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FOHS700 – Research Frontiers in Human Sciences

2017 – S2 Evening

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Mitch Parsell
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MRes
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit is designed to engage students with current research in the Human Sciences. This is a shell unit in which a number of activities can be undertaken. Activities may include such things as seminar attendance along with directed reading of research papers in readiness for seminars, and the discussion and critiquing of research topics; or the introduction to new laboratory or clinical techniques with preparatory reading, hands-on experience and a final report. Individual learning contracts will be negotiated with each candidate. Presentation of a seminar and a written report based on work undertaken will be the minimum requirements for completion of this unit.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Acquire a coherent and advanced knowledge of current research in an area of human sciences
  2. Synthesize and analyze information from a variety of sources.
  3. Develop a series of research questions and a rationale for those questions
  4. Identify and discuss complex problems with intellectual independence.
  5. Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  6. Develop a high level of oral, written, and technological communication skills, with specialisation for the specific needs of a discipline in science.
  7. Work in cooperation and collaboration with others.
  8. Demonstrate high standards of ethical conduct in a research activity.

Assessment Tasks

Name Weighting Hurdle Due
Learning Contract 20% Friday Week 4
Presentation 30% TBA
Written Report 50% Friday Week 12

Learning Contract

Due: Friday Week 4
Weighting: 20%

This is PASS/FAIL

Each student will complete a Learning Contract using the template available on the iLearn website. In particular, your Learning Contract will identify a specific schedule of five seminars you will attend during the session.

Examples of Learning Contracts from pervious offerings of the unit are available on the iLearn website.

Assessment criteria: clear, achievable and well-articulated goals aligned to the identified learning activities and achievements.

Students whose learning contract is deemed unsatisfactory will be asked to revise and resubmit.


This Assessment Task relates to the following Learning Outcomes:
  • Acquire a coherent and advanced knowledge of current research in an area of human sciences
  • Develop a series of research questions and a rationale for those questions
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  • Demonstrate high standards of ethical conduct in a research activity.

Presentation

Due: TBA
Weighting: 30%

Each student will present for 15 minutes or provide a virtual presentation of equivalent duration. Your presentation should answer the following questions:

  1. What seminars have you attended so far this session?
  2. Why did you choose those seminars?
  3. What did you learn from attending those seminars?
  4. How has your attendance at those seminars informed your thinking about research?

 

Assessment criteria: your presentation will be assessed according to the rubric on page 6 of this unit guide. In the case of virtual presentations the rubric can be negotiated with the convenor. 


This Assessment Task relates to the following Learning Outcomes:
  • Acquire a coherent and advanced knowledge of current research in an area of human sciences
  • Synthesize and analyze information from a variety of sources.
  • Develop a series of research questions and a rationale for those questions
  • Identify and discuss complex problems with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  • Develop a high level of oral, written, and technological communication skills, with specialisation for the specific needs of a discipline in science.
  • Work in cooperation and collaboration with others.
  • Demonstrate high standards of ethical conduct in a research activity.

Written Report

Due: Friday Week 12
Weighting: 50%

Length: 2500 words (+/- 10%)

Each student will write a report which outlines the following:

  1. their chosen research topic
  2. how they have explored that topic (through seminar attendance and other activities)
  3. their proposed research questions
  4. the rationale for those research questions

Assessment criteria: your report will be assessed according to the rubric presented below.


This Assessment Task relates to the following Learning Outcomes:
  • Acquire a coherent and advanced knowledge of current research in an area of human sciences
  • Synthesize and analyze information from a variety of sources.
  • Develop a series of research questions and a rationale for those questions
  • Identify and discuss complex problems with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  • Develop a high level of oral, written, and technological communication skills, with specialisation for the specific needs of a discipline in science.
  • Work in cooperation and collaboration with others.
  • Demonstrate high standards of ethical conduct in a research activity.

Delivery and Resources

There will be three compulsory sessions spread throughout the session in which students will learn: about the aims and structure of the unit; how to critically evaluate presentations; how to develop research questions; and how to identify if a research question is researchable.

Students are also expected to attend (either in person or “virtually”) a minimum of five seminars throughout the semester. 

Please see iLearn for details. 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Acquire a coherent and advanced knowledge of current research in an area of human sciences
  • Synthesize and analyze information from a variety of sources.
  • Develop a series of research questions and a rationale for those questions
  • Identify and discuss complex problems with intellectual independence.
  • Work in cooperation and collaboration with others.

