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TRANSCRIPT
Graduate SchoolMRes Student Log
2018/19
1 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
The Royal Veterinary College London - Contact informationPlease consult the appropriate website before using email addresses or telephone numbers.
Graduate School University of London Accommodation Office
Web Site http://www.rvc.ac.uk/study/postgraduate Website www.lon.ac.uk/accomTelephone +44 (0) 20 7468 5134 Telephone +44 (0) 20 7862 8880Email [email protected] Email [email protected] RVC Learn https://learn.rvc.ac.uk/login/index.php
RVC Advice Centre
The Advice Centre staff are here to offer advice, information and advocacy to students and to help you make your time at the College a success.
Advice Centre Manager (based at Camden)Fiona Nouri Email: [email protected] Tel: 020 7468 5037 (ext. 5037)
Student Adviser Email: [email protected] Tel: 01707 667 140 (ext 7140)
CounsellingEmail: [email protected] Tel: 01707 284 453 (confirm which Campus you are from)
Dyslexia/Dyspraxia and disability-related enquiriesEmail: [email protected] Mobile: 07595 203 143 or ext 5037
Financial or welfare-related enquiriesShelley Richards Email: [email protected] Tel: 020 7468 5037 (ext. 5037)
Educational DevelopmentBeen out of education for a while/not used to the academic system in the UK and need some advice on study strategies?Contact [email protected]
RVC CareersKirsty Whitelock Email: [email protected]
Overseas Travel Policy for Students (Approval and advice) https://intranet.rvc.ac.uk/professional-services/estates/health-and-safety/information-a-to-z.cfm#Travel
College AddressesCamden Campus Hawkshead CampusRoyal College Street Hawkshead LaneLondon NW1 0TU North Mymms, Hatfield
Hertfordshire AL9 7TA
Telephone +44 (0) 20 7468 5000 Telephone +44 (0) 1707 666333Fax +44 (0) 20 7388 2342 Fax +44 (0) 1707 652090
Nightline – Confidential advice and support for studentsTelephone +44 (0) 20 7631 0101 Website www.nightline.org.uk
2 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Welcome to the Royal Veterinary College, London
The College is justifiably proud to be judged excellent at delivering both high quality postgraduate education and high quality research. The Graduate School staff are committed to supporting the training and education of all RVC postgraduate students. We’re here to facilitate your progress, to provide you with help when necessary, and to celebrate your successes with you.
We believe that the MRes Student Log will assist you in developing and advancing your academic, discipline-specific and transferable (professional; generic) skills.
We wish you the best for your studies and research at the RVC.
Prof Kristien VerheyenHead of the Graduate School
If foundThis log forms an important part of the student’s development. If found, please return to the nearest RVC building and it will be forwarded to the student or to his/her Department. Alternatively please post to:
The Graduate SchoolRoyal Veterinary CollegeRoyal College StreetLondon NW1 0TU
Student’s name
Department
Campus
Important Contacts
1.
2.
3.
3 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
ContentsPage3 Welcome to the Royal Veterinary College, London4 Contents5 Rationale and how to use the Log6 A Guide to Skills Development
8 SECTION A Summary Record
11 SECTION B Record of your Skills Self Audit and formal Supervisory Sessions12 Initial Supervisory Session (continued on page 26)13 Learning Needs Analysis (LNA) at the start of the MRes22 2 month supervisory session24 5 month supervisory session26 8 month supervisory session28 11 month supervisory session 29 Learning Needs Analysis (LNA) at the end of the MRes
37 SECTION C Record of your Skills Development 38 List of seminars attended46 List of workshops/courses attended47 List of presentations given48 List of publications
4 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Rationale and how to use the logPurpose of the LogThis Log has been prepared to assist you throughout your degree programme at the RVC. It provides a framework for recording details related to your MRes, scheduled supervisory meetings and activities concerning the development of academic and key skills. The log will also help you to assess your progress and to plan and chart evidence of the development of academic and discipline specific skills and key skills.
In both education and employment increasing emphasis is being placed on an individual’s transferable (professional; generic) skills. It is important to be able to demonstrate that these skills have been actively developed over time. The skills development self-audit referred to in the Log will help you to identify the skills that you possess and assist you in planning a personal development programme as part of your academic studies.
You are therefore asked to audit your skills in a more formal, reflective way before the first formal supervisory session and then at the end of year 1.
How to use the LogThe Log is for you to retain but certain pages, which are clearly marked, must be copied and sent to the Graduate School.
Section A enables you to record key information such as dates when you meet with your supervisor and completion of compulsory elements of the course.
You should document ‘formal’ supervisory meetings in Section B. It is not intended to record the (far) more frequent ‘informal’ meetings that will take place several times a week/month. You should also record the date you attend/complete the required elements of the MRes.
You should use Section C to record seminar attendance, presentations and any publications.
The self-auditing process (Learning Needs Analysis; LNA) referred to in this Log may not be familiar to you but it is quite simple and flexible in its design. Evidence of the development of skills does not necessarily take the form of a certificate or award, rather it is a measure of your accomplishment whether you were acting alone or as part of a team. Feedback from others, especially supervisors, also constitutes useful evidence. It will strengthen your claim to have mastered a variety of situations, personal as well as professional, in which you may have demonstrated your skills. Increasingly, employers are asking for such examples at interview and in continuing professional development.
