Prof. Dagmara Jakimowicz on teaching biotechnology [IDUB Teaching Award]
Applications are open until 31 August for the third edition of the IDUB Teaching Award. We speak with prof. dr hab. Dagmara Jakimowicz, PhD DSc, Vice-Dean for Teaching at the Faculty of Biotechnology, University of Wrocław, and laureate of the previous edition of the IDUB teaching award, about teaching in biotechnology and the new degree programme in medical molecular biotechnology developed under the IDUB initiative.
E.K.: What teaching-related activities or projects formed the basis for awarding you the IDUB teaching award?
Prof. Dagmara Jakimowicz: There were several, but one of the most significant was certainly the creation of a new programme – the five-year research-based course in Medical Molecular Biotechnology. This programme was established within the IDUB framework. In addition, through the work of the Quality of Education Team, we carried out a revision of the undergraduate and postgraduate programmes offered by our faculty. At the Faculty of Biotechnology, we run both Polish- and English-language courses. We introduced changes across all programmes, but the most substantial modifications affected the Polish-language master’s programme in biotechnology. We carried out a thorough reorganisation, changed the offered specialisations, and aimed to modernise the degree, aligning the curriculum with applicants’ expectations, emerging research trends, and the scientific work carried out at our faculty. Our research is focused on the medical and molecular aspects of biotechnology.
Biotechnology and medicine?
Many people associate biotechnology with food sciences. Some link the field to agriculture – the so-called green biotechnology. But here at our faculty, most of the research – though not all – is conducted in areas of biotechnology connected with medicine, such as drug and therapy design. We also carry out fundamental research aimed at understanding the mechanisms behind various diseases. A significant amount of research is devoted to tumourigenesis – understanding what happens when cancer cells form and how metastasis occurs. First, we need to understand the mechanisms at the cellular level, and only then can we try to intervene. Basic research often leads to the identification of molecular markers and diagnostic methods.
Molecular markers meaning…?
For instance, cellular changes that can be used as part of the diagnostic process for a given disease. As this is the main focus of our research, we simply wanted to offer specialisations that reflect that to our students. Furthermore, considering the latest research trends involving high-throughput technologies enabling whole-organism analysis and producing vast datasets, we introduced a fairly unique and interesting specialisation: bioinformatics combined with systems biology. While bioinformatics is taught at other institutions as well, we offer not only the theoretical and computational aspects but also the laboratory dimension. We aim to show students how to analyse the large datasets generated through laboratory techniques and the types of research questions such data can help answer – such as how to study the relationships between different genes, cells, and entire biological systems.
Besides systems biology and bioinformatics, what other new specialisations have you introduced in the master’s programme in biotechnology?
Medical biology and biomedical technologies. As I mentioned earlier, all these specialisations are closely linked to the research carried out at our faculty. On the master’s course, we work very closely with our students. From the second semester of the programme, students engage in research for their MSc dissertations. They become full members of research laboratories. I believe this is one of our great strengths. The inclusion of this component also contributed to receiving the IDUB teaching award. In fact, student involvement in research is nothing new – it has been standard practice at our faculty for many years. And students really appreciate it.
Is this the pedagogical innovation you apply in your teaching approach?
Yes, particularly at the master’s level. But in the new five-year, integrated degree programme in Medical Molecular Biotechnology, students begin working in research labs from the second year of study. The course is designed from the outset to be focused on biomedical research. It is intended for those interested in medicine, but who don’t necessarily see themselves as future doctors – more as researchers.
You now have two cohorts of students in the medical molecular biotechnology programme. What are your observations so far?
From conversations with the students, it appears that the programme is working well. The so-called rotation projects, which begin in the fourth semester (i.e., the second year), have proven particularly effective. These are individual research projects conducted within different research groups. Students work on a specific segment of a broader research project and get to know how a research team operates. This continues into the fifth and sixth semesters, but the student changes the lab each time. As a result, they take part in the research of three different departments. It is quite rare to offer such rotation projects so early in a degree programme – they are occasionally offered elsewhere but usually only at the master’s level.
Medical Molecular Biotechnology sounds like a programme for highly motivated candidates committed to research careers. How do you attract such applicants?
Offering such a course is a bit of a risk, as it lasts five years and is aimed at people who already have a clear vision for their career path. On the other hand, it’s not unlike studying medicine – which is also for those committed to becoming doctors. We’ve created a course for individuals who want a career related to medicine but from the research side, perhaps working in biotech companies in Poland or abroad. Of course, we would also love for our graduates to start their own companies and help drive the development of biotechnology in Poland.
Was the idea to keep the programme small from the outset, in line with the aim of maintaining high teaching quality and due to the specific nature of the discipline?
Yes, the annual intake is limited to twenty students. That’s how many we can accommodate in the labs while ensuring each student has access to a rotation project. Our whole faculty is relatively small-scale, and that is definitely a strength – we have individual contact with students.
Returning to the IDUB award – what do you find most rewarding about teaching?
There are many rewarding aspects. First and foremost, interacting with students during lectures – I teach both undergraduate and postgraduate courses. When you can see that a lecture sparks interest and that students find something inspiring in it, that’s always satisfying. And later, when students come to our department looking for interesting projects and you can tell they’re genuinely happy with what they’re learning in the lab. It’s great to see students discovering the fascinating aspects of biotechnology – in lectures, in research, and in their dissertation work. During their bachelor’s or master’s projects, students often become co-authors of scientific publications. All of that adds up to something very fulfilling.
Have you ever received specific feedback from a student that particularly motivated you?
Every message from a student expressing satisfaction with what they’ve learned here is motivating – whether it comes directly after their defence or much later, when they end up working in labs in far-flung parts of the world. Recently, for example, we heard that one of our former students is working in a lab in Oklahoma and fondly remembers her MSc project in our department. When things like that happen, it’s truly heartwarming.
What was teaching biotechnology like at the beginning of your academic career, and what is it like now? What do you see as the key elements of excellent teaching today?
I started working at the Faculty of Biotechnology in 2007. At the time, we were establishing the Molecular Microbiology and Bioinformatics programme. Even then, we aimed to utilise our research potential and integrate it into our teaching offer. The recent changes to the master’s programme are a further step in the same direction – to align the curriculum more closely with the research we are currently conducting. Research trends evolve over time, and candidates – especially those applying for MSc programmes – are now more interested in the medical aspects of biotechnology. We’ve tried to respond to that interest. Our strategy at the Faculty of Biotechnology has always been to closely link research with the curriculum, adapting it to our capabilities, the needs of our students, and new trends in the field.
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Applications for the third edition of the teaching award are now open! We encourage you to take part in the competition!!!
The IDUB Teaching Excellence Awards competition, “The Best Among the Best – In Pursuit of Teaching Excellence”, is one of the initiatives under the “Excellence Initiative – Research University (IDUB)” programme, financed by the Polish Minister responsible for higher education and science for the years 2020–2026. The competition aims to enhance the quality of education and promote best practices in teaching at the University of Wrocław. Across the two previous editions, a total of 75 laureates have been recognised.
Academic staff from all units of the University of Wrocław are eligible to apply for the IDUB Teaching Excellence Award, provided they are employed on a full-time basis in a teaching, research-teaching, or research position on the day the competition is announced. Full details on how to apply for the award can be found on the IDUB website.
Added by: E.K.
Date of publication: 17.07.2025
