CHEM ENG 4056 - Research Practice

North Terrace Campus - Semester 1 - 2018

Principles underpinning research (e.g. scientific method; ethics; health & safety) and associated skills (e.g. record keeping; literature research; proposal writing) will be expounded and developed. This will be done through a combination of lectures, workshops and project work. The project work will centre around the development of a research proposal; a major element of this will be literature research and review.

  • General Course Information
    Course Details
    Course Code CHEM ENG 4056
    Course Research Practice
    Coordinating Unit School of Chemical Engineering
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Minimum of 3 hours per week
    Available for Study Abroad and Exchange N
    Course Description Principles underpinning research (e.g. scientific method; ethics; health & safety) and associated skills (e.g. record keeping; literature research; proposal writing) will be expounded and developed. This will be done through a combination of lectures, workshops and project work. The project work will centre around the development of a research proposal; a major element of this will be literature research and review.
    Course Staff

    Course Coordinator: Dr Dzuy Nguyen

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

     
    1 Demonstrate understanding of research ethics, and health & safety in the research context;
    2 Explain the scientific method and its rational;
    3 Form well-posed research questions and hypothesis;
    4 Identify efficiently and effectively the literature relevant to a research question;
    5 Design a plausible approach to addressing a research question;
    6 Develop a suitable plan to address a research question;
    7 Prepare a sound and engaging research proposal;
    8 Prepare an effective poster reporting research findings; and
    9 Maintain appropriate research records.

     
    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   1.3   1.4   1.5   1.6   2.1   2.2   2.3   2.4   3.1   3.2   3.3   3.4   3.5   3.6   

    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)
    2,3,4,5,6,9
    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
    2-7
    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
    7-9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5,6,7,9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1
  • Learning Resources
    Recommended Resources
    Reference 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.

    Online Learning
    A range of online resources will be provided via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course uses a number of different teaching and learning approaches including lectures, seminars and one-on-one or small group tutoring by academic & research staff.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Activity Contact Hours Non-contact Hours
    Lectures 12 24
    Research seminars 4 4
    1-on-1/Small Group Tutoring 12
    Literature research 60
    Proposal writing 24
    Poster preparation 8
    TOTAL 28 132
    Learning Activities Summary
    Topic 1: The Research Process
    The scientific method; framing research questions & hypotheses; design and planning of research; research proposal development; record keeping; ethics; health & safety.

    Topic 2: Searching and Using the Literature
    Search strategies; hands-on use of bibliographic databases; use of literature resources, both off- and on-line; Endnote; citing sources.

    Topic 3: Communication of Research Findings
    Preparation of: literature review, poster, dissertation, and various forms of papers.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Assignments 5 Individual Formative as advised 1. 2.
    Progress Reports 5 Individual Formative Week 5 Min 40% 2.
    Literature review 30 Individual Summative Week 8 3.
    Research proposal 40 Individual Summative Week 12 3.
    Poster 5 Individual Summative Week 12
    Notebook 0 Individual Summative Week 12
    Student research performance 15 Individual Summative as advised
    Seminars group Summative as advised
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
     
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
     
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
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