| Module Title |
Practical Skills in Research Evaluation and Presentation 2 |
| Module Code |
CHM1065 |
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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 10 seminars held over a year period and provide a written evaluation of a seminar. In addition, students will be required to attend the School of Chemical Sciences Chemistry Day and present their research in a formal oral presentation format in year 3.
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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 in the field of Chemical Sciences
2. Have developed critical thinking skills on the scientific process
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 10 seminars. Outsourcing of minimum 4/10 seminars in relevant field. Detailed assessment of 1/10 seminars. | | Class Presentation | 32 | Preparation of results into oral format and presentation at SCS Chemistry day to peers | | Assignment Completion | 8 | Reflective Writing Assignment (500 words) explicitly articulating how they applied advanced presentation theory (from their directed reading). Students will also be required to submit 2-3 highly critical questions a faculty member might ask about their methodology and draft evidence-based responses. | | 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/ and complete knowledge check; 1. Designing Science Presentations: A Visual Guide to Figures, Papers, Slides, Posters, and More by Matt Carter. Part 2: Visual Elements in Science Presentations and Part 4: Slide Presentations 2. The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid by Michael Alley. Chapter 3: Structure: The Strategy You Choose and Chapter 5: Delivery: You, the Room, and the Audience. | | Lecture | 3 | Optional attendance to workshop on presentation skills |
| Total Workload: 128 |
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| Section Breakdown | | CRN | 12308 | 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 3, students will attend the SCS Chemistry Day, present their current research in a formal oral presentation format, interact with their peers research, provide constructive feedback to their peers and potential strategies to improve upon their research.
The presentation 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% | As required | | Assignment | Students must submit a formal Reflective Writing Assignment (500 words). This requires them to explicitly articulate how they applied advanced presentation theory (from their directed reading) to construct the narrative arc and slide design of their oral seminar. Students will also be required to submit a brief "Q&A Defense Matrix" alongside their reflective writing. In this, they must anticipate 2-3 highly critical questions a faculty member might ask about their methodology during Chemistry Day and draft evidence-based responses. | 10% | n/a | | Participation | Students are required to source a minimum of 4/10 seminars outside of seminars organised by SCS (this will be moderated by the students PI). 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% | As required | | Assignment | Students are required to critically evaluate 1/10 seminars attended. This will be through completion of a seminar assessment (750-word open essay limit format) were students will provide independent, in-depth critical analysis of both the presenter's scientific methodology and delivery format. This 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
Narrative Construction and Advanced Slide Design
Applying logical storytelling frameworks to effectively map a coherent research narrative (introduction, body, conclusion) for a formal seminar. Moving beyond standard bullet points to utilise evidence-based visual elements that minimise cognitive overload and support verbal delivery.
Learning Activity: Independent study of assigned texts focusing on slide design and stage delivery mechanics (e.g., Designing Science Presentations Parts 2 and 4, and The Craft of Scientific Presentations Chapters 3 and 5). This is evidenced by the completion of an online knowledge check.
Stage Presence, Delivery Mechanics, and Managing Q&A
Developing commanding presentation skills, including pacing, audibility, maintaining eye contact, and audience engagement during formal talks. Strategies for confidently fielding audience questions and demonstrating a comprehensive, reliable knowledge of the research content.
Learning Activity: Presentation of current research in a formal oral format to peers at the SCS Chemistry Day. The presentation is assessed practically on both delivery and content
Advanced Critical Evaluation of Seminars
Applying advanced critical thinking skills to evaluate not just the underlying scientific methodology, but the efficacy, reliability, and narrative structure of a formal scientific presentation.
Learning Activity: Continued active engagement with the scientific community by attending a minimum of 10 seminars, outsourcing a minimum of 4 of those seminars. This is followed by a detailed written evaluation and critical assessment of 1 of the seminars attended.
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Indicative Reading List
Books:
None
Articles:
- Grambow, S. C., & Weinfurt, K. P.: 2024, Effective Scientific Presentations Across Formats: A Modern Guide for Science Trainees and Researchers, Advances in Social Sciences Research Journal, 14, https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/17551, 525233
- 2024: Ten tips for delivering excellent scientific presentations, Clinical and Experimental Optometry, 107, https://www.tandfonline.com/doi/full/10.1080/08164622.2022.2139593, 525234, 1
- Doing Science: Oral presentations: Breathe, 10, https://publications.ersnet.org/content/breathe/10/1/79,
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Other Resources
- 1: Online article, Marilynn Larkin, 2015, How to give a dynamic scientific presentation, Online, Elsivier
- 421823: 1, Online article, Michele Solis, 2021, The Art Preparing for an Oral Presentation, Online
- https://inchemistry.acs.org/careers/oral-presentation-prep.html:
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