Introductory description

CH956-20 Scientific Research Skills I

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module content spans 4 areas:
A. Understanding the scientific background to a research area
B. Planning a project
C. Presenting your work
D. Working with colleagues
Most of this section is devoted to the students’ own project, during which they will be mentored by a researcher who is an expert in the specialist area covered by the project remit. It also requires the student to be able to understand material presented in verbal form by other writers in their specialist field.

A1. Review of 3 Research Papers from a refereed research journal. The mentor will recommend a selection of papers or articles for this task. Students will be expected to write a formal (1–2 page) review of each paper in which they:
(i) summarise the background to the paper.
(ii) summarise the methods used in the research (where applicable).
(iii) summarise the results
(iv) indicate the conclusions drawn by the authors
(v) make your own critical assessment of the value of the work.

The module content spans 4 areas:
A. Understanding the scientific background to a research area
B. Planning a project
C. Presenting your work
D. Working with colleagues
Most of this section is devoted to the students’ own project, during which they will be mentored by a researcher who is an expert in the specialist area covered by the project remit. It also requires the student to be able to understand material presented in verbal form by other writers in their specialist field.

A1. Review of 3 Research Papers from a refereed research journal. The mentor will recommend a selection of papers or articles for this task. Students will be expected to write a formal (1–2 page) review of each paper in which they:
(i) summarise the background to the paper.
(ii) summarise the methods used in the research (where applicable).
(iii) summarise the results
(iv) indicate the conclusions drawn by the authors
(v) make your own critical assessment of the value of the work.

A2. Undertake a literature review project on the research topic identified for you by your mentor. This will involve finding and reading refereed journal articles in the area and taking notes on them as a means of preparing for the tasks in section B and C. Web pages are a valuable resource; however, they may not always contain valid or reliable information, so should always be used judiciously. It is anticipated that this task will form the major part of this module.

A3. Present a brief summary (maximum of 1 A4 page) of three seminars attended. Students may wish to include an analysis of podcasts or seminars or lectures recorded on the web; however, they should attend at least one live seminar. The mentor should be able to understand the content of the seminar, based only on reading the summary produced.

B. Planning a project
Research projects involve the use of a wide range of skills, including planning the project to ensure that resources are available at the right time, undertaking tasks in the right order and with the appropriate timing so that later stages of the project can be developed with maximum efficiency, and according to a predetermined time scale. Students will gain skills by the following

B1. Write a timeline for task A2.

B2. Develop a list of questions that form the basis for task A2.

B3. Review the timeline from B1 and revise it in consultation with the mentor.

B4. Write a research project proposal (1–2 pages) on a proforma given that is ‘the next stage’ in the research area covered by your literature project of A2.

C. Presenting your work
However brilliant one’s research, it is unlikely to make an appropriate impact if one is unable to communicate it to one’s own academic community, and the wider community too. This section of the course emphasises the presentation aspects of the project that has formed the basis for sections A and B. This section requires students to present their project work in the specific ways required of those working in their subject area.

C1. Present a poster that is designed to catch the eye and engender interest so people will ask you questions if you present it at a poster session or conference. Such a poster is not intended to contain highly detailed academic content.

C2. Describe your project work in a seminar whose target audience is appropriately educated in the discipline of the student, but not necessarily knowledgeable in the student’s particular research area. The presentation may be prepared using power point. A copy of the slides, where applicable/relevant, and an analysis of why the material was delivered in a particular order, should be included in your portfolio.

C3. Report on your chosen research area in a structured dissertation (15–20 pages, 1.5 spaced, font 11 point) intended for a reader with some knowledge of the research area (but not the specific project). Before commencing the writing up, the plan should be discussed with the mentor, beginning with broad headings and what should fit into these. Then, each heading should be expanded into subheadings. Finally, when the structure of the dissertation is clear, it should be written. The referencing conventions of the research area should be adopted. Full referencing will be required, and in line with university regulations. Appropriate steps must be taken to avoid plagiarism at all stages in the writing process.

C4. Prepare a web page on your research area for a target audience of 16 year olds.

D. Working with colleagues
Much research is now carried out in teams of two or more people. This means that individuals can benefit from the skills and strengths of their colleagues. However, this may inevitably create tensions arising from different personalities, work practices and research approaches that can hinder one’s research. A partial solution to this is for individuals to understand how you work and then to understand how others around them work. This part of the module has 4 tasks.

D1. In this task the student should consider one of the many models that describe different learning styles and assess their preferred approach. This should be compared with that of the mentor and one further colleague.

D2. The student should analyse the roles that are required for a successful team and discuss what his or her preference is and how they might adapt themselves to fill in the gaps, as required. An obvious example here is that if a team has no ‘completer-finisher’ in it, there is a danger that deadlines will be missed.

D3. The student should write a report on a situation where they worked in a team prior to undertaking D2, describe the situation, and then analyse how well the team worked together, making suggestions for how it could have been more effective with reference to D2.

Learning outcomes

By the end of the module, students should be able to:

• Understand, summarise and evaluate the essential features of the work of others; to present the essential features of the research-level work to various audiences and to plan one’s research at a basic level and report on it

Interdisciplinary

Interdisciplinary research skills

Subject specific skills

Subject specific skills achieved from the completion of this module include being able to understand and summarise the essential features of the work of others; to write clearly at a technical level.
Present the essential features of the research-level work of others at a level appropriate for a non-specialist.
Demonstrate an ability to present technical material.
Present technical material verbally
Plan one’s research at a basic level and report on it

Team working

Transferable skills

The transferable skills gained from the completion of this module include, discipline-specific knowledge, ability to gather and interpret information, ability to analyze data, oral communication skills, ability to make decisions and solve problems, written communication skills, ability to learn quickly, ability to manage a project, and creativity/innovative thinking.