| Skov & Landskab | |||||||||||||||||
| Tidligst mulig placering | Kandidat 1.år til Kandidat 2. år | ||||||||||||||||
| Varighed | En blok | ||||||||||||||||
| Pointværdi | 7.5 (ECTS) | ||||||||||||||||
| Kursustype | Kandidatkursus | ||||||||||||||||
| Eksamen | Løbende eksamen skriftlig prøve Portfolio eksamen Alle hjælpemidler tilladt Beskrivelse af eksamen: Students eligible to participate in the exam will be assessed according to (i) their completion of exercises throughout the course, and (ii) through a written assignment to be submitted at the end of the course. Vægtning: Completion of exercises and final written assignment count 25% and 75% respectively towards the final mark. 7-trinsskala, intern censur | ||||||||||||||||
| Forudsætninger for indstilling til eksamen | Students must successfully complete at least 75% of exercises in order to participate in the exam. | ||||||||||||||||
| Rammer for undervisning | Teaching is through blended learning: web-based exercises are combined with face-to-face presentations and critical discussions. | ||||||||||||||||
| Blokplacering | Block 2 Ugestruktur: A | ||||||||||||||||
| Undervisningssprog | Engelsk | ||||||||||||||||
| Begrænset deltagerantal | None | ||||||||||||||||
| Kompetenceområder | |||||||||||||||||
| Competences obtained within basic sciences: Ability to argue cogently and to think critically within the parameters of a particular academic discipline Inculcation of the values of scholarship: inquiry, reflection, integrity, open mindedness, evidence-based thinking, collegiality Competences obtained within applied science: Knowledge of research plan preparation, including critical discussion of literature and problem identification, development of hypotheses and research questions, determination of data requirements, and selection of appropriate methods. Compentences obtained within the ethics and values: Is aware of and able to reflect on risks and ethical issues in relation to project implementation. | |||||||||||||||||
| Kursets målsætning | |||||||||||||||||
| This requires students to prepare a research plan incorporating a literature review, a clear statement of hypotheses and research questions, choice of data collection methods and an assessment of any risks and ethical issues involved. It prepares students for the dissertation phase. 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. | |||||||||||||||||
| Kursusindhold | |||||||||||||||||
| This course requires students to prepare a plan for the research they will undertake during the dissertation phase. In case two students plan to do their dissertation together, they should co-operate throughout this course. The plan 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. The review is expected to contain a critical appraisal of the assembled material and to be produced to journal standard. During the final stages students are required to give a 30 minutes presentation on their topic to their peers and their thesis supervisor. This is assessed formatively and provides another opportunity for refining the research plan. Students working on similiar topics will be organised in thematic groups; potential supervisors will be invited to provide feed-back to thematic groups and individual students. | |||||||||||||||||
| Undervisningsform | |||||||||||||||||
| Blended learning combining e-learning and class-room discussions. 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 are centered around critical discussion of student presentations and development of constructive comments. Specific activities include: Introduction to course and topics; supervisor identification and consultations; establishment of thematic groups; presentation of draft thesis synopsis; review of peers' synopses; student-led topical presentations, incl. critical review of selected published paper. | |||||||||||||||||
| Målbeskrivelse | |||||||||||||||||
| Knowledge and understanding of the research process, including problem analysis, hypothesis identification, research question formulation, data requirement mapping, and method selection. Students will be able to (i) collect, critically evaluate, synthesise and report on agreed individual topics to an agreed standard; (ii) generate hypotheses or questions that can be tested in a scientific experiment or other form of investigation; and (iii) identify and assess any risk or ethical issues involved. Cognitive (thinking) skills - contribute to: develop independent learning skills necessary for the foundation of lifelong learning; tackle problems by collecting, analysing and evaluating appropriate qualitative and quantitative information and using it creatively. Key skills - able to: display the competence, key skills, behaviour and attitudes required in a professional working life; communicate clearly, concisely and confidently in oral and written formats. | |||||||||||||||||
| Litteraturhenvisninger | |||||||||||||||||
| General texts are included in the course compendium. Each student will develop his/hers own course literature list according to the subject chosen for investigation. | |||||||||||||||||
| Kursusansvarlig | |||||||||||||||||
| Carsten Smith Olsen, cso@life.ku.dk, Center for Skov, Landskab og Planlægning/Økonomi, Politik og Driftsplanlægning, Tlf: 35331763 | |||||||||||||||||
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