Course Catalogue

Module Code and Title: RSP302 Undergraduate Research Project II


Programme(s): BSc Environmental Management


Credit Value: 12


Module Tutor(s): Samir Patel (Coordinator)

All other environment faculty


General objective(s) of the module:


RSP302 is the second part of a two-part year-long research course taught alongside the conduct of individual student research projects. It is intended to be more independent that the first part. Within the research project, students will individually conceptualize, design, implement, and analyse research. The Undergraduate Research Project Is intended to build on and be a culmination of the skills acquired through previous modules within the programme. Students should have already gained field experience and technical skills (statistics, GIS, research methods) previously. During the project, students will gain research experience that will facilitate future employment or future research in further studies. By means of the final product, students are expected to show proficiency in both the theory and practice of research. In the second part of the research course, students will be finishing their data collection, and learn more about data analysis and communicating research results. The module ends with a senior project symposium at which students are expected to present their findings to a wider audience. After incorporating final feedback, students may submit their final research reports for assessment.


Learning outcomes – Upon successful completion of the module, students will be able to:


  • Collect data using appropriate methodology as given in a research proposal.

  • Evaluate the quality of data collected.

  • Screen data for issues with reliability, validity, and bias.

  • Critically analyse data using appropriate methods.

  • Transform raw data into specific, concise outputs as appropriate for a particular project, e.g. graphs, tables, diagrams, etc.

  • Formulate sound discussion and conclusions based on research findings.

  • Complete a research project and write a full research report.

  • Deliver an oral presentation and defence on a completed research project.


Skills to be developed:


  • Students should learn how to execute and complete an individual research project, including communicating their findings in a written research report as well as an oral presentation.


Learning and teaching approaches used:


The module will be conducted over 15 teaching weeks as follows:

  • 2 hrs/wk lecture & discussions.

  • 2 hrs/wk tutorial sessions for individual and small group guidance on individual research projects: refining data analysis, working on research write-up; this time will also be used for support and monitoring of the students by their supervisors.

  • 4 hrs/wk independent research work and writing.


Assessment:


Continuous Assessment (CA): 100%

CA Assessment

Weight

Assessment Detail

Literature review write-up for final report

10%

Week 3: 1500 word review on clearly identified bodies of literature (~2-3) pertaining to the chosen topic, incorporating analysis and synthesis as well as some evaluation of outstanding knowledge gaps to set up the set independent research work within the context and history of what is already known.

Methodology write-up for final report

10%

Week 5: 500-1000 word description of the methods used to collect and analyse data; explanation about data collection instruments and their suitability; explanation on sampling or selection criteria where appropriate; explanation on technical methodology where appropriate; statement on validity and ethics.

First draft of results (data findings)

10%

Week 8: ~1000 word report of the main findings from the data collection and analysis.

First draft of full research report

10%

Week 10: Updated compilation of the above plus ~1000-1500 word evaluative analysis / discussion of the findings and a conclusion.

Final research report

40%

Week 13: ~5000 word complete research report that takes a reader through the entire research process, the context of the study, the knowledge gap addressed, the methodology, the results and their interpretation, discussion and conclusions, and an evaluation of the merits and limitations of the study along with future directions.

Individual section assessment criteria:

  • Introduction – 5%

  • Literature review – 5%

  • Methodology – 5 %

  • Data findings – 10%

  • Data analysis / discussion – 10%

  • Conclusion – 5%

Students will be provided with a full outline of the required sections and their expected contents along with grading rubrics for all components.

Research presentations

10%

15 min research presentation with 5-10 min Q&A.

Weeks 14-15.

Research process

10%

Research supervisors will assign a ‘process mark’ for each student in discussion with the module coordinator based on:

  • Adherence to the work plan given in the research proposal

  • Meeting deadlines and milestones

  • Responsible conduct of the research; following research ethics

  • Contributing to discussions during small group guidance time / tutorials


Pre-requisite knowledge: RSP301 Undergraduate Research Project I


Subject matter:


  1. Select topics in data analysis

    1. Evaluating data quality

    2. Screening data for issues with reliability, validity, and bias

    3. Analysis of quantitative data

    4. Analysis of qualitative data

    5. Guidelines and best practices on data presentation

  2. Research reports

    1. Types of research reports

    2. Parts of research reports

    3. Drawing appropriate conclusions

    4. Contextualizing research

    5. Preparing research papers for publication

    6. Guidelines on communicating and presenting research

  3. Select topics in research ethics

    1. Publication

    2. Peer review


Essential Readings:


  1. AAAS: American Association for the Advancement of Science. (n.d.). Integrity in Scientific Research – Resource Guide. http://www.aaas.org/spp/video/website.htm

  2. Black, T. R. (1999). Doing quantitative research in the social sciences: An integrated approach to research design, measurement, and statistics. Thousand Oaks, CA: SAGE Publications, Inc.

