IDENTIFYING DATA 2015_16
Subject (*) DESIGN, PLANNING AND MANAGEMENT OF RESEARCH AND DEVELOPMENT PROJECTS Code 20705104
Study programme
Nanoscience, Materials and Processes: Chemical Technology at the Frontier
 Cycle 2nd
Descriptors Credits Type Year Period
3 Compulsory First AN
Language
Anglès
Department Enginyeria Química
Coordinator
ROSELL LLOMPART, JOAN
 E-mail joan.rosell@urv.cat
roger.guimera@urv.cat
Lecturers
ROSELL LLOMPART, JOAN
GUIMERA MANRIQUE, ROGER
Web
General description and relevant information This course aims to improve key skills needed for the successful development of research projects. We introduce and apply concepts and tools for defining research project objectives, planning a research or thesis project, its development, and effective oral and written communication. Students' participation in class is mandatory. Grading is based on homework and on an oral presentation towards the end of the course. The homework consists of exercises that develop different stages of a students' own research project, chosen at the start of the course. The final homework is the presentation of a written report about the project.

Competences
Type A Code Competences Specific
 A1.3 A1.3 Planning and executing R+D+I projects related to the field of nanoscience, materials and chemical technologies, drawing conclusions and preparing reports.
 A1.6 A1.6. Analyse, identify and evaluate the data obtained from experiments and databases in the field of nanoscience, materials and chemical technology.
Type B Code Competences Transversal
 B1.1 B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner.
 B4.2 B4.2 Learning autonomously and by using initiative.
 B5.3 B5.3. Applying critical, logical and creative thought in a research and innovative context.
Type C Code Competences Nuclear
 C1.1 Have an intermediate mastery of a foreign language, preferably English
 C1.3 Be able to manage information and knowledge
 C2.2 Be able to define and develop their academic and professional project

Learning outcomes
Type A Code Learning outcomes
 A1.3 A1.3 Can develop the concepts and tools required to define the research, present a thesis project, and structure, write and defend a thesis.
A1.3 Can draw up a proposal, including the hypotheses and the experimental programme.
A1.3 Know which instruments and techniques to use.
A1.3 Can review the background and the bibliography relevant to the research subject.
A1.3 Can select and determine the scope of a research initiation topic as a method of integrating into a research group.
 A1.6 A1.6 Can examine, understand and discuss the experimental results obtained in the laboratory, or from databases, in the field of nanoscience and nanotechnology.
Type B Code Learning outcomes
 B1.1 B1.1 Can intervene effectively and transmit relevant information.
B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc.
B1.1 Prepare and deliver structured presentations, complying with the requirements.
B1.1 Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc.
B1.1 Use language that is appropriate to the situation.
B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.).
 B4.2 B4.2 Ask the appropriate questions for solving doubts or open questions, and search for information with criteria.
B4.2 Select a procedure from among the possibilities suggested by the lecturer.
 B5.3 B5.3 Follow a logical method for identifying the causes of a problem.
Type C Code Learning outcomes
 C1.1 Express opinions on abstract or cultural topics in a limited fashion.
Explain and justify briefly their opinions and projects.
Understand instructions about classes or tasks assigned by the teaching staff.
Understand routine information and articles.
Understand the general meaning of texts that have non-routine information in a familiar subject area.
Write letters or take notes about foreseeable, familiar matters.
 C1.3 Locate and access information effectively and efficiently.
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
Have a full understanding of the economic, legal, social and ethical implications of accessing and using information.
Reflect on, review and evaluate the information management process.
 C2.2 Identify their training needs.
Identify their own academic and professional interests and motivations.
Define and study their curriculum bearing in mind their training needs, and their academic and pr ofessional interests and motivations
Develop resources and strategies that will ease their transition into working life.

