidisciplinary teams. Using a “fl ipped-classroom” approach, PGRs access mini-lectures, worked problems, bespoke ‘Smart Worksheets’v


and additional reading


materials through an electronic training portal. A two-day training session for each topic then uses application problems to reinforce learning through team-based activity facilitated by experts. Learning is assessed via so-called ‘two-stage’ examinations involving both individual and collaborative componentsvi


.


We continue to make use of evidence-based approaches throughout the four years that each PGR trains with CAS. We draw upon educational research and best practice in the development of aspects of professionalism, for example by establishing cooperative learning groupsvii


and to accelerate the advancement of the fi eld of aerosol science. We are working to improve both cultural aspects and practices relating to ED&I in doctoral training. Challenges particularly relevant to CAS include the representation of women, those from BME backgrounds, those with disabilities and those with caring responsibilities. We consider issues of ED&I as they relate to all dimensions of the training journey (from recruitment and selection, to study, post-graduation destinations and career trajectory) and environment (to include teaching, learning, assessment and offered opportunities). We have established an ED&I committee, including representatives from the PGR cohorts, providing oversight, promotion, and monitoring of ED&I issues. Relevant practices include staff training, signposting for PGRs, considering representation amongst educators, mentors and speakers, and outreach activities.


Looking to the future


By creating a networked community of more than 80 doctoral aerosol science researchers able to work at the boundaries between the conventional disciplines spanning the physical, environmental and life sciences and engineering, and by connecting upwards of 80 academics and 60 public-sector practitioners and industrialists, we anticipate that CAS will drive an invigoration of the aerosol science research base in the UK and beyond, with opportunities to extend the programme past the initial fi ve cohorts.


The training resources we are developing are ideal for upskilling and building existing research capacity through continuing professional development and will be presented as a suite of online materials made available indefi nitely through the member portal of the UK and Ireland Aerosol Societyx


website. Public which PGRs join from


month 11. We draw upon research on work-integrated learningviii to support our PGRs to relate learning during placements with their PhD projects. Years 2-4 involve PGRs revisiting learning relating to the nine core competencies.


Building connections


CAS operates an innovative tiered model for engaging public- sector and industry partners, with the capacity to welcome further partners. Partners can choose from three modes of engagement depending on their organizational needs. Tier 1 partnership involves in-kind support and has a focus on mentoring. Partners contribute time to provide elements of training and mentoring and access to equipment and other resources. They act as a professional mentor for PGRs, providing a non-academic perspective on science and career development, and host PGR placements. They are invited to attend our annual conferences, thereby raising their profi le amongst all cohorts of PGRs, and receive a monthly e-newsletter. Tier 2 support involves a fi nancial contribution and has a focus on building national capability. Contributions are used to expand the electronic training portal and support training of PGRs. Tier 2 partners have access to regular webinars, providing access to the latest research in academia and industry from around the world. They can offer continuing professional development to their employees via CAS training events. Tier 3 partners have the opportunity to be involved in research activities as a co-sponsor of PGRs. The CDT has ongoing opportunities for Tier 2 and Tier 3 partners to directly meet the needs of aerosol-related organizations. Partners have a commensurate role in supervision, host placements in partner organisations with longer duration than those at Tier 1, and have access to IP rights (subject to institutional agreements).


As well as building connections with public-sector and industry bodies, we have partnered with the Center for Aerosol Science and Engineering at University of Washington St. Louis (USA)ix share educational and research resources and practices.


Furthering issues of equality, diversity and inclusion


CAS is strongly committed to furthering issues of equality, diversity and inclusion (ED&I), both for the benefi t of individuals


to


engagement activities and the nurturing of additional strategic research and teaching alliances will further build capability.


In summary, CAS is delivering a paradigm shift in the training of future aerosol scientists through a cohesive cohort-based approach, laying the foundations for enhanced research capacity, and redefi ning and strengthening the interdisciplinary and multifaceted community of aerosol science.


References i


Reid JP, Bertram AK, Topping DO, Laskin A, Martin ST, Petters MD, et al. The viscosity of atmospherically relevant organic particles, Nature Communications. 2018; 9:956. ii


https://www.aerosol-cdt.ac.uk/ iii


Murnane D, Boies A, Reid JP, Building a UK pipeline of research, innovation and technology development for aerosol science, The Aerosol Society of UK and Ireland (2018). See https://aerosol-soc. com/developing-partnerships-explore-postgraduate-training- needs-aerosol-science iv


Michaelsen LK, Davidson N, Major CH. Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning. Journal on Excellence in College Teaching. 2014; 25:57–84. v


https://learningscience.co.uk/blog/2017/5/22/save-time-and- money-with-smart-worksheets-our-popular-digital-assessment-tool vi


Johnson, DW et al., The State of Cooperative Learning in Postsecondary and Professional Settings, Educational Psychology Review. 2007; 19:15-29. viii


Gilley, BH, Clarkston, B, Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students, Journal of College Science Teaching. 2014; 43:83-91. vii


Henderson, A et al., Strengthening attainment of student


learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students, Asia-Pacifi c Journal of Cooperative Education. 2017; 18:73-80. ix


https://aerosols.wustl.edu/ xhttps://aerosol-soc.com


, Kerry J. Knox2


, Adam Boies3


, Rachael E.H. Miles1


1School of Chemistry, University of Bristol, Bristol, BS8 1TS 2Department of Education, University of York, York, YO10 5DD


, Darragh Murnane4 Jonathan P. Reid Kerry J. Knox Adam Boies


3Department of Engineering, University of Cambridge, Maxwell Centre, Cavendish Laboratory, JJ Thomson Avenue, Cambridge, CB3 0HE 4


Rachael E.H. Miles Darragh Murnane


Centre for Topical Drug Delivery and Toxicology, School of Life and Medical Sciences, University of Hertfordshire, Hatfi eld, Herts AL10 9AB WWW.ENVIROTECH-ONLINE.COM

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