| Unit name | Practical Research Skills |
|---|---|
| Unit code | BIOL30016 |
| Credit points | 40 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Stroeymeyt |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
The mandatory units in years 1 and 2 of the Biology, Zoology or Plant Sciences degrees (BSc or MSci), or equivalent (as assessed by the Unit Director). |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Biological Sciences |
| Faculty | Faculty of Life Sciences |
Why is this unit important?
All biologists need to know how to evaluate hypotheses and design appropriate methods to test them, how to collect, analyse, interpret and present data, and how to make evidence-based arguments for particular propositions. These fundamental skills are expected by most employers of a science graduate and are best developed in the context of personal research. This is what the Practical Research Skills unit offers through a field course or workshop followed by a practical project, allowing students to conduct a research programme, then interpret and present their findings to a scientific audience in a professional format. This unit offers different options that reflect the very diverse research areas in which student interests, and future careers, lie. There is considerable choice of field courses and workshops, ranging from molecular biology to community ecology. Similarly, the choice of research projects is as broad as the research interests of the academic staff.
How does this unit fit into your programme of study?
This unit is mandatory for BSc students; it has two components: a field course or workshop, typically carried out after the end-of-year-2 assessments, and a practical research project running throughout TB1 of year 3. The only other unit taken during TB1 is the Literature Review (BIOL30002), so there is maximum flexibility when planning practical work for the project. The need to track down, evaluate and synthesise information from the literature, both for the research project and for the Literature Review unit, also provide the ideal grounding for efficient independent reading around the lecture units, which run in TB2.
An overview of content
This unit has two components: a one-week field course or workshop towards the end of year 2, and a twelve-week practical research project throughout TB1 of year 3. Data collection and presentations are usually done in pairs or small groups; students then work independently to produce reports based on their research. The specific biological content and training methods depend on the chosen field course or workshop, likewise for the research project. However, the choice of field course or workshop does not constrain the choice of research project.
How will students, personally, be different as a result of the unit
At the end of the unit, students will have the confidence to design their own programme of research, with due attention to safety, scientific integrity and repeatability, but also with the ability to self-criticise and adapt where needed. Students will gain practical skills relevant to the research area they have chosen, including the ability to choose and apply appropriate analytical methods. Students will have honed their digital literacy skills by sifting through relevant information in the literature, and their time-management skills by organising their own research schedule. Students will be able to engage and influence a target audience, through professional scientific presentation (written, oral, graphical or film).
Learning outcomes
On completion, students should be able to:
The best way to refine the research skills that a biologist needs – practical, analytical and interpretative – is through personal research on a topic that matches one’s own interests. Both components of this unit facilitate this: the first in the context of a week-long field course or workshop done alongside a small cohort of peers (typically 12 to 20); the second as an extended research project, carried out as a pair or small group and personally supervised by a member of staff. Both components are chosen from a wide range of options; there are generally 14–18 field courses or workshops and more than 40 different members of academic staff offering research projects in their own area of expertise.
Most of the field courses or workshops that students choose from occur at the end of year 2, though some occur during the Easter break. For field courses, this is to match the time when the necessary organisms are available and/or active (whether birds breeding, bats foraging or plants flowering); workshops happen at the same period of year so that the time demands on students who choose these courses are equivalent to those doing fieldwork. These courses all involve a period of concentrated practical work at a time when students have no other learning commitments. Practical work is typically carried out in pairs or small groups, closely supervised by academic staff with specific expertise in the particular course topic. Teamwork is not only widespread in modern biological research (and diverse non-biological careers), it is frequently essential for health and safety reasons. Depending on what is most appropriate for the topic, some courses are residential (away from Bristol, with accommodation provided), while some are Bristol-based. Similarly, as appropriate to the topic, some courses are moderately physically demanding, and involve extended research outdoors in all weathers; others are laboratory- or computer-based. Full details of what each course entails are provided prior to students making their choice.
In the first week of TB1 in year 3, students carry out a piece of reflective assessment on the skills acquired and their performance during year 1 and year 2, with a particular focus on the field course or workshop. This reflection is informed by marks and feedback from that work, and aims to better prepare students for their practical project. This period of reflection also includes a dedicated focus on career options, so the aim is not only to provide the base for a successful year 3 but also preparation for life after graduation.
The research project takes place throughout the rest of TB1 and consists of 9 weeks of practical work followed by 2 weeks for analysis and report preparation. Practical work is typically carried out in pairs or small groups, closely supervised by academic staff with specific expertise in the particular research topic. As with the field course or workshop, as appropriate to the research topic, some topics involve extended research outdoors in all weathers; others are laboratory- or computer-based. Students receive guidance and feedback through weekly contact with their supervisor and, more formally, a mid-term reflective piece and an end-of-term presentation (both are strictly formative, carrying no marks).
Tasks which help you learn and prepare you for summative tasks (formative):
The unit draws on quantitative, data analysis and presentation skills acquired in years 1 and 2 mandatory units and on literature search and interpretation skills also developed in years 1 and 2 through essay writing and supervised reading. Thus, the unit as a whole assesses a broad panel of skills taught throughout the first two years of the programme. The field course or workshop further serves to fine-tune those skills ahead of the research project, with staged feedback through the whole unit.
All field courses or workshops contain a formative presentation by each group, where students receive feedback on their understanding of the topic and chosen methods of analysis. The students’ practical competence is assessed via continuous assessment (CA), their analytical and critical abilities via a written report or review, and relevant course-specific skills via additional tasks (e.g. identification quizzes or digital media). These tasks are summative, but detailed feedback is returned to students before the start of year 3.
The first week of year 3 is set aside for reflective assessment on the skills acquired during earlier years of study and in the field course or workshop, and how the feedback received can be used to improve performance during year 3. That week involves staff-directed activities to ensure full engagement, and input from Careers Services to encourage reflection on how the skills acquired to date, and to be acquired in year 3, might facilitate career choices. Students submit a reflective piece and action plan at the end of the week.
At the mid-point of TB1, students carry out another formative piece of reflective evaluation focused on progress in their research project. Project supervisors provide individual feedback during a meeting in which students take minutes.
The final opportunity for formative feedback is a presentation done jointly by each group at the end of TB1, in a conference-style setting. Students receive both oral and written feedback from their supervisor that focuses on the scientific content, understanding and graphical presentation to help them prepare for the summative written report.
Tasks which count towards your unit mark (summative):
The unit mark is based on:
• Field course or workshop (25%):
10% CA (ILO 1);
15% coursework (ILOs 1–3).
• Research project (75%):
10% reflective piece and action plan ( ILO 2–3);
15% CA (ILO 1);
50% project report (ILOs 2–3).
When assessment does not go to plan:
Then a student misses part of a field course or workshop, they can still write a report using the data collected by the rest of their group. The CA mark is based on the student’s partial participation and the coursework is assessed as normal. Field courses and workshops are staggered in time, so a student who misses a course entirely is either reassigned to a later course. In very rare cases, on advice from the Senior Tutor’s team, the need for a field course or workshop might be waived. In that case, students focus on the skills they developed throughout years 1 and 2 during the reflective week. As the ILOs of the two parts of the unit are the same, they can in principle be assessed solely from the research project, but this would only be considered in truly exceptional cases.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BIOL30016).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