Having carried out the initial audit, you should be able to identify those skills that you may need to develop further. You can then monitor how you’re progressing with developing your skills set by repeating the LNA questions during your studies. It is recommended that you focus on a limited number of development areas at any one time. Development needs and opportunities may change as you progress, but the practice of intentional development of skills should give you the confidence to develop further in any area you choose.
5 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
A Guide to Skills DevelopmentAs a MRes student it is to be expected that you will not just learn new facts and acquire new technical skills but also begin to think, evaluate and write differently. Successful and timely completion of your degree will depend on developing a mixture of subject-specific skills, intellectual skills, such as critical thinking, and more generic skills, like communication and enterprise. Many of these skills will also be important in your future life, whatever career or life choices you make.
All MRes students will start their programme of study possessing many skills at a high level of competence. However, the skills you need are varied and will change with time, and so a process of repeated self-assessment becomes a real asset.
Skills self-audit helps MRes students focus on the skills they currently have, identify which skills they would like to improve and plan how to go about doing so. You should carry out a self-audit at the beginning of the MRes and again at the end of the year of study:
The initial reflection will help you to evaluate the skills you already possess, where possible, providing evidence of these skills;
At the end of the MRes, repeating the self-audit will show you how your skills set has been enhanced by experiential learning and attending the compulsory training sessions.
Evidence of the development of skills does not necessarily take the form of certificates or awards; rather it is a measure of your accomplishments whether acting alone or as part of a team. Feedback from others, especially supervisors, also constitutes useful evidence. It will strengthen your claim to have mastered and demonstrated various skills in a variety of situations, personal as well as professional. Increasingly, employers are asking for such examples at interview and in continuing professional development.
Completing the LNA, should enable you to identify skills that you may need to develop further. It is recommended that you focus on a limited number of development areas at any one time and the section at the end is intended to support this. Development needs and opportunities may change as you progress, but the practice of intentional development of skills should give you the confidence to develop further in any area you choose.
The Researcher Development Framework (RDF) on the next page has been designed to help researchers think about their existing skills, pinpoint gaps in their knowledge, and identify areas for future development. The RDF articulates the knowledge, behaviors and attitudes of researchers from postgraduate students to established academic leaders and is endorsed by Research Councils UK
The RDF is divided into four domains called Domains and labeled A-D. Each Domain is made up of sub-domains, numbered 1-3.
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A - Knowledge and intellectual abilities
A1: Knowledge base A2: Cognitive abilities A3: Creativity B - Personal effectiveness
B1: Professional and career development B2: Self-management B3: Personal qualities C - Research Governance and organisation
C1: Professional conduct C2: Research management C3: Finance, funding and resourcesD - Engagement, influence and impact
D1: Working with others D2: Communication and dissemination D3: Engagement and impact
Each of the sub-domains above is associated with a number of descriptors and associated behaviours, attitudes and knowledge. This is outlined in more detail on the Vitae website
7 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section A
SECTION
Student'sSummaryR
ecord
Section A Student's Sum
mary
Record
Student's Summary Record
Student's Summary Record
To be copied for the Graduate School
Summary Record d Surname: Forenames(s):
Department: Research Group:
Nationality: Home/EU or Overseas:
Degree: MRes Full-time/Part-time (delete as appropriate)
Location & contact details Room no: Floor:
Tel ext: E-mail:
SupervisionSupervisor: E-mail: Dept:
Co-supervisor: E-mail Dept:(if applicable)
FundingAre you self-funding? YES/NO (delete as appropriate)If NO, state source of funding
Key dates: Date
1. Start of MRes2. Nomination of Examiners*
3. Submission of MRes dissertation
4. Oral examination * Examiner nominations should normally be sent for consideration at the April meeting of the College’s Research Degrees Committee (RDC). The Committee meets 4 times a year, in October, January, April and July.
Schedule of work(1) Formal Supervisory Meetings: Date of: Planned Held1. Initial meeting 2. 2-month meeting3. 5-month meeting4. 8-month progress review to include discussion of report 5. 11-month discussion about oral examination
8 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section AStudent’s Summary Record (continued)
Schedule of work continued
(2) Compulsory elements of the courseDate attended &/or Date
completedInduction day 1Induction day 2
Online Training Working with your Supervisor Course and Quiz Research with Integrity Course and Quiz (Both to be completed within the first 3 months of study )
Training workshopsGood research practice (GRP)Time managementProject managementEffective presentation skillsScientific writing 1Scientific writing 2Research with impact
Statistics course Session 1Session 2Session 3Session 4Session 5Session 6Session 7Session 8Statistics exam
Reflective essay Must be completed after Interim Progress Review and before submission of Dissertation. Critical review of three original research publications Must be completed before submission of dissertation
Project abstract and short oral presentation Part of Interim Progress ReviewImpact statement Poster abstract Presenting a poster at PG Research Day One of the two can be your presentation at the postgraduate seminar seriesSeminar attendance; please record details in Section C of the logCollege Seminars (At least 50%)College Research Seminars (a minimum of 6 of the College’s research seminars and 6 other talks on topics relating to your field of study)
9 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
SECTION
Section B Record of your Skills Self Audit and form
al Supervisory Sessions
Record of yourSkills Self Audit andformal SupervisorySessions
10 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Initial Supervisory Session (Student) Start of the MRes
To be filled in before the first Supervisory Session
RVC computer access Yes No RVC email account Yes No
Working title of research project
Learning needs analysis undertaken Date
11 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section B1
Record of your Skills Self Audit and formal Supervisory Sessions
Learning Needs Analysis To be filled in before meeting your supervisor
Using the Learning Needs Analysis (LNA) Questionnaire to record your skills attainment and progress.