Contents
Topic Sub-topic
1 Course objectives. Research project Overview of this course's objectives and syllabus. How these objectives fit in your program. What characteristics define research. Approaching research. Defining scientific objectives.
2 Reviewing the technical literature Why is it necessary? How much knowledge of the prior art is needed before defining a research objective? Searching relevant literature (scholar works, patents): tools and considerations. Organizing and digesting information.
3 Assessing the technical literature Introduction to scientometrics and science of science. Impact metrics.
4 Scientific integrity Responsible conduct in research. Mentoring. Collaborative research and authorship.
5 Intellectual Property (IP) protection Ownership of data and intellectual property. IP clauses in contracts. University procedures. Ethics and societal aspects.
6 Project planning and execution Considerations while planning your project. Resources, objectives, tasks, Gantt charts. Roadblocks. SMART goals.
7 Project team communication Team culture. Commitment model. Meetings. Brainstorming. Communication. Information management. Laboratory notebooks. Digital record keeping, work flows.
8 Oral presentations primer Scenic fear. First steps in preparing an oral presentation. Slides as a support, not an end. Handling questions.
9 Technical writing Before writing: Defining your contribution. Where to begin: Constraints and stylistic tools. Structure. Language: Being precise, being clear, being forthright, being familiar, being concise, being fluid. Illustration. Importance of the title and the abstract. Authorship and peer review.

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 1 1 2
Lecture
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 17 17 34
Assignments
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 6 17 23
Debates
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 1 1 2
Presentations / expositions
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 1 5 6
Personal tuition
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 2 2 4
 
Objective multiple-choice tests
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 2 2 4
 
(*) 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
Methodologies
  Description
Introductory activities Overview of this course's objectives and syllabus.
Lecture Lectures will be the basis for introducing the various topics of the course. Student participation with questions and their points of view are encouraged and expected.
Assignments Assignments will consist in exercises related to the subject matter of each of the lectures.
Debates There may be a debate in class on ethical questions, for example, in which a group of students will adopt a point of view, and another group another point of view. A student may be the speaking person for the group; however, all of the students will be required to participate.
Presentations / expositions Each student will be asked to prepare one or more individual oral presentations on a research project of his/her choice. The assignment will specify the constraints of the presentation. Any criterial provided in the lectures are expected to be implemented in the presentation. Other students and tutor(s) will provide feedback.
Personal tuition Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course.

Personalized attention
Description
Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course.

Assessment
Methodologies Competences Description Weight        
Assignments
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 Written assignments will consist in exercises related to the subject matter of each of the lectures. The work is individual and will be connected to a research project of the student's choice. (In lieu of a debate, additional written assignments may be assigned by the tutor.) Any plagiarism by the student that is detected will be penalized. 65
Debates
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 There may be debates in class on ethical questions, for example, in which a group of students will adopt a point of view, and another group another point of view. A student may be the speaking person for the group; however, all of the students will be required to participate. 5
Presentations / expositions
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 Each student will be asked to prepare one or more individual oral presentations on a research project of his/her choice. The assignment will specify the constraints of the presentation. Any criterial provided in the lectures are expected to be implemented in the presentation. Other students and tutor(s) will provide feedback. feedback. 20
Objective multiple-choice tests
A1.3
A1.6
B1.1
B4.2
B5.3
C1.1
C1.3
C2.2
 Multiple-choice tests ('quiz') will be given in class, typically about the previous lecture contents. 10
Others  

(No others)
 
Other comments and second exam session

Second call will consist in a written or oral exam of the lecture subject matter.


Sources of information

Basic Michael Alley, The Craft of Scientific Writing, 3rd edition, Springer, 1996
Michael Alley,, Craft of Scientific Presentations, , Springer, 2002
Francis L. Macrina, Scientific Integrity: Text and Cases in Responsible Conduct of Research, 3rd edition, ASM Press, 2005
W. Strunk Jr. and E.B. White, The Elements of Style., 4th Edition, Longman (Boston), 1999.

Complementary Alon U, How to give a good talk, , Molecular Cell, 36, pp. 165-7 (2009).
Alon U , How To Choose a Good Scientific Problem”, , Molecular Cell , 35, MOLCEL 3237 (2009)
Hengl, T. and Gould, M., Rules of thumb for writing research articles, , 2002
R. K. Van Wagenen., Writing a Thesis. Substance and Style., , Prentice Hall (Englewood Cliffs), 1991.
Woodford F.P., Sounder Thinking Through Clearer Writing, , Science 156 (3776): 743-745 (1967).

Recommendations
(*)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.