Final Project - Development

A series of 5 live seminars, with Q&A opportunities.

Seminar 1: Foundations of the Final Project (Week 1): It lays the groundwork for your final project, focusing on setting clear objectives that deliver real-world impact. We’ll cover Level 7 learning outcomes and professional standards, providing insight into assessment criteria with an emphasis on originality and applied knowledge. Building on feedback from your proposal, we’ll discuss ways to refine your project design using an agile approach. The seminar also introduces Open Science principles, fostering ethical transparency. You’ll learn to craft a literature review that supports the practical aims of your project, enabling you to interpret findings meaningfully. Finally, we’ll address strategies for communicating your project’s impact to varied audiences, ensuring your work resonates on personal, professional, and social levels.

Seminar 2: Defining Project Objectives and Approach (Week 1): In this session, we focus on defining actionable objectives and a practical approach to your final project. You’ll develop self-direction and initiative, essential for a high-impact project, and explore the value of interdisciplinary methods to broaden your project’s relevance. The seminar covers foundational skills in computing and data science, which are critical for creating impactful, evidence-based results. We’ll also review the scientific method’s application, guiding you in setting up a clear framework for problem-solving. Essential project management techniques will be discussed, covering time and risk management. Additionally, you’ll identify key soft skills like adaptability and communication that are necessary for successful project execution.

Seminar 3: Criteria for Project Success (Week 2): This seminar explores the criteria that underpin project success, focusing on the effective application of research methods. We’ll examine advanced data processes such as collection, processing, and quality assurance to support rigorous project outcomes. Special attention is given to ensuring the reliability and validity of your data, minimising bias and maximising accuracy. You’ll learn how to refine your project in iterative cycles, incorporating feedback and testing to strengthen your deliverable. This approach ensures that your final project meets Level 7 expectations and demonstrates a strong grasp of practical data management, research methods, and the iterative improvement necessary for high-quality results.

Seminar 4: Professional, Legal, and Ethical Standards (Week 2): In this seminar, we delve into the professional, legal, and ethical standards essential to your project. Emphasising responsible innovation, we’ll discuss what it means to be an ethical project leader. You’ll learn about data protection legislation, including GDPR compliance, and gain practical guidance on responsible data handling. Navigating the School’s ethics approval processes, cybersecurity protocols, and digital best practices are covered to ensure your project aligns with professional standards. We’ll also discuss the integration of ESG (Environmental, Social, and Governance) and EDI (Equality, Diversity, and Inclusion) principles, ensuring your project meets modern expectations of responsible and inclusive innovation.

Seminar 5: Project Submission and Professional Presentation (Mid-Way): This seminar prepares you for project submission, focusing on practical submission requirements, including documentation and professional presentation of results. We’ll revisit assessment criteria, focusing on how to demonstrate integrity, originality, and IP considerations. Strategies for articulating your project’s impact to different audiences, from academic to industry stakeholders, will be discussed. We’ll also cover the submission process, ensuring compliance with regulatory guidelines and plagiarism standards. Finally, we’ll explore opportunities for publishing your work and discuss career development, highlighting how your project experience can be leveraged in professional contexts for maximum visibility and influence in the field.

This activity challenges students to engage with the reference material and independently explore and analyse academic literature related to the course topic. Students are expected to select relevant sources, practice critical reading skills, and where applicable technical skills, and synthesise information from multiple references. This is an opportunity to enhance research abilities, critical thinking, and self-directed learning skills while broadening and deepening subject knowledge.

Part of the credit hours on a module are also made up of self-guided individual research. These hours enable students to look at what components they are going to study on a module and ascertain for themselves what they will believe will additionally benefit their leaning. This may be prior to attending a lecture or workshop, following their use of a concept learning (knowledge graph) where they identify that additional reading may deepen their understanding of a concept, or after a seminar has taken place. Students will also use self-guided individual research to prepare for summative assessments. In the main, as this is self-guided, students will decide for themselves what additional research they will do. This will require them to identify what concepts or knowledge, skills, and competencies they want to deepen, what resources will assist them, such as books, videos, or online sources, how they will use these, and what the outcomes should be. Students may decide to work with their peers in undertaking this individual research – and they can ask their tutors for guidance and help. Students may also have to use some of their self-guided individual research to prepare for lectures, workshops, or assignments, or for work their tutors have set them.

During these meetings, the student presents their recent progress, including any research findings, data analysis, or draft sections of their work. The supervisor provides feedback, addressing both strengths and areas needing improvement. These sessions often involve discussing challenges faced by the student, strategising solutions, and setting goals or deadlines for the next phase of work. The supervisor may also offer insights on relevant literature, methodologies, or academic writing techniques.