SCI6103: Essentials for Professional Scientists Assessment

 Assessment Overview

Course Learning Outcomes (CLO) The learning outcomes for this course and its associated assessments are as follows:

• Demonstrate professional management skills in the context of scientific projects;
• Apply a range of high-level skills in information management using database applications and computing systems;
• Apply a range of high-level communication skills effectively, including verbal, written and digital literacy when interacting with diverse audiences;
• Critically analyse and interpret research through peer review;
• Integrate and apply academic ethical approaches when conducting and communicating research.

Academic Integrity

The University of Southern Queensland takes all matters surrounding Academic Integrity and Academic Misconduct gravely seriously. It is of paramount importance for you all to have a very good understanding of the matter that is Academic Integrity. You will find links to the UniSQ Academic Integrity Policy and training resources in the “Assessments” tab to the left of the course’s main Study Desk page. You must complete the Academic Integrity Mandatory Training prior to being able to submit any assessment items for this course. This assessment will require you to include referencing, both in-text and in a Reference List at the end of the document. Please make sure that you use the Harvard AGPS system ONLY. Marks will be heavily deducted for using any other style of referencing in this assessment and in this course. This is because, as a professional researcher, you will eventually be required to adhere to the referencing style of the journal publication that you are submitting your journal articles to. So, even if you are used to a particular referencing system, you need to learn to be flexible in order to be published.

Part A Development of the research question with peer interaction 

This first assessment part will be instrumental to the remainder of your studies in this course throughout the semester. You are to develop a research question to investigate throughout the semester. All your assessment will be focused around this question, so it is anticipated that you will spend the first few weeks of the semester working on this question, and refining it so that you can use it produce a literature review and an online recorded presentation. There is material provided in the study guide that will guide each student through the development of this question. In addition to the development of this research question, you need to post your research question for peer review during the first few weeks prior to the assessment due date, and additionally you will be assessed on your peer review of other student’s research questions. You will be assessed on how constructively you both use your peer’s reviews, and how constructive your own responses are to your peers. Once you have developed your Research Question, you will also need to reflect on the process, using the 4Rs framework

Part B Planning and Portfolio 

The assessment is designed to help you to organise your time this semester and help to prepare you for professional life as a scientist. There are two sections to this part, the construction of a Gantt chart and the creation of your ePortfolio Gantt chart Gantt charts are a valuable tool to show how you are going to progress through a project. They can be used throughout your career at various stages, from planning out your PhD project to a multi-decade scientific investigation, involving many people. They are also useful in professional settings and are valued in industry to demonstrate that a project has been thoughtfully planned. Here you need to create a Gantt chart for this course. In it you will need to make sure you include: 

• The schedule for the course. 
• When assessments are due. 
• The time taken on each assessment. 

How assessments lead into on another. Resources to help you to create the chart will be available on Study Desk. You can use this Gantt chart throughout the course to make sure you are progressing at an appropriate rate.

Summary of Assessment Requirements

This assessment is part of a course designed to develop professional scientific research and management skills. It is divided into two main parts:

Course Learning Outcomes (CLOs) to be Addressed:

• Demonstrate professional management skills in scientific projects.
• Apply high-level information management using database and computing systems.
• Communicate effectively in verbal, written, and digital formats.
• Critically analyse and interpret research using peer review.
• Integrate and apply ethical approaches in conducting and communicating research.

Academic Integrity

• Completion of Academic Integrity Mandatory Training is required before submission.
• Harvard AGPS referencing must be strictly followed for in-text citations and the reference list.

Part A: Development of Research Question with Peer Interaction

• Objective: Develop a research question to guide the semester’s study.
• Tasks:
  • Formulate a research question.
  • Post it for peer review and provide constructive feedback.
  • Reflect on the peer review process using the 4Rs framework (Reflect, Respond, Revise, Review).

• Assessment Focus: Quality of research question development, engagement with peers, and reflection on the process.

Part B: Planning and Portfolio

• Objective: Organize time and project workflow effectively.
• Tasks:
  • Create a Gantt chart detailing course schedule, assessment deadlines, and time allocation.
  • Build an ePortfolio Gantt chart to track progress.
• Assessment Focus: Ability to plan projects strategically and demonstrate professional project management skills.

How the Academic Mentor Guided the Student Step-by-Step

Step 1: Understanding Assessment Objectives

• The mentor began by clarifying the purpose of both parts of the assessment.
• Emphasized CLOs and the importance of academic integrity.
• Guided the student to review Harvard AGPS referencing style and UniSQ Academic Integrity resources.

Step 2: Developing the Research Question (Part A)

• The mentor helped the student identify an area of interest aligned with course content.
• Explained how to refine the question using preliminary literature and brainstorming.
• Guided the student to post the question for peer review, highlighting how to give and receive constructive feedback.
• Advised on using the 4Rs framework to reflect critically on both the peer feedback and their own learning.

Step 3: Planning and Portfolio (Part B)

• Introduced the Gantt chart as a tool for time and project management.
• Demonstrated how to include:
  • Assessment deadlines
  • Time allocation for each task
  • Dependencies between tasks
• Helped the student transfer the chart into an ePortfolio, ensuring ongoing monitoring and adjustment.

Step 4: Continuous Guidance

• The mentor reviewed draft submissions and provided iterative feedback.
• Focused on improving clarity, critical thinking, and adherence to guidelines.
• Ensured all components aligned with CLOs and professional standards.

Outcome and Learning Objectives Achieved

Final Outcome

• The student produced a well-structured research question, peer-reviewed constructively, and reflected effectively using the 4Rs framework.
• Created a detailed Gantt chart and ePortfolio, demonstrating effective project planning and time management.
• Adhered to Harvard AGPS referencing and academic integrity guidelines.

Learning Objectives Covered

• Professional project management in scientific contexts.
• Effective use of information management and computing tools.
• High-level communication skills, including digital literacy and peer interaction.
• Critical research analysis through peer review and reflection.
• Application of ethical principles in academic research and reporting.

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