The LNA is comprised of 4 sets of questions mapped to the 4 main domains of the RDF
Directions for use
Completing the questionnaire should not take you very long. Start by looking at each of the skills listed on the left of the page. Read the two descriptors that respectively identify a weakness/absence of the skill and a well-developed competence. Mark the point on the 1-8 scale that you think best describes your current competence.
This is a simple number selection on a scale, but later you can add free comments as you identify evidence to support your ability or achievement, and actions you might take to improve your skill(s) in that area.
At the end, look at your scores, identify your strengths and weaknesses, and use these as a basis for identifying your immediate learning needs. Then consider how to address those needs. There are training courses that you are required to attend but there are others available to you ~ and remember many important career and life skills are learnt experientially – so whatever you do, you can expect to acquire and develop your skills over a period of time beginning with this year of postgraduate study.
12 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Learning Needs Analysis Start of the MRes
Dom
ain
A: K
now
ledg
e an
d in
telle
ctua
l abi
litie
sH
ow t
o im
prov
e m
y sk
ill in
thi
s ar
eaEx
ampl
es a
s ev
iden
ce o
f my
I am
fully
fam
iliar w
ith
the
softw
are
pack
ages
th
at I
need
for m
y di
sser
tatio
n (e
.g.
Win
dows
, Wor
d, E
xcel
, Po
werP
oint
, End
Note
et
c.)
I am
fam
iliar w
ith th
e da
taba
ses I
nee
d in
my
rese
arch
and
can
use
th
em to
ext
ract
and
ex
port
info
rmat
ion
I und
erst
and
what
bi
oinf
orm
atics
invo
lves
, wh
ich d
atab
ases
are
av
aila
ble
and
I hav
e ex
perie
nce
in u
sing
them
effe
ctiv
ely
and
confi
dent
ly
I am
fully
fam
iliar w
ith
and
can
use
effec
tivel
y th
e st
atist
ical m
etho
ds
and
pack
ages
(e.g
. SP
SS) t
hat I
will
need
to
com
plet
e m
y di
sser
tatio
n)
I kee
p up
to d
ate
reco
rds o
f all
I do
in a
lo
gica
l man
ner t
hat i
s ea
sily
unde
rsto
od b
y an
yone
who
read
s the
m
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I hav
e lit
tle o
r no
expe
rienc
e in
usin
g so
ftwar
e fo
r wor
d pr
oces
sing,
pre
parin
g sp
read
shee
ts a
nd
illust
ratio
ns o
r han
dlin
g re
fere
nces
I hav
e lit
tle o
r no
expe
rienc
e of
usin
g lit
erat
ure
data
base
s
I kno
w th
at d
atab
ases
exi
st
but h
ave
no k
nowl
edge
or
unde
rsta
ndin
g of
usin
g th
em
I hav
e a
basic
kno
wled
ge o
f st
atist
ics b
ut fi
nd it
har
d to
kn
ow o
r dec
ide
which
test
s to
use
or h
ow k
nowl
edge
of
stat
istics
can
info
rm m
y de
sign
of e
xper
imen
ts
I do
not h
ave
a co
nsist
ent
stra
tegy
that
allo
ws m
e to
re
cord
info
rmat
ion
or th
at
enab
les o
ther
s to
unde
rsta
nd w
hat I
hav
e do
ne
Skill
Softw
are
prog
ram
mes
(e.g
. W
indo
ws, W
ord,
Exc
el,
Powe
rPoi
nt, E
ndNo
te)
Liter
atur
e ba
ses (
such
as
Med
line)
that
I ne
ed fo
r my
diss
erta
tion
and
publ
icatio
ns
Bioi
nfor
mat
ics a
nd re
late
d da
taba
ses f
or g
ene
and
prot
ein
anal
ysis
Stat
istica
l met
hods
and
pa
ckag
es
Reco
rdin
g ex
perim
ents
and
ke
epin
g re
cord
s
13 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Learning Needs Analysis Start of the MRes
14 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
A: K
now
ledg
e an
d In
telle
ctua
l abi
litie
sH
ow t
o im
prov
e m
y sk
ill in
thi
s ar
eaEx
ampl
es a
s ev
iden
ce o
f my
I hav
e wr
itten
and
pu
blish
ed a
bstra
cts
I can
writ
e in
form
ativ
e an
d pe
rtine
nt re
ports
ab
out m
y re
sear
ch
Docu
men
ts I
have
wr
itten
hav
e be
en
subm
itted
succ
essf
ully
fo
r pub
licat
ion
I hav
e wr
itten
and
co
mpl
eted
my
diss
erta
tion
to th
e sa
tisfa
ctio
n of
my
supe
rviso
r and
mys
elf
I am
abl
e to
pro
duce
a
high
qua
lity
post
er
desc
ribin
g m
y wo
rk a
nd
to d
iscus
s it
effec
tivel
y wi
th v
iewe
rs
I am
con
fiden
t tha
t I c
an
prep
are
and
a de
liver
a
good
pre
sent
atio
n wi
th
high
ly re
leva
nt c
onte
nt
and
good
visu
al a
ids
(usin
g e.
