Unit rationale, description and aim

Effective communication is critical for the success of any research project. From the initial proposal, through the ongoing management and final dissemination of results, investigators need to be able to communicate clearly and effectively to a broad range of target audiences. This unit will develop students oral and written communication skills as they explore cross-disciplinary perspectives on topical biomedical and health issues. Throughout the unit students will practice and consolidate their skills in writing for scientific and lay audiences, effective visual presentation of data, and providing and reflecting upon constructive criticism. This unit complements the research skills developed in HLSC406 Research Methods in Biomedical and Health Science Research by developing the oral and written communication skills needed by students for the presentation of scientific submissions, reports, and manuscripts. The unit aims to assist students to develop transferrable communication and project management skills appropriate to Honours research.

2026 10

Campus offering

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  • Term Mode
  • Semester 1Multi-mode
  • Term Mode
  • Semester 1Online Scheduled
  • Semester 2Online Scheduled

Prerequisites

Nil

Incompatible

HLSC402 Preparing for Research in Biomedical and Health Sciences

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Communicate a persuasive rationale for a project t...

Learning Outcome 01

Communicate a persuasive rationale for a project to a broad scientific audience
Relevant Graduate Capabilities: GC2, GC3, GC7, GC9, GC10, GC12

Critique scientific work across related discipline...

Learning Outcome 02

Critique scientific work across related disciplines and constructively reflect upon critiques of their own work
Relevant Graduate Capabilities: GC1, GC7, GC9, GC11

Develop a research proposal that is appropriate fo...

Learning Outcome 03

Develop a research proposal that is appropriate for the aims and scope of their individual research project
Relevant Graduate Capabilities: GC3, GC4, GC7, GC9, GC11

Generate effective strategies for the communicatio...

Learning Outcome 04

Generate effective strategies for the communication and ongoing management of an independent research project
Relevant Graduate Capabilities: GC3, GC4, GC7, GC11

Content

Topics will include:

  • Scientific Communication
  • Scientific writing conventions
  • Writing for lay and scientific audiences
  • Effective visual presentation of data
  • Oral communication in science
  • Providing and receiving constructive criticism
  • Managing a research project
  • Time management
  • Project planning and management
  • Budget
  • Risk management
  • Contingency planning

Assessment strategy and rationale

To best enable students to demonstrate their achievement of the unit learning outcomes and development of graduate attributes, a standards-based assessment will be used, consistent with University assessment requirements. Each assessment progressively builds on the skills required to develop a successful Honours project, with authentic assessment tasks that directly reflect the knowledge and skills developed in the unit (i.e., communicating information to a broad scientific audience, providing and reflecting on constructive criticism, and developing a comprehensive research proposal). Assessment Task 1 provides an opportunity for peer-based learning, as students provide a critique of peers’ work and reflect on their own presentation, having also received a critique from their peers. Assessment Task 2 is a graded hurdle that requires students to develop a written proposal for their project in the form of a grant application, combining their scientific knowledge of the subject area with an appropriate strategy to ensure the successful completion of the project. 

Students will be allowed one re-attempt at the hurdle task.

To pass the unit, students must demonstrate achievement of every unit learning outcome, pass the hurdle task, and obtain a minimum cumulative mark of 50%.

Overview of assessments

Study Rationale & Critique (Oral Task) This...

Study Rationale & Critique (Oral Task)

This task is designed to further develop critical thinking and oral communication skills.

Provide critical and constructive feedback on peer presentations and reflect on their own presentation in response to peer critiques. This assignment will allow students to demonstrate their abilities in communicating and receiving critical commentary in a constructive and purposive manner.

Weighting

35%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC7, GC9, GC10, GC11, GC12

Written Proposal - Graded Hurdle Task Requires s...

Written Proposal - Graded Hurdle Task

Requires students to demonstrate their application of ethical and research knowledge and skills by developing and presenting an evidence-based project in a formal written manner. Students will also demonstrate their ability to identify potential issues with the management of their project and establish mitigation strategies.

Weighting

65%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC2, GC3, GC4, GC7, GC9, GC10, GC12

Learning and teaching strategy and rationale

The learning and teaching strategy for both delivery modes aligns with the sequencing of the learning outcomes and is designed to provide students with an active and cooperative learning experience, maximise their learning achievements, and engender high levels of engagement, efficiency and effective study behaviours. Seminars and relevant supplementary material will explore core concepts from a variety of perspectives. Learning activities will take the form of instructor-led discussions and peer-based learning and observation. The cross-disciplinary nature of the unit will broaden students’ understanding of how their specific discipline sits within the broader context of health science. Learning and teaching approaches will reflect respect for the individual as an independent learner; students will be expected to take responsibility for their learning and to participate actively in learning activities.

Students in a Multi-Mode enrolment will be expected to meet regularly on-campus with their allocated supervisor in developing their project proposal to inform the work and assessments in this unit, and with the lecturer-in-charge (on campus, where possible) to reflect on their own progress and identify where further support or skill development may be required. 

Representative texts and references

Representative texts and references

Cormack, C. (2019). The Science of Communicating Science: The Ultimate Guide. CSIRO Publishing: Melbourne

Divan, A. (2009). Communication skills for the Biosciences: A graduate guide. Oxford University Press: Oxford.

Gastel, B. & Day, R.A. (2016). How to write and publish a scientific paper (8th Ed.). Greenwood: California.

Hall-Jamieson, K., Kahan, D. & Scheufele, D.A. (2017). The Oxford Handbook of the Science of Science Communication. Oxford University Press: Oxford

Katz, M. (2009). From research to manuscript: A guide to scientific writing (2nd ed). Springer: Dordrecht.

Lindsay, D. (2020). Scientific Writing = Thinking in Words (2nd ed.). CSIRO Publishing: Melbourne.

Montgomery, S.L. (2017). The Chicago Guide to Communicating Science. Reardon, D. (2006). Doing your undergraduate project. Sage Publications: California.

Rowland, J. (2017). Practical Academic: Managing Research Groups and Projects. University of Chicago Press: Chicago

Thomas, D.R. & Hodges, I.D. (2010). Designing and Managing Your Research Project: Core Skills for Social and Health Research. Sage Publications: California

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