Research Proposal

Learning Outcomes

• As a student in this course, I will develop the ability to:
  
• Communicate the findings of scientific research in plain English and verbally for a
  scientifically-literate audience (assessment tasks: verbal proposal presentation).
  
• Synthesise primary scientific literature to generate a clear and concise argument in support of a
  perspective (assessment task: research proposal).
  
• Critically evaluate a colleague’s work and generate constructive feedback (assessment task:
  peer-assessment of research proposal draft).
  
• Synthesise primary scientific literature to provide in-depth background and context for
  understanding and critical evaluation of topics in biological sciences (assessment: proposal).
  
• Apply an understanding of scientific practice to the generation of new testable hypotheses and
  to the development of advanced methodologies for testing hypotheses (assessment task:
  methodology section of research proposal).
  Transferable Skills Register
  As a student in this course, I will develop the following skills:
  
• Writing a literature review to focus ideas for research proposals. This is essential for MSc Pt I
  students to be fully prepared for Pt II. Beyond University this skill is important for any career
  in research or in an NGO, where you will need to write convincing applications for
  increasingly-limited funding. We will have tutorials to provide instruction on the elements of
  successful proposals and develop your abilities to identify these elements in group sessions.
  
• Critical synthesis of information. In everyday life and in many job situations you will be
  required to read information from different sources, construct your own understanding and
  shape your own viewpoint. In BIOL412 we develop your abilities to identify the essential
  elements of research outputs - you will now use these skills in your proposal.
  
• Research design. Important for research and in governmental and non-governmental
  organisations. We will provide discipline-specific advice on the major elements involved in
  developing testable questions and designing research projects.
  
• Writing critical summaries of other work. Clear and constructive written criticism is essential in
  most professional careers. In a tutorial we will provide instruction on the elements of successful
  critical assessment and help you identify these elements with clear marking rubrics – you will
  use these in your peer-review of a colleague’s work.
  
• Verbal presentation. In most careers in science the ability to present findings clearly in verbal
  form is likely to be critical. In BIOL4xx we provide clear guidance on what makes a good
  presentation and you will test these skills in your proposal presentation.
  Graduate attributes
  In planning activities and assessments for this course we will be guided by the descriptors for Level
  8 of the NZQF:
  Knowledge Skills Application
  Advanced technical and/or theoretical
  knowledge in a discipline or practice,
  involving a critical understanding of the
  underpinning key principles
  Analyse and generate
  solutions to complex and
  sometimes unpredictable
  problems
  Evaluate and apply a range
  of processes relevant to the
  field of work or study
  Developing identification with a
  profession and/or discipline through
  application of advanced generic skills
  and/or specialist knowledge and skills
  Some responsibility for integrity of
  profession or discipline
  Timetable
  Tutorials
  These have been included in the course to allow for in-depth instruction and group discussions on
  specific topics and to provide skills training to enable you to be more effective in planning and
  writing a research proposal. There will be four formal components. These will include:
  1. The Scientific Method: moving from questions to hypotheses. The focus will be on
  hypothesis development (led by Matthew Turnbull). Preparation required.
  2. Proposal writing: creating and communicating ideas from the literature. (Led by Matthew
  Turnbull). Preparation required.
  3. Project development: participating as part of a research team to develop a research project.
  Requires meeting with at least one academic staff member and their associated research
  team to discuss and develop research opportunities. We recommend that this process
  starts in your first semester of 4th year and continues during the break between
  semesters so that you are able to make progress on your proposal in the current
  semester.
  
  BIOL412 Graduate Attributes:
  *Critically competent.  Yes
  *Employable,innovative and enterprising.  Yes
  *Biculturally competent and confident.
  *Engaged with the community.
  *Globally aware.  Yes

Prerequisites

Restrictions

For further information see School of Biological Sciences .