g. P
ower
Poin
t)
I am
hig
hly
crea
tive
in
my
appr
oach
to
rese
arch
, I u
se
inno
vativ
e st
rate
gies
an
d th
e be
st te
chno
logy
av
aila
ble
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it h
ard
to w
rite
a co
ncise
and
effe
ctiv
e ab
stra
ct
I am
unc
lear
how
to re
port
on re
sear
ch p
rogr
ess a
nd
how
to s
elec
t the
ap
prop
riate
info
rmat
ion
I do
not h
ave
the
skill
or
confi
denc
e to
dra
ft a
pape
r fo
r pub
licat
ion
I am
uns
ure
what
is
invo
lved
in p
repa
ring
my
diss
erta
tion
I hav
e no
, or o
nly
little
, ex
perie
nce
of p
repa
ring
a po
ster
and
am
unf
amilia
r wi
th th
e so
ftwar
e to
use
My
skills
are
ver
y lim
ited
and
I hav
e tro
uble
dec
idin
g wh
at to
say,
how
to k
eep
to
time
and
how
to a
nswe
r qu
estio
ns
My
appr
oach
to re
sear
ch is
de
void
of o
rigin
ality
, or I
am
no
t inn
ovat
ive
in m
y ap
proa
ch
Skill
Writ
ing
skills
in d
iffer
ent
area
s (i
) res
earc
h ab
stra
ct
(ii) p
rogr
ess r
epor
ts
(iii)
a wr
itten
pub
licat
ion
(iv) a
diss
erta
tion
Pres
enta
tion
skills
(i) a
pos
ter
(ii) o
ral p
rese
ntat
ion
in a
se
min
ar o
r at a
con
fere
nce
Orig
inal
ity a
nd in
nova
tion
in
appr
oach
es to
rese
arch
Learning Needs Analysis Start of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y sk
ill
I hav
e re
ad a
larg
e nu
mbe
r of p
aper
s and
do
not h
ave
signi
fican
t pr
oble
m in
eva
luat
ing
met
hods
Gene
rally
, I u
nder
stan
d th
e au
thor
s’ ar
gum
ents
an
d co
nclu
sions
and
can
cr
iticis
e th
em
I am
con
fiden
t and
relis
h th
e ar
gum
ent i
nvol
ved
Gene
rally
, I c
an d
o th
is an
d un
ders
tand
why
the
data
con
flict
or a
ppea
r to
confl
ict
I hav
e do
ne th
is an
d m
y su
perv
isor h
as a
gree
d it’
s of a
pub
lisha
ble
stan
dard
I can
do
this
and
othe
rs
agre
e wi
th m
e or
un
ders
tand
my
eval
uatio
n wh
en I
expl
ain
it I und
erst
and
and
know
th
e ex
tent
of t
he
liter
atur
e an
d ca
n re
late
m
y fin
ding
s to
it
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it v
ery
diffi
cult
to
eval
uate
met
hods
, so
I do
n’t r
ead
them
or I
ask
so
meo
ne e
lse to
inte
rpre
t th
emI c
an ra
rely
eva
luat
e th
e co
nclu
sions
crit
ically
an
d/or
ofte
n do
not
un
ders
tand
the
conc
lusio
ns
I can
not d
o th
is
I can
not d
o th
is wi
th a
ny
confi
denc
e
I hav
e no
t don
e th
is, n
or
do I
know
how
to g
o ab
out
it I find
this
very
har
d to
do
I can
not d
o th
is eff
ectiv
ely
beca
use
I do
not f
ully
un
ders
tand
my
findi
ngs o
r do
not
kno
w th
e lit
erat
ure
well
enou
gh
15 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
A:
Know
ledg
e an
d Sk
ill
Criti
cal e
valu
atio
n of
m
etho
ds u
sed
in a
sc
ient
ific
pape
r or r
epor
t
Criti
cal e
valu
atio
n of
co
nclu
sions
dra
wn fr
om a
pu
blish
ed st
udy
Abilit
y to
def
end
my
eval
uatio
n of
a re
sear
ch
proj
ect i
n a
sem
inar
or
jour
nal c
lub
pres
enta
tion
Abilit
y to
dra
w co
nclu
sions
fro
m c
onfli
ctin
g se
ts o
f da
ta
Writ
ing
a cr
itica
l rev
iew
(or
chap
ter t
o th
e in
trodu
ctio
n to
the
diss
erta
tion)
that
is
at a
pub
lisha
ble
stan
dard
Abilit
y to
crit
ically
eva
luat
e th
e co
nclu
sions
that
I ha
ve
draw
n fro
m m
y ow
n re
sear
ch
Desc
ribin
g ho
w m
y fin
ding
s rel
ate
to th
e pu
blish
ed li
tera
ture
and
ho
w m
y fin
ding
s mak
e an
or
igin
al c
ontri
butio
n to
that
su
bjec
t
Learning Needs Analysis Start of the MRes
How
to
impr
ove
my
skill
in t
his
Exam
ples
as
evid
ence
of m
y
I am
hig
hly
com
pete
nt
at a
cqui
ring
new
know
ledg
e
I am
abl
e to
wor
k in
depe
nden
tly o
f de
taile
d gu
idan
ce a
nd
to m
ake
info
rmed
de
cisio
ns a
bout
the
dire
ctio
n an
d na
