| Unit name | Aerosol Science: Impact and Translation |
|---|---|
| Unit code | CHEMM0043 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Miles |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
Core Aerosol Science I |
| Units you may not take alongside this one |
None |
| School/department | School of Chemistry |
| Faculty | Faculty of Science |
Why is this unit important?
This unit gives you the opportunity to experience the process of translating your research knowledge into impact through technological, service or policy outcomes. By understanding the different stages of the translation process, how to formulate and present your work to engage with different audiences, and how to manage the complexity that exists in real world systems, you will develop key transferable and professional skills.
How does this unit fit in to your programme of study
Building on your knowledge gained in Core Aerosol Science I and II, this unit will provide you with the tools to explore how your research could be translated into wider impacts. By having an awareness of the translation process and the skills required, you will be able consider how best to create and exploit opportunities for impact within your research project design.
An overview of content
This unit will focus on the process of translating research into wider impacts, for example, new technologies, services or policies. The topics covered are:
1. Innovation and Enterprise
2. Policy Impact
3. Skills for Interdisciplinary Research
4. Dragons Den – formulating a business or service plan
How will students, personally, be different as a result of the unit
You will develop an understanding of how research can be translated into wider impacts, gaining experience in formulating and presenting your ideas in a way to influence others that is tailored to their specific interests and background. During the Dragons Den activity you will develop your communication and problem-solving skills, working independently as well as part of a multidisciplinary team.
Learning Outcomes
At the end of the unit a successful student will be able to:
1. Apply theoretical knowledge of aerosol science to address a technological, service or policy challenge.
2. Develop or adapt advanced methodological approaches in aerosol science to contemporary problems, recognising the complexity and tolerating the ambiguity that arises in real-world systems.
3. Synthesise new approaches to meet an outcome, taking account of and seeking to address relevant economic, environmental, ethical, manufacturing, political, social, safety, and sustainability considerations.
4. Apply professional and ethical values in their work, manage ethical dilemmas, and support positive cultural change.
5. Build effective relationships with a range of audiences by identifying relevant stakeholders, seeking to understand and be shaped by their viewpoints, participating in dialogue, and understanding and influencing decision making processes.
6. Apply their knowledge to work effectively and confidently in multidisciplinary teams, acting autonomously, guiding the learning of those with differing perspectives and taking responsibility for the scientific activity of others.
This unit will be taught through a mixture of conventional didactic approaches (lectures, seminars and webinars), interactive workshops, co-operative learning approaches, and self-study resources. There will be an emphasis on inquiry-based learning, where you will gain experience in translating your research knowledge to solve real-world technology, service, or policy challenges. This style of learning is best suited to the unit as it replicates the process that would take place in a real industrial, service or policy setting, providing you with an authentic learning environment.
Tasks which help you learn and prepare you for summative tasks (formative):
You will receive training in ideation, project management, market analysis, regulation, IP, interdisciplinarity, and policy, providing you with a broad knowledge foundation. Workshops will include co-operative, inquiry-led tasks which mimic the format of the summative assessment, with formative feedback provided on your performance in these. You will also be able to seek specific advice and guidance from the facilitators at each training session.
Tasks which count towards your unit mark (summative):
This unit will be assessed at the end of Teaching Black 2 through the cohort training event Dragons Den: Formulating a business or service plan. As part of a multidisciplinary team, you will help prepare a technology or service development plan which addresses an aspect of a user-led aerosol grand challenge. You will be supported during the process by a CDT partner mentor who will meet regularly with your team, and you will have the opportunity for formative feedback on a practice ‘pitch’ (an oral presentation of your ideas). Assessment will be based not only on your team’s recognition of the scientific and economic issues central to your business or service plan, but the need for responsible innovation, the importance of public perception and engagement, adherence to safety regulations, a consideration of regulatory standards and the need for sustainability. You team will be assessed collectively during a ‘pitch’ presentation to the supervisorial team/partners (based on your proposal quality; 80% assessed mark) and you will be assessed individually in your contribution to the group activity/how well you worked as part of the team (peer-assessment by team, 20% assessed mark).
When assessment does not go to plan
If you are unable to participate in the Dragons Den activity due to exceptional circumstances, you will be given the option of completing an individual version of the assessment which probes the same competencies. In the case of academic failure, opportunities to re-sit will be according to University of Bristol regulations. If multiple students are required to re-sit the unit, re-assessment will be in the form of a new group project, again supported by a partner mentor. For single students, re-assessment will take the form of an individual version of the assessment which probes the same competencies.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. CHEMM0043).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
