Neuroscience Research Project
| Module title | Neuroscience Research Project |
|---|---|
| Module code | NEU3001 |
| Academic year | 2020/1 |
| Credits | 45 |
| Module staff | Dr Craig Beall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 1 |
| Number students taking module (anticipated) | 100 |
|---|
Module description
This module was made for the curious, for those who want - as they near the end of their undergraduate education - to explore, observe and interpret aspects of the natural world within a theoretical framework that yields testable predictions.
This opportunity to undertake your own research and scholarship draws together the knowledge and skills which you have acquired throughout the degree programme. You may undertake research in a laboratory, in silico, or in a clinical environment; you may collect data first-hand, work with an existing dataset or draw your information exclusively from published literature to synthesise new knowledge and critical appraisal. You will work as part of team, but with the intellectual independence needed to shape the project: this shall be your contribution to contemporary knowledge.
The module will run across term 1 and term 2.You should make contact with your project provider in term 1 and, if required, complete any building or lab induction as soon as possible.
You should discuss with your project provider how best to spend time on your project. For most people this will mean a few meetings and a little preparatory reading this term, and most of the project work next term. However, if you have most of your modules in the second term you might prefer to do more work this term.
For lab and data projects, the collation of new data or analysis is likely to take place during the first part of the project. The latter part will be dedicated to writing the dissertation. For narrative literature reviews, writing should take place throughout the project, after an initial scoping exercise. Submission of the completed report will take place before the Easter break. In term 3, you will give a presentation based on your findings.
The following modules are recommended as pre-requisites: Foundations in neuroscience (CSC1006), Neuropharmacology (CSC2019) and Neural Circuits (CSC2018). However, you may have covered similar material elsewhere. If you have not studied the preliminary content, you should be able to successfully complete this module by undertaking some additional study, but should discuss this further with your Academic Tutor and the Module Convener.
Module aims - intentions of the module
This module seeks to develop your ability to conduct and report Neuroscience research and report the results in writing and verbally. It also aims to further develop and consolidate student reflective behaviours and employment skills.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate competence in key research techniques.
- 2. Apply skills of critical thinking, problem-formulation, problem-solving, and rigorous data analysis.
- 3. Demonstrate a detailed knowledge of essential facts and theory in a research discipline related to Neuroscience
- 4. Describe and critically evaluate aspects of current research with reference to peer-reviewed literature.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate professional competence in communicating effectively with research staff
- 6. Understand expectations around scientific probity, personal competence and multidisciplinary team-based practice.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Manage time, workload, ambiguity, change and stress effectively; demonstrate effective personal development planning, based on self-awareness and reflection
- 8. Understand and apply key skills of effective project management and leadership
- 9. Use employability skills to improve competitiveness in future job applications
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Supervisory meetings are held by arrangement, with different research groups following different conventions. However, all students are entitled to at least 30 minutes of supervisory time per week, comprised of either time with day-to-day supervisors (i.e. PhD students and postdoctoral research associates) or Principal Investigators. In addition to this there are three formal documented meetings between the project student and their supervisor.
In term 1, project students should make contact with the host supervisor to have an introductory discussion about the project or literature review and preferably complete any laboratory or building inductions during this term to enable a rapid start to lab work in term 2.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 428 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 2 | Introduction to module (virtual if necessary) |
| Scheduled Learning & Teaching activities | 10 | Project work: Supervisor meetings for guidance on project development, implementation, data analysis and interpretation. (virtual if necessary) |
| Scheduled Learning & Teaching | 8 | Interactions with day-to-day supervisors and Principal Investigators (virtual if necessary) |
| Scheduled Learning and Teaching | 2 | Academic tutor meetings (virtual if necessary): To discuss the Academic, Personal & Professional Learning Evaluation (APPLE) Form development of skills required for successful completion of final year To discuss the E-portfolio To discuss employment/future study |
| Guided Independent Study | 420 | Project-related work including: Formative project proposal, literature research, report writing, data collection and analysis, preparation for supervisor meetings, oral presentation preparation, preparation of the E-Portfolio and other guided independent study. |
| Guided Independent Study | 8 | Keeping E-Portfolio, APPLE form and CV up to date. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written Preliminary Project proposal | Project proposal 500 words (within first 4 weeks of project) | 1-5 | Written and verbal |
| Personal and key skills feedback from peers, project supervisor and research colleagues and Academic Tutor as appropriate. | 100 - 200 words | 1-8 | Written and verbal |
| Provider feedback | On 10% of draft written research project report/dissertation, equivalent to 600 words | 1-6 | Written or verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research Project | 70 | 6000 words | 1-6 | Written |
| 1x Oral presentation (10min) + Q&As (5 min) (virtual, if required; pre-recorded) | 20 | 15 min | 5 | Written |
| Professionalism Component - encompassing the following elements: a) 1x Research Project supervisor student performance judgements (5%) b) Professionalism Award Assessment (2.5%) c) E-Portfolio (2.5%) | 10 | b) Completed APPLE form c) Electronic file containing experiences, feedback and assessment results. | a) 1-8 b) 7-9 c) 7-9 | Verbal and/or written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Research Project, 6000 words (70%) | Re-submission of the 6000 word Research Project | 1-6 | By end of ref/def period |
| Oral presentation (20%) | Oral Presentation (10min) + Q&As (5 min) | 5 | By end of ref/def period |
| Professionalism Component (10%) | Remediation meeting with academic tutor | 7-9 | Early in term 3 (see note) |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
If you fail the professionalism award assessment component and fail the module overall, you will meet with your Academic Tutor to remediate this as a referred assessment. This will involve submitting any outstanding components and any actions required by the Academic Tutor to remediate unprofessional behaviour. If you fail the professionalism award component but pass the module overall you will meet with your Academic Tutor to remediate before the end of the academic year.
Indicative learning resources - Basic reading
Basic reading:
Writing for Science Students (Boyle and Ramsay)
Success in academic writing (Day, 2018)
Project-specific reading:
This will vary according to your specific project, and will be advised by your supervisor and on the project description form, typically this contains 3-6 papers and/or reviews to build a foundation of project specific knowledge.
Indicative learning resources - Web based and electronic resources
Web based and electronic resources:
This will vary according to your specific project, and will be advised by your supervisor and on the project description form, typically this contains 3-6 papers and/or reviews to build a foundation of project specific knowledge.
Indicative learning resources - Other resources
Other resources:
As directed by the supervisor
| Credit value | 45 |
|---|---|
| Module ECTS | 22.5 |
| Module pre-requisites | CSC1006; CSC2019; CSC2018. |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 29/11/2019 |
| Last revision date | 18/09/2020 |