ture
of
my
rese
arch
I reg
ular
ly a
sses
s my
own
com
pete
nce
in
man
y sk
ills a
reas
and
su
cces
sful
ly im
prov
e de
ficie
ncie
s thr
ough
co
urse
s, ex
perie
nce
etc
I can
wor
k effi
cient
ly
and
am st
rong
ly se
lf-m
otiv
ated
I kno
w th
e lim
its o
f my
abilit
ies a
nd c
an a
sk
for h
elp
and
use
it su
cces
sful
ly
I willi
ngly
and
eff
ectiv
ely
take
co
nstru
ctiv
e cr
iticis
m
from
col
leag
ues
to
inco
rpor
ate
it in
pl
anni
ng m
y re
sear
ch
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
My
abilit
y to
gai
n kn
owle
dge
is we
ak
I lac
k co
nfide
nce
to st
udy
and
rese
arch
in
depe
nden
tly, t
o m
ake
decis
ions
with
out h
elp
or
am u
nsur
e wh
at d
ecisi
ons
I nee
d to
take
I am
ver
y un
sure
of m
y sk
ills a
nd c
ompe
tenc
ies
and
do n
ot k
now
how
to
impr
ove
them
I fee
l ina
dequ
ate
in
resp
ect o
f som
e or
all
of
thes
e qu
aliti
es
I ofte
n do
not
reco
gnise
m
y de
ficie
ncie
s or d
o no
t eff
ectiv
ely
obta
in h
elp
or
use
it
I find
it h
ard
to a
ccep
t cr
iticis
m, I
feel
def
ensiv
e ab
out m
y w
ork
and
idea
s an
d of
ten
do n
ot u
se
advi
ce/c
ritici
sm e
ffect
ivel
y
16 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
B:
Pers
onal
Sk
ill
Acqu
isitio
n of
kno
wled
ge
Inde
pend
ent w
orki
ng
Self
awar
enes
s and
the
abilit
y to
iden
tify
weak
sp
ots
and
impr
ove
know
ledg
e an
d pe
rform
ance
acc
ordi
ngly
Self
disc
iplin
e, m
otiv
atio
n an
d th
orou
ghne
ss
I can
reco
gnise
lim
itatio
ns
and
can
draw
on
othe
r so
urce
s of s
uppo
rt an
d as
sista
nce
as a
ppro
pria
te
Rece
ivin
g c
onst
ruct
ive
criti
cism
Learning Needs Analysis Start of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y
I can
set
rese
arch
goa
ls fo
r th
e ne
xt si
x m
onth
pe
riod.
I ca
n or
gani
se
inte
rmed
iate
mile
ston
es
and
I can
prio
ritise
my
day-
to-d
ay a
ctiv
ities
so
that
I m
eet
thes
e
I kno
w fro
m
inde
pend
ent f
eedb
ack
that
I ca
n pr
esen
t my
skills
to o
ther
s opt
imal
ly
thro
ugh
CVs,
appl
icatio
ns a
nd in
in
terv
iews
I hav
e a
com
preh
ensiv
e un
ders
tand
ing
of
acad
emic
and
non-
acad
emic
care
er o
ptio
ns
that
are
ope
n to
me
I can
set
real
istic
goal
s an
d id
entif
y ac
tion
that
I ca
n ta
ke to
impr
ove
my
empl
oyab
ility
and
com
petit
iven
ess
I und
erst
and
how
thes
e sk
ills c
an h
elp
my
rese
arch
now
and
futu
re
care
er
I und
erst
and
the
need
to
take
per
sona
l re
spon
sibilit
y fo
r de
velo
ping
my
skills
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
17 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
B: P
erso
nal e
ffec
tive
ness
Des
crip
tors
I find
it h
ard
to p
lan
and/
or
to se
t prio
ritie
s
I do
not k
now
how
I can
pr
esen
t my
own
skills
to
othe
rs o
r how
effe
ctiv
e I a
m
I do
not k
now
exac
tly w
hat I
wa
nt to
do
when
I gr
adua
te
and/
or I
do n
ot k
now
what
op
tions
will
be o
pen
to m
e
I do
not h
ave
any
care
er
goal
s or I
am
not
con
fiden
t th
at th
e go
als I
hav
e ar
e re
alist
ic
I can
not s
ee th
e po
int o
f de
velo
ping
such
skills
at
this
stag
e be
caus
e m
y fo
cus i
s on
a sp
ecifi
c re
sear
ch p
roje
ctI f
eel I
am
bei
ng p
ushe
d in
to tr
aini
ng c
ours
es
agai
nst m
y pe
rson
al w
ishes
Skill
Rese
arch
pla
nnin
g an
d ac
hiev
ing
goal
s
Pres
entin
g m
y pe
rson
al
skills
to o
ther
s
Unde
rsta
ndin
g ca
reer
op
tions
Setti
ng c
aree
r goa
ls
Deve
lopm
ent o
f per
sona
l an
d ca
reer
skills
thro
ugh
train
ing
Taki
ng re
spon
sibilit
y fo
r m
ysel
f
Learning Needs Analysis Start of the MRes
How
to
impr
ove
my
skill
in t
his
Exam
ples
as
evid
ence
of m
y
I und
erst
and
the
IPR
prin
ciple
s and
hav
e a
work
ing
