Overview

Analysis & Interpretation (critical thinking). Students will undertake a range of analytical exercises, including computer-based learning, where they will critically review scientific articles from a variety of sources, to develop an ability to determine the validity and rigour of results.

Students will develop & implement their analytical skills to consider; errors in scientific literature; scientific methodology; experimental design; use and abuse of statistical results; erroneous and misleading presentation of results; the quality of different sources of information. They will analyse, synthesise and summarise information critically from a variety of sources.

Problem-based learning (creative thinking) Delivered as workshops in small groups with a member of academic staff or trained postgraduate, followed by a mini conference in which groups will convene to present a 10 minute project plan (with questions). Students will be provided with a real-life scenario (degree programme and subject-specific) during the first workshop. Students will be asked to: consider interesting research questions; frame hypotheses; design appropriate tests for hypotheses; consider data collection and analysis; consider possible interpretations and future research avenues; undertake preliminary research. These will be discussed in the workshops.

Planning for 3rd year project (practical/planning skills) Interaction between student and academic project supervisor in up to 3 x tutorial sessions. Tutorial sessions will identify the specific aim and objectives of the project and develop a project plan.

Analysis & Interpretation (critical thinking). Students will undertake a range of analytical exercises, including computer-based learning, where they will critically review scientific articles from a variety of sources, to develop an ability to determine the validity and rigour of results. Students will develop & implement their analytical skills to consider; errors in scientific literature; scientific methodology; experimental design; use and abuse of statistical results; erroneous and misleading presentation of results; the quality of different sources of information. They will analyse, synthesise and summarise information critically from a variety of sources.

Problem-based learning (creative thinking) Delivered as workshops in small groups with a member of academic staff or trained postgraduate, followed by a mini conference in which groups will convene to present a 10 minute project plan (with questions). Students will be provided with a real-life scenario (degree programme and subject-specific) during the first workshop. Students will be asked to: consider interesting research questions; frame hypotheses; design appropriate tests for hypotheses; consider data collection and analysis; consider possible interpretations and future research avenues; undertake preliminary research. These will be discussed in the workshops.

Planning for 3rd year project. Interaction between student and academic project supervisor in up to 3 x tutorial sessions. Tutorial sessions will identify the specific aim and objectives of the project and develop a project plan. Tutorials will be supported by lectures introducing risk assessment and research ethics.

Assessment Strategy

-threshold -Grade D- to D+ Able to perform the specified analyses within the tasks set. Relevant results included but may not be well summarised or presented. Some literature used to place the assessment in context and provide a rationale but may be incomplete and include irrelevant material. Appropriate statistical methods used but some errors in application. Discussion shows some, but incomplete recognition of limitations of the research. Honours project research objectives stated but may be imprecise. Literature review contains appropriate materials, but synthesis limited. Methods largely reproducible but may be vague in places and not fully address the research objectives. Structure follows conventions but within section structure lacks order. Substantial changes may need to be made to the proposal before the honours project research can begin.

-good -Grade C- to B+. Able to relate the analysis to the questions being asked within the tasks set. Good summary of results with some minor imperfections in presentation. Appropriate statistical methods used and applied with only minor errors. Good discussion recognising any limitations of the research. Clear statement of honours project research objectives. Good survey of the available literature with appropriate synthesis, providing context and rationale. Methods proposed are clear, reproducible and fully address the research objectives. Good structure. Minor changes may need to be made to the research before honours project research can begin.

-excellent -Grade A- and above. Able to relate the analysis to the question being asked, including a demonstration of the understanding of the underlying assumptions and a level of originality in addressing the problems. Proposed results are presented to a high standard. Excellent use of appropriate statistical methods. Excellent discussion recognising limitations of the research and proposing alternative approaches for the future. Clear statement of coherent honours project research objectives. Excellent literature review providing a synthesis, context and rationale for the research. Methods proposed are clear, reproducible and fully address the research objectives. Structure near flawless. Only very minor changes may be required before the honours project research can begin.

Learning Outcomes

• Complete a risk assessment and ethics review

• Generate appropriate research hypotheses / objectives and plan a programme of research.

• Select and apply appropriate methods for the analysis of data using appropriate computational software.

• Work effectively to successfully complete the exercises and assessed tasks.