| Module Title |
Practical Skills in Research Evaluation and Presentation 1 |
| Module Code |
CHM1064 (ITS: N/A) |
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Faculty |
Science & Health |
School |
Chemical Sciences |
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NFQ level |
9 |
Credit Rating |
5 |
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Description
This module is designed to provide students with an overview of the latest research developments across the breadth of the field of chemistry and relevant sciences, to advance their ability to critically assess scientific methodologies and data, and how best to deliver succinct, clear and logical scientific presentations. Each student is required to attend a minimum of 6 seminars held over a 1 year period and provide a written evaluation of one seminar. In addition, students will be required to attend the School of Chemical Sciences Chemistry Day and present their research in poster format in year 2 of their PhD.
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Learning Outcomes
1. Be critically aware of current scientific research being carried out by scientists across a range of scientific topics
2. Have developed critical thinking skills on the scientific process in the field of chemical sciences
3. Have learned optimum strategies for presenting scientific research talks
4. Have developed presentation skills
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| Workload | Full time hours per semester | | Type | Hours | Description |
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| Seminars | 24 | Attendance to a minimum of 6 seminars (6 hours). Preparatory literature review (reading the speaker's recent papers prior to the seminar to properly understand the methodology - 6 hours). Independent study during and subsequent to seminar (e.g. note-taking and revision - 4 hours). Outsourcing of minimum 2/6 seminars in relevant field (2 hours). Critically assess 1 of the seminars and submit a written formal assignment (template provided - 4 hours). | | Class Presentation | 32 | Preparation of results into poster format and presentation at SCS Chemistry day to peers | | Independent Study | 36 | Idependantly sourcing and assessing presentations and presentation skills of peers (i.e. informal group meetings, 1-to-1 sessions with PI, as teaching assistant etc.). | | Directed learning | 25 | Students are required to read the following texts/articles and complete online (Loop) knowledge check;
1.Designing Science Presentations: A Visual Guide to Figures, Papers, Slides, Posters, and More by Matt Carter. Part 6: Poster presentations
2. Erren TC, Bourne PE (2007) Ten Simple Rules for a Good Poster Presentation. PLoS Comput Biol 3(5): e102.
3.The Craft of Information Visualization by Benjamin B. Bederson, Ben Shneiderman. Chapter 8:Theories for Understanding Information Visualization | | Meeting with Supervisors | 8 | Before presenting at Chemistry Day, students must draft a formal scientific abstract (3 hours) They will then participate in a peer-review session within their research groups (supervised by PI's) where they critically evaluate each other's abstracts and early poster/slide drafts (2 hours). In addition to the standard text abstract, require students to submit a "Table of Contents (TOC) Graphic" or Graphical Abstract (3 hours) |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 12307 | Part of Term | Semester 1, 2 & 3 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | PASS/FAIL | Pass Both Elements | N | | Resit Category | RC2 | Best Mark | N | | Module Co-ordinator | Ruairí Brannigan | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
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| Presentation | Interaction with SCS research: In year 2, students will attend the SCS Chemistry Day, present their current research in a poster presentation format, interact with their peers research, provide constructive feedback to their peers and potential strategies to improve upon their research.
The poster will be assessed by the module coordinator based on (1) delivery (i.e. is the presentation audible? Does the presenter maintain eye contact? Is the presenter engaging in their delivery? Is it organised in a coherent manner - introduction, body, conclusion?) and (2) content (i.e. Is the content valid and reliable? Are all resources appropriately sourced or referenced? Is the presenter able to field questions in a manner that reflects their knowledge of
the content?). | 30% | n/a | | Assignment | Before presenting at Chemistry Day, students must draft a formal scientific abstract (as they would for a real conference). They will then participate in a peer-review session within their research groups (supervised by PI's) where they critically evaluate each other's abstracts and early poster/slide drafts, applying the visual theory they have learned. In addition to the standard text abstract, require students to submit a "Table of Contents (TOC) Graphic" or Graphical Abstract. In the chemical sciences (e.g., ACS, RSC, Elsevier journals), graphical abstracts are mandatory. This perfectly aligns with the module's focus on visual theory, forcing them to distill their core methodology into a single, cohesive image. | 10% | n/a | | Participation | Students are required to attend 6 seminars throughout the academic year. A minimum of 2/6 seminars should be sourced outside of seminars organized by SCS (this will be moderated by the students PI). Outsourced seminars can be internal or external to DCU, and can be virtual or in-person. Students are encouraged to attend seminars of their specialty area. | 25% | n/a | | Assignment | Students are required to critically evaluate 1/6 seminars attended. This will be through completion of a seminar assessment sheet that will be graded by the module coordinator. | 25% | n/a | | Loop Quiz | Students are required to complete an online knowledge check to evidence their completion of directed learning activites (see workload) | 10% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Visual Information Theory and Poster Design
Understanding cognitive load, data hierarchy, and the principles of effective visual communication for complex chemical data. Strategies for condensing research into a static, scannable format, including the optimal arrangement of abstracts, methodologies, results, and conclusions.
Learning Activity: Independent study of assigned texts on visual data presentation and poster design (e.g., Designing Science Presentations Part 6, and Ten Simple Rules for a Good Poster Presentation). This is evidenced by the completion of an online (Loop) knowledge check.
Delivering the 'Elevator Pitch' and Scientific Defense
Techniques for verbally summarising visual data succinctly to diverse audiences and defending early-stage research in a one-on-one, conversational setting.
Learning Activity: Preparation of research results into a poster format and presentation at the School of Chemical Sciences (SCS) Chemistry Day. This includes interacting with peers' research and providing constructive feedback to peers.
Critical Evaluation of Scientific Methodologies
Frameworks for analysing the reliability, validity, and visual representation of data presented by peers and established researchers across a range of chemical science topics.
Learning Activity: Attendance at a minimum of 6 scientific seminars over the academic year, with at least 2 sourced outside of seminars organised by the SCS. This culminates in the completion of a detailed, written evaluation of 1 attended seminar.
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Indicative Reading List
Books:
None
Articles:
- Tracey L Weissgerber, Natasa M Milic, Stacey J Winham, Vesna D Garovic: 2015, Beyond bar and line graphs: time for a new data presentation paradigm, PLOS Biology, 13, https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002128,
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Other Resources
- 1: Onlince article, Victoria Atkinson, 2023, How to make effective posters, Chemistry World, Royal Society of Chemistry
- 421819: 1, Online article, David MacMilan and Holt Sakai, 2022, How do I make a scientific poster? Six tips from a Nobel Prize winning team, RSC News
- https://www.rsc.org/news/2022/august/how-do-i-make-a-scientific-poster-six-tips-from-a-nobel-prize-winning-team: 421820, 1, Online article, University of Cambridge, 2015, LibGuides: Chemistry: Chemistry conference posters
- University of Cambridge Subject Libraries: https://libguides.cam.ac.uk/chemistry/training-postgrads/posters,
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