know
ledg
e or
fir
st h
and
expe
rienc
e of
th
emI a
m fa
milia
r with
all
aspe
cts o
f thi
s and
ha
ve p
ract
ical
expe
rienc
e of
au
thor
ship
, cop
yrig
ht
and
the
DPA
I und
erst
and
the
prin
ciple
s and
hav
e ex
perie
nce
of c
linica
l ex
perim
enta
tion
invo
lvin
g co
nsen
t.I u
nder
stan
d th
e wo
rkin
gs o
f my
loca
l et
hica
l com
mitt
ee a
nd
have
mad
e a
succ
essf
ul a
pplic
atio
nI c
an u
nder
stan
d an
d fo
llow
heal
th a
nd
safe
ty p
roce
dure
, in
cludi
ng th
e pr
oces
ses
of fo
rmal
risk
as
sess
men
t and
I ca
n de
mon
stra
te sa
fe
work
ing
prac
tices
I und
erst
and
how
gran
t ap
plica
tions
are
as
sess
ed a
nd I
have
co
ntrib
ute
to th
e dr
aftin
g or
ass
essm
ent
of g
rant
app
licat
ions
I hav
e wr
itten
, or
cont
ribut
ed
signi
fican
tly to
writ
ing
a pu
blish
ed sc
ient
ific
artic
leI u
nder
stan
d ho
w ar
ticle
s are
ass
esse
d fo
r pub
licat
ion
and
I ha
ve so
me
expe
rienc
e of
con
tribu
ting
to th
e as
sess
men
t of
man
uscr
ipts
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
18 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
C: R
esea
rch
Gov
erna
nce
and
Org
anis
atio
n D
escr
ipto
rs
I do
not u
nder
stan
d th
e pr
incip
les b
ehin
d th
e ac
quisi
tion
and
prot
ectio
n of
IPR
I do
not k
now
how
auth
orsh
ip is
attr
ibut
ed,
what
cop
yrig
ht is
or h
ow
the
DPA
work
s
I am
unc
lear
wha
t in
form
ed c
onse
nt is
and
do
not k
now
how
the
prin
ciple
s are
app
lied
I do
not k
now
what
eth
ical
appr
oval
is, n
or d
o I k
now
abou
t my
loca
l eth
ical
revi
ew c
omm
ittee
I do
not k
now
the
scop
e of
th
e la
w, n
or w
hat i
s re
quire
d to
dem
onst
rate
re
spon
sible
wor
king
pr
actic
e
I hav
e no
kno
wled
ge o
r ex
perie
nce
of th
e pr
oces
ses o
f pre
parin
g an
d su
bmitt
ing
a gr
ant
appl
icatio
n to
supp
ort
rese
arch
I hav
e no
dire
ct e
xper
ienc
e of
this
and/
or v
ery
little
un
ders
tand
ing
of th
e wr
iting
or p
ublis
hing
pr
oces
ses
I do
not k
now
how
jour
nal
edito
rs se
lect
arti
cles
for
publ
icatio
n an
d ha
ve n
o ex
perie
nce
of a
sses
sing
man
uscr
ipts
Skill
Unde
rsta
ndin
g an
d ap
plyi
ng
Inte
llect
ual P
rope
rty R
ight
s (IP
R)
Unde
rsta
ndin
g th
e pr
incip
les
of a
ttrib
utio
n of
aut
hors
hip,
co
pyrig
ht a
nd th
e re
quire
men
ts o
f the
Dat
a Pr
otec
tion
Act (
DPA)
The
prin
ciple
s of i
nfor
med
co
nsen
t in
clini
cal r
esea
rch
Ethi
cal C
omm
ittee
s and
et
hica
l app
rova
l
The
law
on h
ealth
and
safe
ty
issue
s and
an
abilit
y to
de
mon
stra
te re
spon
sible
wo
rkin
g pr
actic
es
Writ
ing
and
subm
ittin
g an
ap
plica
tion
for a
gra
nt to
su
ppor
t res
earc
h
Writ
ing
a sc
ient
ific
artic
le fo
r pu
blica
tion
The
proc
esse
s con
trollin
g pu
blica
tion
of sc
ient
ific
artic
les a
nd o
ther
writ
ing
Learning Needs Analysis Start of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y sk
illI c
an w
ork
co-
oper
ativ
ely
with
thos
e wi
th w
hom
I sh
are
offi
ce o
r lab
orat
ory
spac
e
I und
erst
and
the
role
s of
each
mem
ber o
f the
te
am a
nd c
an a
ccep
t th
ey h
ave
dive
rse
aspi
ratio
ns a
nd n
eeds
I int
erac
t effe
ctiv
ely
in
grou
p di
scus
sion,
I ca
n pu
t my
poin
t acr
oss
and
cont
ribut
e pr
oduc
tivel
y
I can
con
tribu
te to
se
min
ar d
iscus
sions
with
co
nstru
ctiv
e cr
iticis
m
and
enjo
y th
e pr
oces
s
I can
pla
n an
d de
liver
a
lect
ure,
sem
inar
, de
mon
stra
tion
or
tuto
rial,
setti
ng le
arni
ng
obje
ctiv
es a
nd I
am a
ble
to a
sses
my
own
perfo
rman
ceI c
an n
etwo
rk w
ith
colle
ague
s in
my
inst
itutio
n
I can
bui
ld e
ffect
ive
links
wi
th c
olle
ague
s in
othe
r un
iver
sitie
s, or
gani
satio
ns a
nd
com
