|
Type A
|
Code |
Competences Specific |
| |
Professional |
|
Type B
|
Code |
Competences Transversal |
| |
Professional |
| |
BP1 |
B1.1. Communicate and discuss proposals and conclusions in a clear and unambiguous manner in specialized and non-specialized multilingual forums. |
| |
BP2 |
B1.2. Adapt to a changing environment. |
| |
BP3 |
B2.1. Influence and guide others to improve performance. |
| |
BP4 |
B2.2. Provide guidelines to define and achieve objectives. |
| |
BP5 |
B2.3. Motivate and transmit enthusiasm to others. |
| |
BP6 |
B3.1. Work in a team with responsibilities shared among multidisciplinary, multilingual and multicultural teams. |
| |
BP8 |
B4.2. Learn autonomously and with initiative. |
| |
BP9 |
B5.1. Work autonomously, responsibly and with initiative in a research and innovation context. |
| |
BP10 |
B5.2. Solve complex problems in new environments and in innovative and multidisciplinary contexts. |
| |
BP11 |
B5.3. Apply critical, logical and creative thought in a research and innovation context. |
|
Type C
|
Code |
Competences Nuclear |
| |
Common |
| |
CC1 |
Have an intermediate mastery of a foreign language, preferably English |
| |
CC2 |
Be advanced users of the information and communication technologies |
| |
CC3 |
Be able to manage information and knowledge |
| Objectives |
Competences |
| This course aims to improve key skills needed for the successful development of research projects. We introduce and apply useful concepts and tools in defining research project objectives, in planning a research or thesis project, in structuring and writing a thesis, as well as in communicating the work verbally (in formal talks) and in writing (in technical articles or reports). Students’ participation in class is encouraged, for example through mini-debates. The homework is developed around different stages of the students’ own research project, chosen by the student at the start of the course. |
|
BP1
BP2
BP3
BP4
BP5
BP6
BP8
BP9
BP10
BP11
|
CC1
CC2
CC3
|
| Topic |
Sub-topic |
| 1. Research Objectives and Project Planning. |
|
| 2. Reviewing the technical literature. |
|
| 3. Technical writing: articles, theses. |
|
| 4. Oral presentations primer |
|
| 5. Putting it all together. |
Ethical questions.
Intellectual property (IP).
Managing my plan. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
1.5 |
0 |
1.5 |
| |
| Lecture |
|
10 |
15 |
25 |
| Debates |
|
4 |
6 |
10 |
| Problem solving, exercises |
|
0 |
21 |
21 |
| Presentations / expositions |
|
1 |
10 |
11 |
| |
| Personal tuition |
|
0 |
0.5 |
0.5 |
| |
| Objective multiple-choice tests |
|
1 |
5 |
6 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Course objectives. Course organizational items. |
| Lecture |
Lectures. Presentation of theoretical knowledge and of practical advice. |
| Debates |
Structured debates by groups of students regarding specific topics, such as hipothetical conflict cases. |
| Problem solving, exercises |
Students will develop/solve homework exercises about their chosen research project. |
| Presentations / expositions |
Students will give oral presentatoins about their research project. In their role as audience, students will also provide feedback to the other students about their presentations. |
| Personal tuition |
|
|
|
|
Description |
| Office hours for personal tuition will be communicated at the start of the course. |
|
| |
Description |
Weight |
| Debates |
Two or more groups will defend confronting points of view about various topics, for instance, about how to manage specific difficult resource or working environment conditions, or about ethical dilemas. |
10% |
| Problem solving, exercises |
Solutions to homework corresponding to each of the lectures. |
60% |
| Presentations / expositions |
The students will perform oral presentations about their projects, implementing the methodologies explained in class. They will also provide feedback to other students, as well as receive feedback from them. |
20% |
| Objective multiple-choice tests |
Multiple-choice (quiz) tests about lecture contents. |
10% |
| |
|
Other comments and second exam session |
|
|
| Basic |
Michael Alley, Craft of Scientific Presentations, 1a, Springer, 2002
Michael Alley, The Craft of Scientific Writing, 3a, Springer, 1996
Alon U., “How to give a good talk”, Molecular Cell, 36, pp. 165-7, 2009
Hengl, T. and Gould, M., “Rules of thumb for writing research articles”, , 2002
Francis L. Macrina, Scientific Integrity: Text and Cases in Responsible Conduct of Research, ASM Press, 3rd edition, 2005
Alon U., “How To Choose a Good Scientific Problem”, Molecular Cell , 35, MOLCEL 3237, 2009
W. Strunk Jr. and E.B. White, The Elements of Style, Longman, 4th edition, 1999
R. K. Van Wagenen, Writing a Thesis. Substance and Style, Prentice Hall (Englewood Cliffs), 1991
Weinberg S., “Four Golden Lessons”, Nature 426: 389, 2003
Woodford F.P. , “Sounder Thinking Through Clearer Writing” , Science 156 (3776): 743-745, 1967
|
Michael Alley, The Craft of Scientific Writing, 3rd edition, Springer, 1996. |
| Complementary |
|
|
| Subjects that are recommended to be taken simultaneously |
| FINAL MASTER'S PROJECT/20675301 | | MULTIDISCIPLINARY SEMINARS/20675206 |
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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