| Unit name | Aerosol Science: Professionalism and Translation |
|---|---|
| Unit code | CHEMM0017 |
| Credit points | 30 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Professor. Reid |
| 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 and II |
| Units you may not take alongside this one | |
| School/department | School of Chemistry |
| Faculty | Faculty of Science |
Aerosols are particles dispersed in a gas phase with sizes ranging from molecular clusters (>1 nm) to large droplets (>100 um). Aerosol science is core to a broad range of disciplines extending from drug delivery to the lungs, to disease transmission, aerosol routes to the manufacture of new materials, combustion, environmental science, and the delivery of consumer and agricultural products. This unit will provide training in Professionalism and Translation of Research with a particular emphasis on topics relevant to aerosol science. Each week, students will be provided with Perspectives from Partners, a session in which partners present their personal reflections on aerosol science, the nature of translational research and technology, and their professional roles. A short course, Science Entrepreneurial Experience, will be delivered by the Bristol Consulting Partnership in conjunction with Unit DX. Designed for entrepreneurs by entrepreneurs, the course enables early-stage researchers from a range of diverse backgrounds to simulate how teams perform. Training in responsible innovation (RI) will be provided exploring the origins, meaning and translation of RI into practice. The training will encourage reflection on the implications for the researchers own scientific field, and cover the design of research/innovation processes in accordance with RI principles. Training in Public Engagement (PE) will cover: what PE is and why it is important, the types of audiences encountered, the range of activities/approaches used, necessary communication skills for effective PE and routes to evaluating impact. Training in issues surrounding equality, diversity and inclusion (ED&I) will consider the current issues faced in ED&I, routes to improving ED&I and ethical behaviour in the workplace. A course on policy impact will examine the policy/regulatory landscape, the tools for identifying and influencing policy audiences, communications, and scientific careers within government/policy. Finally, students will participate in the training event Dragon’s Den: Developing a Business Plan, work in an interdisciplinary team to prepare a technology or service development plan for challenge topics identified by partners. This will be supported by training in project management, market analysis and regulation, teams will work to develop their business concept.
Upon completion of the course students should be able to:
E- learning:
Pre-class learning materials (powerpoints, videos, reading lists) to be provided on the CDT portal.
Breakdown of contributing activity:
Perspectives from Partners – 25 hours split across TB1 and 2.
Science Entrepreneurial Experience – 50 hours of contact time and course preparation/reading
Responsible Innovation – 35 hours of contact time and course preparation/reading
Public Engagement training – 20 hours of contact time and course preparation/reading
Equality, Diversity and Inclusion training – 20 hours of contact time and course preparation/reading
Reflection and Personal Development Plan – 15 hours of preparation and review with mentoring team
Policy Impact training – 15 hours of contact time and course preparation/reading
Dragon’s Den, Developing a Business Plan – 45 hours of contact time and event preparation/reading
Assessment of this unit will be through the cohort training event Dragon’s Den: Developing a Business Plan, which will provide a comprehensive test of all of the intended learning outcomes. Not only will the students be assessed on their recognition of the scientific and economic issues central to their business 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 will all be assessed. Student groups will produce a proposal that not only addresses the technological brief but demonstrates an awareness of commercial, policy and regulatory requirements. Students will be assessed individually in their contribution to the group activity/how well they worked as part of the team (peer-assessment by team, 20%), and collectively as a group during a pitch presentation by the supervisorial team/partners (for proposal quality and investibility, 80%).
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. CHEMM0017).
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 Faculty workload statement relating to this unit for more information.
Assessment
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. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