pani
es
19 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
D: E
ngag
emen
t, in
fluen
ce a
nd im
pact
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it d
ifficu
lt to
wor
k co
-op
erat
ivel
y wi
th o
ther
s in
my
work
plac
e
I fre
quen
tly d
o no
t un
ders
tand
oth
er p
eopl
es’
beha
vior
or fi
nd it
har
d to
ac
cept
thei
r app
aren
t nee
ds
or w
ants
I find
it d
ifficu
lt to
co
ntrib
ute,
to b
e he
ard
or to
ge
t my
poin
t acr
oss
I am
relu
ctan
t to
give
any
fo
rm o
f crit
icism
, eve
n wh
en
I und
erst
and
the
subj
ect,
or
I nev
er k
now
what
to s
ay
I hav
e no
exp
erie
nce
and/
or
little
abi
lity
to te
ach
othe
rs
in a
ny fo
rum
I hav
e no
exp
erie
nce
of, o
r ha
ve h
ad n
o su
cces
s at,
this
I hav
e no
exp
erie
nce
of, o
r no
succ
ess a
t, th
is
Skill
Co-o
pera
tive
work
ing
Unde
rsta
ndin
g be
havi
or in
gr
oups
Disc
ussio
ns in
gro
ups
Givi
ng c
onst
ruct
ive
criti
cism
Supp
ort l
earn
ing
in o
ther
s by
lect
urin
g sm
all g
roup
te
achi
ng, d
emon
stra
ting
Netw
orki
ng in
my
inst
itutio
n
Netw
orki
ng o
utsid
e m
y in
stitu
tion
Supervisor and Student DateTo be completed during the initial meeting
Agreed research milestones and other activities Time frame
Skills training workshops Dates
20 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Confirmation (sign below) Date
Supervisor: Student:
(Second Supervisor):
Supervisory Session (Student) ~2 months
To be completed before the supervisory session.
Summary of progress achieved in the last 2 months mapped against milestones and time frame agreed at initial meeting
21 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section B2
Did you encounter any difficulties? Yes No If yes, explain briefly what the difficulty was, if you were able to overcome it and, if so, how.
22 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Supervisor and Student checklist Date
Have you read the College’s Guidelines for Good Practice in Research and returned the signed form to the Graduate School?
Yes Date No
Have you read the College Health and Safety document and returned the signed form to the Safety Officer?
Yes Date No
Have you completed a GMO form? Yes No N/A
Have you completed COSSH forms for your procedures? Yes Date
N/A No
Have you attended the appropriate training courses (e.g. animal handling, radioisotopes?)
Give details of each course attended and date
Yes No N/A
Revised research milestones and other activities Time frame
Confirmation (sign below)Date:
Supervisor: Student:
(Second Supervisor):
23 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Record of your Skills Self Audit and formal Supervisory Sessions
Supervisory Session (Student) ~5 months
To be completed before the supervisory session
Skills developed, workshops/courses attended, presentations given
Summary of progress achieved since the 2 month meeting mapped against agreed milestones and time frame
Did you encounter any difficulties? Yes No If yes, explain briefly what the difficulty was, if you were able to overcome it and, if so, how.
24 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section B3
Supervisor and Student Date
Are there other skills you want to develop? Yes No N/A
Any agreed changes to direction of research Yes No N/A (if yes give details)
Agreed research plan and activities (Refer to 2 month meeting if no changes) Time frame
Confirmation (sign below) Date:Supervisor:
Student:
(Second Supervisor):
25 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Supervisory Session (Student) ~ 8 months
To be completed before the supervisory session.
