EUB452 Integrated STEM Investigation Project

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Practitioners of the sciences almost always require an ability to define problems, connected with the needs and values of others, formulate justifiable questions, develop investigation methods that are rigorous and evidence-based, interpret data, and communicate findings verbally and in writing. This unit will build on foundational and specialist discipline knowledge gained throughout your units of prior study. This unit prepares you to think critically about an important problem related to Science, Technology, Engineering and Mathematics (STEM) and to integrate the knowledge gained through earlier units to provide an effective solution. During this project you will critically analyse and reflect on your work and that of your peers, you will gain a deeper understanding of scientific methods, technology design and/or mathematical modelling and reasoning, and will become confident in applying them.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Apply comprehensive professional knowledge, including entrepreneurial thinking, by evaluating a real-world scenario and identifying and validating a problem or question to address.
2. Lead and create innovative, integrated STEM knowledge that promotes transdisciplinary understanding.
3. Collaborate and develop professional networks while applying advanced skills in scientific and/or mathematical investigation including the design, implementation, modification and evaluation of scientific methods. technology design processes, , and/or techniques of quantitative analysis and data presentation.
4. Critically interpret, reason with, and evaluate scientific and/or mathematical data in an integrated STEM context. .
5. Communicate complex scientific and/or mathematical information in written and oral forms.
6. Reframe challenges into opportunities for capacity building and learning by applying interpersonal skills to effectively contribute to and manage a group-based integrated STEM investigation.
7. Ethically conduct STEM practices as applied to investigation.

Content

Learning Approaches

Through a blend of weekly workshops and online materials, this unit will employ a combination of learning activities to guide your learning, including: lectorials on the development of entrepreneurial thinking and  investigation skills; introduction to real-world scientists, mathematicians, technology designers, and/or STEM entrepreneurs employed across a range of backgrounds; and field and/or laboratory work. These activities will assist you in developing an appreciation of scientific and/or mathematical processes within an integrated STEM context.

Through group work, you will support each other in your development of STEM knowledge and skills and their application to your project. Throughout the unit you will engage in peer review and assessment of the work produced by your group members.

Feedback on Learning and Assessment

Formative assessment by peers and teaching staff will occur throughout the semester, including opportunities to meet formally with your tutor and via lectorials designed to assist with specific aspects of investigation. Your tutor and/or other discipline experts will provide questions and critical feedback on your investigation plan and you will receive formative feedback, including that from your peers, at the class conference prior to submission of your final report. Written feedback, together with a grade, will be provided by teaching staff for both written assignments.

Assessment

Overview

Formative assessment by peers, teaching staff, industry, and external end user stakeholders will occur throughout the semester, including opportunities to meet formally with your tutor and via workshops activities designed to assist with specific aspects of investigation. Summative assessment in this unit is in three parts:

1. Project Pitch
2. Project Outcomes
3. Journal Article

These three parts are designed to support your design, implementation, communication and translation of your project work.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Project Pitch

As a group, you will present a 10-15 minute project pitch to promote an integrated STEM problem supported by evidence from entrepreneurial validation processes.

This task will assess your ability to:

1. Apply comprehensive professional knowledge, including entrepreneurial thinking, by evaluating a real- world scenario, to identify and validate a problem or question to address.
2. Lead and create innovative, integrated STEM knowledge that promotes transdisciplinary
3. Reframe challenges into opportunities for capacity building and learning by applying interpersonal skills to effectively contribute to and manage a group-based integrated STEM investigation.
4. Ethically conduct STEM practices as applied to investigation.

Assessment: Project Outcomes

As a group, you will present a 15-20 minute pitch of your project outcomes to an integrated STEM problem and solution that applies scientific, mathematical, and technological knowledge.

This task will assess your ability to:

1. Lead and create innovative, integrated STEM knowledge that promotes transdisciplinary
2. Collaborate and develop professional networks while applying advanced skills in scientific, technology design, and/or mathematical investigation including the design, and evaluation of scientific methods, design processes, and/or techniques of quantitative analysis and data presentation.
3. Critically interpret, reason with, and evaluate scientific, STEM, and/or mathematical
4. Communicate complex scientific, STEM, and/or mathematical information in written and oral
5. Reframe challenges into opportunities for capacity building and learning by applying interpersonal skills to effectively contribute to and manage a group-based STEM investigation.

Ethically conduct a STEM practice as applied to investigation

Assessment: Journal Article

You will prepare a journal article for impact on and engagement with science educators in a form suitable for submission to a professional journal as for real-world peer reviewed articles. The journal article should be about 2000 words in length and may include sections such as introduction, materials and methods, results, discussion, and bibliographic sections. In should be written in a style and genre for a professional science education audience

This task will assess your:

1. Apply comprehensive professional knowledge, including entrepreneurial thinking, by evaluating a real-world .
2. Lead and create innovative, integrated STEM knowledge that promotes transdisciplinary .
3. Collaborate with professional networks while applying advanced skills in scientific and/or mathematical reasoning and knowledge to an educational context. .
4. Critically interpret, and translate scientific and/or mathematical knowledge in an integrated STEM context for educators.
5. Communicate complex scientific and/or mathematical information in written
6. Reframe challenges into opportunities for capacity building and learning by communicating with peers in STEM education.

7. Ethically conduct STEM writing practices.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Valiela, I. (2001). Doing science: Design, analysis, and communication of scientific research. New York: Oxford University Press.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.