Research Proposal

Learning Outcomes

As a student in this course, I will develop the ability to:
• Communicate the findings of scientific research in plain English and verbally for a
scientifically-literate audience (assessment tasks: verbal proposal presentation).
• Synthesise primary scientific literature to generate a clear and concise argument in support of a
perspective (assessment task: research proposal).
• Critically evaluate a colleague’s work and generate constructive feedback (assessment task:
peer-assessment of research proposal draft).
• Synthesise primary scientific literature to provide in-depth background and context for
understanding and critical evaluation of topics in biological sciences (assessment: proposal).
• Apply an understanding of scientific practice to the generation of new testable hypotheses and
to the development of advanced methodologies for testing hypotheses (assessment task:
methodology section of research proposal).
Transferable Skills Register
As a student in this course, I will develop the following skills:
• Writing a literature review to focus ideas for research proposals. This is essential for MSc Pt I
students to be fully prepared for Pt II. Beyond University this skill is important for any career
in research or in an NGO, where you will need to write convincing applications for
increasingly-limited funding. We will have tutorials to provide instruction on the elements of
successful proposals and develop your abilities to identify these elements in group sessions.
• Critical synthesis of information. In everyday life and in many job situations you will be
required to read information from different sources, construct your own understanding and
shape your own viewpoint. In BIOL412 we develop your abilities to identify the essential
elements of research outputs - you will now use these skills in your proposal.
• Research design. Important for research and in governmental and non-governmental
organisations. We will provide discipline-specific advice on the major elements involved in
developing testable questions and designing research projects.
• Writing critical summaries of other work. Clear and constructive written criticism is essential in
most professional careers. In a tutorial we will provide instruction on the elements of successful
critical assessment and help you identify these elements with clear marking rubrics – you will
use these in your peer-review of a colleague’s work.
• Verbal presentation. In most careers in science the ability to present findings clearly in verbal
form is likely to be critical. In BIOL4xx we provide clear guidance on what makes a good
presentation and you will test these skills in your proposal presentation.
Graduate attributes
In planning activities and assessments for this course we will be guided by the descriptors for Level
8 of the NZQF:
Knowledge Skills Application
Advanced technical and/or theoretical
knowledge in a discipline or practice,
involving a critical understanding of the
underpinning key principles
Analyse and generate
solutions to complex and
sometimes unpredictable
problems
Evaluate and apply a range
of processes relevant to the
field of work or study
Developing identification with a
profession and/or discipline through
application of advanced generic skills
and/or specialist knowledge and skills
Some responsibility for integrity of
profession or discipline
Timetable
Tutorials
These have been included in the course to allow for in-depth instruction and group discussions on
specific topics and to provide skills training to enable you to be more effective in planning and
writing a research proposal. There will be four formal components. These will include:
1. The Scientific Method: moving from questions to hypotheses. The focus will be on
hypothesis development (led by Matthew Turnbull). Preparation required.
2. Proposal writing: creating and communicating ideas from the literature. (Led by Matthew
Turnbull). Preparation required.
3. Project development: participating as part of a research team to develop a research project.
Requires meeting with at least one academic staff member and their associated research
team to discuss and develop research opportunities. We recommend that this process
starts in your first semester of 4th year and continues during the break between
semesters so that you are able to make progress on your proposal in the current
semester.

BIOL412 Graduate Attributes:
*Critically competent.  Yes
*Employable,innovative and enterprising.  Yes
*Biculturally competent and confident.
*Engaged with the community.
*Globally aware.  Yes

Prerequisites

Restrictions

For further information see School of Biological Sciences .