EDUC 7056 - Research Profiling & Dissemination

North Terrace Campus - Summer - 2016

This course provides an introduction to all elements of dissemination of research including oral and written research genres.

  • General Course Information
    Course Details
    Course Code EDUC 7056
    Course Research Profiling & Dissemination
    Coordinating Unit School of Education
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Course Description This course provides an introduction to all elements of dissemination of research including oral and written research genres.
    Course Staff

    Course Coordinator: Dr Michelle Picard

    Dr Michelle Picard
    School of Education
    The University of Adelaide
    Level 8, Room 8.16
    Nexus 10 Building, 10 Pulteney
    Adelaide, 5005 SA
    Ph: +61 8 8313 3957
    Email: michelle.picard@adelaide.edu.au
    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 Communicate verbally as appropriate in a variety of research contexts
    2 Communicate in writing as appropriate in a variety of research contexts including responding to reviewers
    3 Apply argument structure and appropriate academic critique in a variety of spoken and written genres
    4 Communicate in accordance with the conventions of their discipline, using appropriate grammatical structures and vocabulary
    5 Work effectively and ethically with different stakeholders in the research process
    6 Manage time and research projects effectively
    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, 3, 4
    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
    1, 2, 5, 6
    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
    1, 2, 4, 5, 6
    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
    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
    5
    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
    2
  • Learning Resources
    Required Resources
    All learning resources will be provided through MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    A series of workshops and seminars will take place across the 8 days of the two intensives. These will focus around a variety of topics including:
    Reviewing Literature
    Communicating Research Methodologies
    Ethics and ethics documentation
    Writing research articles
    The topics will vary depending on the cohort as this course is completely needs-based.
    Workload

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

    Workload Total Hours
    8 x 3 -hour seminars (in two intensives) 36 hours
    1 x 2 hours reading and preparation per week
    OR in pre and post-intensive activities
    24 hours per semester
    Assessment items 96 hours per semester
    Total = 156 hours per semester
    Learning Activities Summary
    Week Lecture Topic
    1 Developing a research focus through the literature
    2 Appropriate citation, academic voice and ethical authorship
    3 Codes of practice ethical research practice
    4 Seminar presentation and conferences
    5 Research genres
    6 Writing research articles 
    7 Language in research documents
    8 Readability in research documents
    9 Editing and self-editing
    10 Supervising and being supervised
    11 Managing research projects
    12 Human and Animal Ethics documentation
    Small Group Discovery Experience
    This class focusses entirely on research dissemination development. Students meet twice at least in small groups to receive individual and peer feedback on their research proposals. Numerous small group activities with the Senior research active academic are included throughout the course.
  • 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 Task Type Due Date Weighting Learning Outcome
    Research proposal or review OR research article Written proposal or publishable research article One week after 2nd intensive 50% 1, 2, 3, 4
    Seminar presentation Oral presentation Day 6-7 20% 1, 2, 3, 4
    Research time and people management plan OR Genre Analysis of a Text Analysis of issues planning issues in preparing for the research project Day 4-5 15% 5
    Ethics documentation OR reflection OR project plan Completed HREC form, GGant Chart or reflective essay Day 8 15% 6
    Assessment Detail
    Research proposal or research article - 50% (Summative)
    Students will be required to write a 5000 word research proposal or alternatively a short research article (5000 words) in line with the expectations of their discipline.

    Seminar presentation - 20% (Formative for proposal/research article and summative)
    Students will be required to present a Powerpoint slide presentation of their planned or completed research (15 slides) in 20 minutes in a simulated conference event.

    Research time and people management plan - 15% (Formative)
    Students will be required to plan their project and take into consideration all the people involved in the form of a short report. This is a formative task helping with the final research proposal.

    Ethics documentation or reflection project plan - 15% (Formative and Summative)
    Students will be required to either complete an ethics application (human or animal) taking into consideration all ethical issues affecting their project OR a reflective essay on what they have learnt about research dissemination from the course
    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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