Assessment tasks

  • Learning Contract
  • Presentation
  • Written Report

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Develop a series of research questions and a rationale for those questions
  • Work in cooperation and collaboration with others.
  • Demonstrate high standards of ethical conduct in a research activity.

Assessment task

  • Written Report

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Acquire a coherent and advanced knowledge of current research in an area of human sciences
  • Synthesize and analyze information from a variety of sources.
  • Develop a series of research questions and a rationale for those questions
  • Identify and discuss complex problems with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  • Develop a high level of oral, written, and technological communication skills, with specialisation for the specific needs of a discipline in science.
  • Work in cooperation and collaboration with others.

Assessment tasks

  • Learning Contract
  • Presentation
  • Written Report

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Synthesize and analyze information from a variety of sources.
  • Develop a series of research questions and a rationale for those questions
  • Identify and discuss complex problems with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.

Assessment tasks

  • Learning Contract
  • Presentation
  • Written Report

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Synthesize and analyze information from a variety of sources.
  • Identify and discuss complex problems with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form to a variety of audiences.
  • Develop a high level of oral, written, and technological communication skills, with specialisation for the specific needs of a discipline in science.
  • Work in cooperation and collaboration with others.

Assessment tasks

  • Presentation
  • Written Report

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Develop a series of research questions and a rationale for those questions
  • Work in cooperation and collaboration with others.
  • Demonstrate high standards of ethical conduct in a research activity.

Assessment tasks

  • Presentation
  • Written Report

Rubrics

Presentations Rubric

Criteria

 

Excellent

 

Good

Satisfactory

Poor

 

 

 

 

 

Rationale for seminar attendance

Clearly explains rationale for attending chosen seminars

Some rationale for attending chosen seminars, but could be developed further

Minimal attempt to present a rationale for seminar attendance

No rationale presented

What has been learnt from seminars?

Learning gained from attending seminars clearly identified and critically evaluated

Some reference to learning gained from attending seminars made, but links not always clear

Minimal reference to learning gained from attending seminars

Learning not informed by seminars

Developing understanding of research issue

Report clearly identifies how seminars have informed a developing understanding of research issue

Report identifies some ways that seminars have informed a developing understanding of research issue, though not always clear

Report makes minimal reference to how seminars have informed a developing understanding of research issue

Report does not refer to how seminars have informed a developing understanding of research issue

Organisation and emphasis

Clear and coherent structure and appropriate emphasis throughout

Clear structure with appropriate emphasis in main points

Basic structure

No structure or inappropriate emphasis

Artefacts

PP slides clear and well presented, enhancing the presentation

PP slides make a good contribution to the presentation

PP slides make minimal contribution to presentation

PP slides detract from effectiveness of presentation

Verbal communication

High level of verbal communication which is clear and appropriate to the audience

Good level of verbal communication clear but not always appropriate to audience

Verbal communication is appropriate but not always clear

Unclear and/or inappropriate verbal communication

Timing

Well paced with appropriate timing throughout

Most sections are well paced

Some sections too lengthy or rushed

Poorly timed throughout

 

 

Written Report Rubric

Criteria

Excellent

 

Good

Satisfactory

Poor

Identifies chosen research topic

Chosen topic clearly identified and concisely described

Chosen topic identified but could be more clearly or concisely described

Only a basic attempt to identify and describe chosen topic

Topic not identified or described

Chosen topic is informed by seminars, etc

Demonstrates clearly how chosen topic is informed by seminars, etc

Reference to seminars, etc made but links not always clear

Only a basic reference to seminars, etc

Chosen topic not informed by seminars, etc

Identifies research question(s)

Research questions are explicitly stated

Only a basic reference to research questions

No mention of research questions

Provides a rationale for research question(s)

Clear, detailed and succinct rationale

Rationale provided but could be more clearly developed

Only a basic rationale for research questions

No rationale for research questions

Structure

Clear introduction and conclusion with relevant material throughout

Clear introduction and conclusion, but some irrelevant material

Relevant material but introduction and/or conclusion unclear

No direction or structure

Synthesis and analysis

Clear, critical and succinct synthesis and analysis of literature from a variety of sources

Clear synthesis of literature from a variety of sources but needs more analysis

Minimal synthesis and analysis; sources lack variety

No engagement with literature

Development

Report clearly identifies developing understanding of research issue

Report identifies some developing understanding of research issue, though not always clear

Report makes minimal reference to developing understanding of research issue

Report does not refer to developing understanding of research issue

Ethical conduct

APA style used correctly throughout

 

APA style used correctly in most places; minor errors

APA style not used or used incorrectly throughout