| Responsible Department | Forest & Landscape | ||||||||||||||||
| Earliest Possible Year | MSc. 1 year to MSc. 2 year | ||||||||||||||||
| Duration | One block | ||||||||||||||||
| Credits | 7.5 (ECTS) | ||||||||||||||||
| Level of Course | MSc | ||||||||||||||||
| Examination | Continuous Assessment written examination Portfolio Examination All aids allowed Description of Examination: Students will be assessed based on (i) their completion of on-line exercises (e-tivities) throughout the course, (ii) their completion of 3 student peer review exercises during the course and (iii) a written assignment to be submitted at the end of the course. Weight: E-tivities and student peer review each count 20%, and the final written assignment counts 60% of the course mark. 7-point scale, internal examiner | ||||||||||||||||
| Organisation of Teaching | Teaching is through blended learning: web-based exercises are combined with face-to-face presentations and critical discussions. | ||||||||||||||||
| Block Placement | Block 1 Week Structure: C | ||||||||||||||||
| Language of Instruction | English | ||||||||||||||||
| Restrictions | None | ||||||||||||||||
| Course Content | |||||||||||||||||
| This course requires students to prepare a proposal for a research study, typically within natural resources management, and potentially for a dissertation. Working on the research proposal in pairs is possible. The proposal must incorporate a literature review, a clear statement of hypotheses or questions to be addressed, an outline of the methods to be used and an assessment of any risks and ethical issues involved. Identification and assessment of risk and ethical issues is an essential feature designed to ensure that projects are carried out safely and with due regard for others and the environment. The review is expected to contain a critical appraisal of the assembled material and to be produced to journal standard. The values of scholarship are addressed through evaluation of published scientific literature and student peer review of proposal drafts produced during the course. Students working on similar topics may be organised in thematic groups. Support from a disciplinary supervisor is an advantage, as is identification of a topic area prior to the course. | |||||||||||||||||
| Teaching and learning Methods | |||||||||||||||||
| Blended learning combining e-learning and class-room activities. E-learning is centered around internet-based teaching modules integrating literature studies and exercises, including computer mediated conferencing designed to allow students to interact to construct new knowledge. Class-room sessions (i) introduce systematic research proposal writing through presentations and theoretical exercises, and (ii) provide space for critical discussion of student presentations and development of constructive comments. Specific activities include: introduction to course; supervisor identification and consultations; presentation of research design principles; establishment of thematic groups; student presentation of draft parts of research design; review of peers' draft research design; student-led topical presentations, incl. critical review of selected published paper. | |||||||||||||||||
| Learning Outcome | |||||||||||||||||
| The aim of the course is to provide tools for, and experience with, systematic design of research projects. Presentations mainly use examples from research within natural and social science aspects of natural resources management, but the principles apply generally. An additional important aim is inculcation of the values of scholarship: inquiry, reflection, integrity, open mindedness, evidence-based thinking, and collegiality. After completing the course the students should be able to: Knowledge: Reflect on the quality of research design. Argue cogently and think critically within the parameters of a particular academic discipline. Skills: Apply principles for good research design, including critical discussion of literature and problem identification, development of hypotheses and research questions, determination of data requirements, and selection of appropriate methods. Reflect on risks and ethical issues in relation to project implementation. Competencies: Demonstrate independent learning skills necessary for the foundation of lifelong learning. Tackle scientific problems by collecting, analysing and evaluating appropriate qualitative and quantitative information and using it creatively. Display the competencies, key skills, behaviour and attitudes in relation to individual and group work required in a professional working life. | |||||||||||||||||
| Course Literature | |||||||||||||||||
| General texts are included in the course compendium. Each student will develop his/her own course literature list according to the subject chosen for investigation. | |||||||||||||||||
| Course Coordinator | |||||||||||||||||
| Helle Overgaard Larsen, hol@life.ku.dk, Forest & Landscape Denmark/Unit of Forestry, Phone: 353-31732 | |||||||||||||||||
| Study Board | |||||||||||||||||
| Study Committee NSN | |||||||||||||||||
| Work Load | |||||||||||||||||
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