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18 March 2021 | Story Leonie Bolleurs
Famelab
Abdullahi Jamiu, who is working on his master's degree in Microbiology, was adjudicated as the FameLab winner at the Central Regional Heat and will represent the region at the national semi-finals.

Abdullahi Jamiu, who is working on his master's degree in Microbiology in the Department of Microbiology and Biochemistry at the University of the Free State (UFS), was recently announced as the FameLab winner at the Central Regional Heat and will represent the region at the national semi-finals.

Abdullahi, who plans on pursuing a doctoral degree after his master’s, says he wants to establish himself as an academic in microbiology.

Making science simple
He says he decided to participate in the FameLab competition because he is very passionate about communicating science. “Science communication affords me the opportunity to not only take my research outside of the lab space, but also to communicate it to the lay audience. Moreover, science is often perceived by the general public as difficult and unfathomable. As such, science communication programmes promote the simplification and better understanding of scientific knowledge in the community,” he says.

FameLab is coordinated by the South African Agency for Science and Technology Advancement, the British Council, and Jive Media Africa.

According to Abdullahi, the experience was mind-blowing. “It gave me the opportunity to compress my 200-page master's thesis into a three-minute talk in a way I had never thought was possible. Having to present virtually and adjust to the ‘new normal’ was quite challenging,” he adds.

“The overall experience was enlightening and engaging, and at the same time entertaining,” says Abdullahi.

Impressing the judges with his charisma, engagement with the audience, and use of props, Abdullahi’s presentation focused on how the exploration and exploitation of a ‘combination therapy’ approach to drug discovery could help to effectively combat fungal infections, which are the common comorbidities in immune-compromised individuals, including those living with HIV, cancer, and COVID-19.

Revealing an enigma
His fascination with microbiology started at a young age. “How very tiny, microscopic creatures, invisible to the unaided eye, are able to infect and sometimes kill both healthy and immune-compromised individuals, was an enigma to me as a little boy. My desire to unravel this mystery triggered my interest in microbiology, and the more I learn, the more enthusiastic I become to broaden my horizon in this challenging yet exciting field of study,” he says.

Abdullahi would like to one day make a difference by conducting relevant research aimed at contributing to finding lasting solutions to the lingering menace posed by pathogenic microbes. “Moreover, I am very passionate about facilitating the transfer of scientific knowledge to the next generation,” Abdullahi concludes.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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