This module aims to help Chemistry students develop skills needed for further educational opportunities or employment in a wide range of chemical and non-chemical based sectors through an industry-designed group research-based mini-project (semester 1) and an individual research project (semester 2).

In this module, students will be allocated to research groups to work on projects of synthetic (organic or inorganic), physical (catalysis, electrochemistry, surface science, modelling, nanoparticles), materials or interdisciplinary themes, according to their own interests, and therefore the specific aims will differ slightly according to topic.
The general aims of the module are:
•To give the student a taste of research in a research lab environment
•To develop of appropriate experimental technique for the topic undertaken
•To show the use of appropriate characterisation techniques
•To illustrate the use of the library and other information resources as research tools or more generic tools for the appropriation of information
•To gain initial experience of how to approach a research project
•To familiarise the student with the preparation of written reports
•To teach the skills necessary for the preparation and delivery of a short oral presentation.

(LO1) By the end of the module, students will have investigated the importance of transferable skills to the workplace through reflective practices of a variety of relevant employability activities.

(LO2) By the end of the module, students will be able to evaluate work created by their peers through peer reviewing processes and recommend improvements to their peers work.

(LO3) By the end of the module, students will be able to give an oral presentation as part of a team, based around the group mini-project.

(LO4) By the end of the module, students should be able to use scientific databases effectively for literature and citation searches.

(LO5) By the end of the module, students should be able to find relevant information from online chemical databases regarding chemical reactions and structures.

(LO6) By the end of the database section of the module, students should be able to apply the database skills in writing a report drawing from scientific literature.

(LO7) By the end of the module, students will be able to give a reasoned written exposition of experimental work and achievements.

(LO8) By the end of the module, students will be able to give an oral account of their experimental work.

(LO9) By the end of the module, students will be able to make valid deductions from acquired data.

(LO10) By the end of the module, students will be able to justify shortcomings, experimental errors or weakness in data.

(LO11) By the end of the module, students will be able explain the wider social and/or technological relevance of their work.

(S1) Students will develop teamwork and communication skills through group work and peer reviewing.

(S2) Students will develop organisational and lifelong learning skills through portfolio and reflection activities.

Coursework 1 (Industry group project): Involves two lectures (2 x 1 hr), two tutorials (2 x 1 hr) and a final presentation workshop (1 x 3 hr) where groups present their final presentation to peers, academic staff and industry partners, where available. Independent work on the project (~25h) may include adhoc meetings with industry partners, when available

Coursework 2 (Portfolio): Two database skills lectures (2 x 1 hr) and a workshop (1 x 3 hr). There are 6-8 employability lectures (attendance at least 6 expected) with the application and portfolio activities being highly variable in length and students can choose when and how they engage with the material. Peer review activity to be completed.

Coursework 3 (introductory essay): Consists of a 1000-1500 word introductory essay / literature review.

Dissertation/Practical/Presentation: This module usually consists of mini research projects to be conducted in an appropriate research laboratory or in the designated te aching laboratory depending upon topics. The first week will involve training for the completion of COSHH and risk assessment forms. It is expected that a student will spend approximately 100 hours in total on project work (9 weeks in the 2nd semester), in addition to approximately 50 hours for project preparation, attend group meetings and completion of the written report and oral presentation. It is expected students will attend the oral presentations of their peers.

Summary:
*Lectures: 10 hr
*Workshops: 12 hr (3h industry / 3h databases / 2h H&S session / 4h final project presentation)
*Tutorials: 2 hr
*Practical: 100 hr
*Other, associated with practical: 50 hr

Industry mini-project (Semester 1): Students will participate in a group research-based mini-project directed by a real-world industrial problem. This will be variable each year depending on the availability of industrial partners and, where possible, there will be a range of topics varying from technical to general, and from a range of industrial sectors. Timetable depending, students can personalise their route through the group work to focus on their future plans (i.e. chemical industry, teaching, further research, non-science etc.). Students will deliver a group presentation to their peers, academic staff and possibly industrial partners, and prepare a group executive summary.

Portfolio (Semester 1): Students will complete a skills audit to identify their own development needs. The portfolio then comes under 3 main sections:
• Database skill development: Advanced structure-based searches using Reaxys including properties, reactions, stereochemistry, generic groups, atom mapping, reagents, non-standard bonding (e.g. cyclopentadiene), variable atoms.
• Application and portfolio exercises: Students are then presented with a variety of 'Application and Portfolio' exercises, some linked to the group work above, some with wider scope. These are all in different formats through a variety of asynchronous short recordings with accompanying formative assessment or live lectures. These are delivered by course staff, wider university colleagues and external speakers and possibly include, but are not restricted to, the following: academic integrity; skill articulation for application preparation material; CV writing/checking; interview techniques and video interview; psychometric testing; social media and engagement with LinkedIn/Handshake; further education opportunities (MSc/Teaching); intellectual property; industry lectures; resilience; commercial awareness; presentations; Equality, Diversity and Inclusion; KnowHow activi ties; virtual assessment centres; etc. Students will evidence their completion of various activities mentioned above through a portfolio. Students can mostly choose which activities to complete based on their own self-determined development needs and complete reflection-based exercises.
• Peer review exercise: Students will engage in some peer review activities linked to another module component, offer suggestions for improvements and reflect on acting as the reviewer.

Research project (Mostly semester 2): Students are allocated into different research groups based on their project preference and the availability of the projects offered by academic staff. These projects are generally classified into organic, inorganic & materials, and physical projects. Modelling and computation-based projects may be included in physical projects, inorganic & materials projects, or organic projects. Literature-based projects, web design projects or developmental projects wi th a strong chemical basis could be offered. These projects are mini research projects, designed by academic supervisor. Students will complete an introductory essay/literature review and the projects are completed within 9 weeks in the 2nd semester. Students are closely supervised by a supervisor or an experienced researcher in the research group. They are usually offered with project aims/outlines and make project progress by regular meetings with project supervisors. Students are usually required to do literature search, work out detailed experimental procedures, and propose ideas for next step. Independent and creative thinking is very important. These projects are usually part of the research group activities. Therefore, students may need to attend group meeting and collaborate with other group members. After completing the project, they will prepare a written report and oral presentation where help will be offered from project supervisors.