Rubrics Q1#
Learning goals Q1#
At the end of Q1 students are able to:
Communicate:
a) Create an effective poster.
b) Effectively deliver a poster presentation at a research symposium for a mixed audience (peers, stakeholders and non-academics).
c) Write a research/grant proposal to clearly communicate a research plan, with background, knowledge gap, approach and impact section, including social implications.
d) Use questioning and listening techniques to improve communication in a scientific context.
Collaborate:
a) Collaborate effectively with other group members, other groups and the case owners / experts of the field.
b) Use a group approach to identify problems and develop creative solutions, integrating different knowledge, perspectives and ideas.
c) Explain how intercultural differences play a role in collaboration; this includes social (language, nationality, etc.) but also professional (business vs education, medicine vs engineering) differences and apply this knowledge to the collaboration.
d) Be aware of and reflect on the various phases of the process, the challenges and uncertainties that were encountered, and what was learned from this.
e) Evaluate different roles of members in group projects.
f) Provide constructive feedback and show openness to feedback from others.
Research:
a) Able to identify, analyse and integrate current knowledge about a topic from multiple sources, perspectives and methodologies, and identify knowledge gaps.
b) Formulate an adequate research question and relevant research strategy to address it.
c) Develop a helicopter view of a research topic to understand the information in different contexts, magnitude and connections.
d) Understand the dot on the horizon–Identify interesting/solvable problems, long term possibility and challenges of a research topic.
e) Create an overview of the different stakeholders that are involved in the research topic.
f) Understand research grant application processes.
Reflect:
a) Discuss and write about (individual and team) experiences, processes, values and emotions.
b) Understand how personal biases influence work.
c) Ask for constructive feedback from supervisors.