CHEM ENG 4054 - Research Project
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code CHEM ENG 4054 Course Research Project Coordinating Unit School of Chemical Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 8 hours per week Available for Study Abroad and Exchange N Incompatible CHEM ENG 4047, CHEM ENG 4037, CHEM ENG 4026 Course Description Understanding of research principles and research practises will be developed through the student undertaking a substantive research project normally defined by the academic supervisor. There is capacity for the project to be defined by the student or industry provided it is judged suitable by the Course Coordinator and agreement can be obtained from one of the academic staff to act as supervisor. This course is normally only available for those who are on-track for award of an honours degree.
Course Coordinator: Dr Diana Tran
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Demonstrate understanding of ethics and health & safety in the research context; 2 Complete research, under supervision; 3 Maintain appropriate research records; 4 Prepare a research dissertation or paper; and 5 Prepare, present and defend a poster reporting research findings.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2-5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
Recommended ResourcesReference Books
Bock P 2001, Getting It Right, Academic Press.
Booth WC, Colomb GG, Williams JM 2008, The Craft of Research, 3rd edition, The University of Chicago Press.
Other texts and journals will need to be consulted during the course as each student reviews the literature and carries out their own research.
Online LearningA range of online resources will be provided via MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a number of different teaching and learning approaches including:
· Lectures and seminars.
· The research setting (e.g. laboratory).
· One-on-one or small group tutoring by academic & research staff and MPhil & PhD students.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Non-contact Hours Lecture 1 1 Research seminars 4 4 1-on-1/small group tutoring 5 minimum 5 minimum Progress reports 2 Poster preparation & presentation 2 10 Research 126 TOTAL 12 148
Learning Activities SummaryThe course is dominated by a substantial experiment or theory-based research project supervised by an academic staff member and, possibly, research staff and students. In addition to developing project-specific skills and knowledge, this project will allow the putting in to practise the
various knowledge, methods and skills developed in CHEM ENG 4056.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes First progress report 7.5 Individual Summative Weeks 4 1. 2. second progress report 7.5 individual Summative Week 8 2. Research poster 10 Individual Summative week 11 3. Research Dissertation /Paper 50 Individual Summative week 12 3. Research Notebook/student's research performance 15 Individual Summative week 12 Poster presentation and defence 10 Individual Summative week 12 Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
No information currently available.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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