  3. Bromage, A. (2008). A brief note on research ethics. A page from the website 'Higher education resources', Birmingham: Higher education resources. http://highereducationresources.atspace.com/ethics.htm

  4. Burge, S. (n.d.) Bias in Research. http://familymed.uthscsa.edu/facultydevelopment/elearning/biasinresearch.htm

  5. Danya International, Inc. (2003). Formulating a research question. http://www.theresearchassistant.com/tutorial/2.asp

  6. Isaac, W.L. (2009). Podcast on research ethics. Part I at http://www.youtube.com/watch?v=OG1ymKBLCK8 and Part II at http://www.youtube.com/watch?v=wV-1I8geHVU

  7. Keifer-Boyd, K. (2006). Formulating a research problem. http://explorations.sva.psu.edu/lapland/LitRev/prob1.html

  8. Kumar, R. (2006). Research Methodology, 2nd Ed. Delhi: Dorling Kindersley (Pearson).

  9. NIAID: National Institute of Allergy and Infectious Diseases. (2010). Laying the groundwork for your research plan. http://www.niaid.nih.gov/researchfunding/newsletter/2010/pages/1027.aspx

  10. Nuffield Council on Bioethics. (2011). Ethical Issues. http://www.nuffieldbioethics.org/animal-research/animal-research-ethical-issues

  11. Office of Behavioral and Social Sciences Research, US National Institutes of Health. (n.d.). Qualitative Methods In Health Research: Opportunities and Considerations In Application and Review. http://obssr.od.nih.gov/pdf/Qualitative.pdf

  12. Physioprof. (2009). Structure Of An R01: Specific Aims. http://scienceblogs.com/drugmonkey/2009/03/structure_of_an_r01_specific_a.php

  13. RREE: Resources for Research Ethics Education, University of California, San Diego. (2010). http://research-ethics.net/

  14. Steneck, N. (2006). ORI Introduction to the Responsible Conduct of Research. Office of Research Integrity, US Department of Human and Health Services. http://ori.dhhs.gov/education/products/RCRintro/index.html

  15. Withen, P. (2002). Outline on research instruments. http://www2.uvawise.edu/pww8y/Resources/MERes/ResInstruments/00ResInstruments.html

  16. Wong, P. (n.d.). How to write a research proposal. http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm


Additional Readings:


  1. Babbie, E. (2011). The basics of social research (5th Ed.). Belmont, CA: Wadsworth.

  2. Bryman, A. (2008). Social Research Methods, 3rd Ed. New York: Oxford University Press.

  3. Environmental Social Sciences, Methods and Research Design. (2010). Vaccaro, I., Smith, E.A., Aswani, S. (Eds.). Cambridge University Press.

  4. Flick, U., von Kardorff, E. & Steinke, I. (Eds.) (2004). A companion to qualitative research (B. Jenner, trans.). Thousand Oaks, CA: Sage.

  5. Franklin, A. and Blyton, P. (2013). Researching Sustainability: A Guide to Social Science Methods, Practice and Engagement. Routelage.

  6. Gorard, S. (2003). Quantitative methods in social science. New York: Continuum.

  7. Gordon, J.C. (2007). Planning Research: A Concise Guide for the Environmental and Natural Resource Sciences. Yale University Press.

  8. Halliwell, L. and Watts, S. (2003). Essential Environmental Science: Methods and Techniques. Routelage.

  9. Johnson, B., & Christensen, L. (2004). Educational Research: Quantitative, Qualitative, & Mixed Approaches, 2nd Edition. Prentice Hall.

  10. Newing, H. (2010). Conducting Research in Conservation: Social Science Methods and Practice. Routelage.

  11. Pfeferrmann, D. & Rao, C.R. (Eds.) (2009). Sample surveys: Design, methods, and applications (Handbook of Statistics 29A). Amsterdam: Elsevier.

  12. Singh, K. (2007). Quantitative social research methods. Thousand Oaks, CA: Sage.


Date last updated: May 30, 2015
Royal Thimphu College