Unit rationale, description and aim
Effective communication is critical for the success of any research project. From the initial proposal, through the ongoing management and final dissemination of results, investigators need to be able to communicate clearly and effectively to a broad range of target audiences. This unit will develop students oral and written communication skills as they explore cross-disciplinary perspectives on topical biomedical and health issues. Throughout the unit students will practice and consolidate their skills in writing for scientific and lay audiences, effective visual presentation of data, and providing and reflecting upon constructive criticism. This unit complements the research skills developed in HLSC406 Research Methods in Biomedical and Health Science Research by developing the oral and written communication skills needed by students for the presentation of scientific submissions, reports, and manuscripts. The unit aims to assist students to develop transferrable communication and project management skills appropriate to Honours research.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Communicate a persuasive rationale for a project t...
Learning Outcome 01
Critique scientific work across related discipline...
Learning Outcome 02
Develop a research proposal that is appropriate fo...
Learning Outcome 03
Generate effective strategies for the communicatio...
Learning Outcome 04
Content
Topics will include:
- Scientific Communication
- Scientific writing conventions
- Writing for lay and scientific audiences
- Effective visual presentation of data
- Oral communication in science
- Providing and receiving constructive criticism
- Managing a research project
- Time management
- Project planning and management
- Budget
- Risk management
- Contingency planning
Assessment strategy and rationale
In this unit, assessment tasks are planned to progressively support students learning in alignment with the learning and teaching strategy. To best enable students to demonstrate their achievement of the unit learning outcomes and development of graduate attributes, a standards-based assessment will be used, consistent with University assessment requirements. A series of three assessments will be used to scaffold student learning, with each assessment progressively building on the skills required to develop a successful Honours project. Assessment strategies include the use of:
- authentic assessment tasks that directly reflect the skills and knowledge developed in the unit (i.e., communicating information to a broad scientific audience, providing and reflecting on constructive criticism, developing a comprehensive research proposal);
- initial low stakes assessments with an increase in weighting as skills and awareness of assessment requirements develop;
Assessment 1 allows students to demonstrate their presentation skills and understanding of the literature by presenting the rationale for their Honours project.
Assessment 2 provides an opportunity for peer-based learning as students provide critiques of peers' work and reflect on their own presentations based on their own assessment of peers work as well as the critiques they receive.
Assessment 3 requires students to develop a written proposal for their project in the form of a grant application, combining their scientific knowledge of the subject area with a compelling strategy to ensure successful completion of the project.
Overview of assessments
Study Rationale (Oral Presentation) This task is ...
Study Rationale (Oral Presentation)
This task is designed to further develop critical thinking and oral communication skills
25%
Peer Critique and Reflection Provide critical and...
Peer Critique and Reflection
Provide critical and constructive feedback on peer presentations and reflect on their own presentation in response to peer critiques. This assignment will allow students to demonstrate their abilities in communicating and receiving critical commentary in a constructive and purposive manner
25%
Written Proposal Requires students to demonstrate...
Written Proposal
Requires students to demonstrate their application of ethical and research knowledge and skills by developing and presenting an evidence-based project in a formal written manner. Students will also demonstrate their ability to identify potential issues with the management of their project and establish mitigation strategies
50%
Learning and teaching strategy and rationale
The learning and teaching strategy adopted aligns with the sequencing of the learning outcomes and is designed to provide students with an active and cooperative learning experience. Using a combination of interactive seminars, tutorials and supplementary online material, students will be guided in the development of their oral and written communication skills. Online seminars and supplementary material delivered during the one week intensive will be used to provide core concepts and begin the process of exploring them. This will be followed by a series of fortnightly cross-disciplinary seminar sessions in which the core concepts are further explored from a variety of perspectives. These activities will take the form of instructor led discussions, as well as peer-based learning using discussion forums and peer to peer observation. Overall, the approaches used in this unit have a constructively aligned developmental sequence designed to progressively and logically support student learning in ways that maximise the perceived and actual relevance and value of each stage. As an overarching strategy, this is expected to engender high levels of engagement, efficiency and effectiveness in students’ study behaviours, and to maximise their learning achievements. This strategy and approach will allow students to meet the aim, learning outcomes and graduate attributes of the unit. The cross-disciplinary nature of the unit will broaden students’ understanding of how their specific discipline sits within the wider context of health science. Learning and teaching approaches will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively in learning activities.