SOIL&WAT 4030AWT - Honours Soil Science Project Pt 1
Waite Campus - Semester 2 - 2015
General Course Information
Course Code SOIL&WAT 4030AWT Course Honours Soil Science Project Pt 1 Coordinating Unit School of Agriculture, Food and Wine Term Semester 2 Level Undergraduate Location/s Waite Campus Contact By supervision Available for Study Abroad and Exchange N Incompatible SOIL&WAT 4001AWT/BWT Restrictions Available only to sutdents admitted to the relevant Honours program Course Description This research project is selected at the start of the Honours year following consultation with the Honours Coordinator and depends on availability of research supervisors in any particular year.
No information currently available.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Demonstrate an original and critical approach in the assimilation of the current state of knowledge in a particular area of research related to Soil Science. 2 Identify current gaps in our understanding and the future areas for experimental investigation in a particular area of research related to Soil Science. 3 Demonstrate mastery of the basic techniques required for the experimental study of a research question related to Soil Science. 4 Develop a rigorous and methodical approach to the maintenance of laboratory records and the collection, storage and analysis of experimental data. 5 Identify and evaluate a problem and define the important elements required for its solution (appreciating the risks and benefits of alternate approaches). 6 Communicate scientific information clearly and concisely in written and spoken English.
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,5,6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,3,5 Skills of a high order in interpersonal understanding, teamwork and communication. 6 A proficiency in the appropriate use of contemporary technologies. 3,4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1-6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-6
Learning & Teaching Activities
Learning & Teaching ModesThe Honours Research Project provides students professional training in a chosen area of specialisation and experience in scientific research. Students will learn new research techniques and broaden their skill base.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 21 unit course, such as this, should expect to spend between 36 and 48 hours per week on their studies. This includes both time spent undertaking research, as well as time spent attending professional development workshops and seminars, reading scientific literature and writing literature reviews, research proposals, seminars and a final thesis.
Learning Activities SummaryThe research project will enable students to develop the skills required for the practice of independent scientific research and an appreciation of the scientific method and the application of problem solving strategies in science. Additionally, students will participate in a series of professional development workshops on: Project Development and Management; Experimental Design and Data Analysis; Endnote and Word Skills; Communication Skills; Presentation Skills; and Mentoring and Careers.
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 Task of assessment Percentage of total assessment for grading purposes Hurdle (Yes/No) Learning Outcome Research Plan Seminar Formative
No 1,2,6 Literature Review and Research Proposal Formative & Summative 15% No 1,2,6 Supervisor Mark Formative & Summative 5% No 1-6 Final Seminar Formative & Summative 10% No 4-6 Thesis Summative 70% No 1-6
Research Plan Seminar
Students will give 10-12 minute individual presentations providing insight into the research question that is the focus of their Honours year. This will include coverage of the background information underlying this question, clear aims or hypotheses, the experimental design and a description of the methods to be employed. Students should endeavour to address current controversies in their area, and to give the audience some insight into the main schools of thought, as presented in the literature. 15 minutes are allocated for the first seminar, comprising of a 10-12 minute talk and 3-5 minutes for questions. Although no formal mark is recorded, presentations will be evaluated and feedback given to students (within one week).
Literature Analysis and Research Proposal
Students will prepare: (i) a 4000 word literature analysis comprising a critical review of published work related to their project area, to ‘set the scene’ for the development of the aims or hypotheses to be addressed by their project; and (ii) a 1500 word research proposal outlining the project to be conducted. Communication skills and the ability to analyse and critically evaluate scientific literature will be assessed.
Students’ laboratory and/or field skills will be assessed by their supervisor(s) and a grade awarded based on each student’s understanding of their subject area, skills in scientific communication and degree of initiative and originality.
Students will give 25 minute individual presentations presenting the results of their research project, to indicate how their work has contributed to a greater understanding of their research area. Presentations should cover the background and aims of the project, experimental design and techniques, the analysis, presentation and interpretation of results, and the discussion and summary of key findings. Presentation skills also form a component of the assessment.
Students will prepare a 5000 word thesis in the form of a manuscript to be submitted to a scientific journal and comprising the background and aims of the project, experimental design and techniques, the analysis, presentation and interpretation of results, and the discussion and summary of key findings. Communication skills and the ability to analyse and interpret experimental data will be assessed.
SubmissionIf an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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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