AN BEHAV 4020ARW - Honours Animal Behaviour Project (T/Y) Continuing
Roseworthy Campus - Semester 1 - 2022
General Course Information
Course Code AN BEHAV 4020ARW Course Honours Animal Behaviour Project (T/Y) Continuing Coordinating Unit School of Animal and Veterinary Sciences Term Semester 1 Level Undergraduate Location/s Roseworthy Campus Contact By supervision Available for Study Abroad and Exchange N Restrictions Available only to students admitted to the relevant Honours program Course Description Students completing this course carry out a research project under the supervision of a member or members of staff. The overall aims of the course are to develop knowledge and skills in a particular area of research, and skills required for the practice of independent scientific research. The Honours year commences in February or July and the research project is chosen through consultation with the Honours coordinator prior to the commencement of the Honours year.
Course Coordinator: Dr Alexandra Whittaker
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 demonstrate knowledge and understanding of principles and concepts in a particular area of research, related to Animal Behaviour 2 demonstrate an ability to recognise current gaps in our understanding and future areas for experimental investigation in a particular area of research, related to Animal Behaviour 3 identify and evaluate a problem and define the important elements required for its solution 4 identify and critically evaluate appropriate and relevant information sources 5 use and apply scientific principles and techniques required for the experimental study of a research question 6 demonstrate a rigorous and methodical approach to the maintenance of laboratory records and the collection, storage and analysis of experimental data 7 communicate scientific information clearly and effectively both in writing and orally
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1 - 4
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1 - 5
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1 - 6
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 2, 3, 4, 7
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1 - 7
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities Summary1. Students complete an independent research project of their choice, and the associated assessment tasks.
2. Students will attend tutorials on topics designed to develop their research skills
- Project development and management
- Critical analysis and literature review
- Oral presentation skills
- Data management and analysis
- Writing a scientific paper
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 Type Weighting Hurdle?
Learning Outcome Due Introductory Seminar Formative 0% No 2, 4, 7 April (semester 1 intake)
September (semester 2 intake)
Literature Review/ Research Proposal Formative and Summative 14% No 1, 2, 3, 4, 7 June (semester 1 intake)
October (semester 2 intake)
Draft Introduction and Materials & Methods Formative 0% No 2, 3, 5 August (semester 1 intake)
March (semester 2 intake)
Final Seminar Summative 8.5% No 1 - 7 October (semester 1 intake)
April (semester 2 intake)
Poster Presentation Formative and Summative 5.5% No 1 - 7 November (semester 1 intake)
May (semester 2 intake)
Thesis Paper Summative 60% No 1 - 7 November (semester 1 intake)
May (semester 2 intake)
Supervisor Mark Summative 12% No 1 - 6 November (semester 1 intake)
May (semester 2 intake)
Assessment DetailAll written assessment tasks are assessed by two examiners, and marks are averaged to provide the final grade.
Introductory Seminar (0%)
The 12 minute introductory seminar, with 8 minutes of question time, should provide an insight into the research question that is the focus of the literature review, including background information highlighting the current state of knowledge in the research area, controversies and gaps in knowledge that lead to the research question. Formative feedback will be provided to aid in the development of the written literature review and research proposal.
Literature Review/ Research Proposal (14%)
The literature review is presented as a critical review of published work related to the project (maximum 4000 words). The assessment piece should include identified gaps in knowledge, the aims of the review, a critical summary of current literature, and outstanding research questions providing a rationale for the proposed project.
The research proposal (1500 words) should outline the project to be conducted and includes a brief analysis of the literature to provide context for the project. It should formulate hypotheses and experimental aims to address the questions identified in your literature review, and include a description of the experiments likely to be performed to test the hypotheses. A budget and timeline for the work is also included.
Draft Introduction and Materials & Methods (0%)
The draft introduction and materials and methods should provide a statement of the problem and specific instructions on how the work will be completed.
The introduction should provide essential background information and a clear rationale for the work.
The materials and methods should contain sufficient detail to allow the work to be repeated, and describe the statistical analysis to be performed.
Formative feedback will be provided by the student’s supervisor to aid in the development of the final seminar, poster presentation and thesis paper.
Final Seminar (8.5%)
Each student will present a 20 minute seminar, and be prepared for 10 minutes of questions, on the results of their research project. Students are assessed on content and structure of the seminar, understanding of the research area, and their oral presentation. The seminar is scheduled for late October (semester 1 intake) or April (semester 2 intake). Seminars are assessed by all attending academics.
Poster presentation (5.5%)
Each student will prepare a research poster to report the results of their research project. Posters will be displayed during a poster session during which students will provide a short (5min) oral description of their poster, and answer questions. The poster session is held in November (semester 1 intake) or May (semester 2 intake). A panel of examiners assess the poster.
Thesis Paper (60%)
Each student will prepare a thesis paper, reporting, discussing and critically evaluating the results of their project in the form of a manuscript for a scientific journal (max 5,000 words). The Thesis paper is due early November (semester 1 intake) or May (semester 2 intake). Students receive written feedback on their thesis; the thesis grade is not released.
Supervisor Mark (12%)
The student’s supervisor will provide an assessment of performance in the laboratory/field and research components of the research project. The supervisor completes a formative feedback form mid-year, which is returned to the student. The supervisor’s final assessment is completed after the student has completed all of the assessment tasks.
If 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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