Skills developed, workshops/courses attended, presentations given
Summary of progress achieved since the 5 month meeting mapped against agreed milestones and time frame
Did you encounter any difficulties? Yes No If yes, explain briefly what the difficulty was, if you were able to overcome it and, if so, how.
26 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Section B3
Supervisor and Student Date
Are there other skills you want to develop? Yes No N/A
Agreed research plan and activities (Refer to 3 or 5 month meeting if no changes) Time frame .
.
.
.
.
.
.
.
Confirmation (sign below) Date:Supervisor:
Student:
(Second Supervisor):
27 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Supervisory Session prior to oral exam (Student) ~ 11 months
Have you achieved what you set out to do in your research project? Yes No (If no give details)
Have you completed all the required elements of the MRes course and filled out the summary
record in section A?
Have you repeated the LNA? Yes No Date
Have you submitted your research report to the Graduate School? Yes No Date
If no, insert date of submission of your report
Has all the necessary paperwork been sent/taken to the Graduate School office?Yes Date:
Have your examiners been *nominated/approved?Name (internal) Institution
Name (external) Institution
*Research Degrees Committee (RDC) meets 4 times per year (in October, January, April and July). Examiner nominations should normally be sent for consideration at the April RDC meeting
Date of your oral examination?
Time and location (room/building/campus) of your oral examination?
Mock oral Yes No Date
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Student:
(Second Supervisor):
28 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Record of your Skills Self Audit and formal Supervisory Sessions
Learning Needs Analysis End of the MRes
Dom
ain
A: K
now
ledg
e an
d in
telle
ctua
l abi
litie
sH
ow t
o im
prov
e m
y sk
ill in
thi
s ar
eaEx
ampl
es a
s ev
iden
ce o
f my
I am
fully
fam
iliar w
ith
the
softw
are
pack
ages
th
at I
need
for m
y di
sser
tatio
n (e
.g.
Win
dows
, Wor
d, E
xcel
, Po
werP
oint
, End
Note
et
c.)
I am
fam
iliar w
ith th
e da
taba
ses I
nee
d in
my
rese
arch
and
can
use
th
em to
ext
ract
and
ex
port
info
rmat
ion
I und
erst
and
what
bi
oinf
orm
atics
invo
lves
, wh
ich d
atab
ases
are
av
aila
ble
and
I hav
e ex
perie
nce
in u
sing
them
effe
ctiv
ely
and
confi
dent
ly
I am
fully
fam
iliar w
ith
and
can
use
effec
tivel
y th
e st
atist
ical m
etho
ds
and
pack
ages
(e.g
. SP
SS) t
hat I
will
need
to
com
plet
e m
y di
sser
tatio
n)
I kee
p up
to d
ate
reco
rds o
f all
I do
in a
lo
gica
l man
ner t
hat i
s ea
sily
unde
rsto
od b
y an
yone
who
read
s the
m
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I hav
e lit
tle o
r no
expe
rienc
e in
usin
g so
ftwar
e fo
r wor
d pr
oces
sing,
pre
parin
g sp
read
shee
ts a
nd
illust
ratio
ns o
r han
dlin
g re
fere
nces
I hav
e lit
tle o
r no
expe
rienc
e of
usin
g lit
erat
ure
data
base
s
I kno
w th
at d
atab
ases
exi
st
but h
ave
no k
nowl
edge
or
unde
rsta
ndin
g of
usin
g th
em
I hav
e a
basic
kno
wled
ge o
f st
atist
ics b
ut fi
nd it
har
d to
kn
ow o
r dec
ide
which
test
s to
use
or h
ow k
nowl
edge
of
stat
istics
can
info
rm m
y de
sign
of e
xper
imen
ts
I do
not h
ave
a co
nsist
ent
stra
tegy
that
allo
ws m
e to
re
cord
info
rmat
ion
or th
at
enab
les o
ther
s to
unde
rsta
nd w
hat I
hav
e do
ne
Skill
Softw
are
prog
ram
mes
(e.g
. W
indo
ws, W
ord,
Exc
el,
Powe
rPoi
nt, E
ndNo
te)
Liter
atur
e ba
ses (
such
as
Med
line)
that
I ne
ed fo
r my
diss
erta
tion
and
publ
icatio
ns
Bioi
nfor
mat
ics a
nd re
late
d da
taba
ses f
or g
ene
and
prot
ein
anal
ysis
Stat
istica
l met
hods
and
pa
ckag
es
Reco
rdin
g ex
perim
ents
and
ke
epin
g re
cord
s
29 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Learning Needs Analysis End of the MRes
30 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
A: K
now
ledg
e an
d In
telle
ctua
l abi
litie
sH
ow t
o im
prov
e m
y sk
ill in
thi
s ar
eaEx
ampl
es a
s ev
iden
ce o
f my
I hav
e wr
itten
and
pu
blish
ed a
bstra
cts
I can
writ
e in
form
ativ
e an
d pe
rtine
nt re
ports
ab
out m
y re
sear
ch
Docu
men
ts I
have
wr
itten
hav
e be
en
subm
itted
succ
essf
ully
fo
r pub
licat
ion
I hav
e wr
itten
and
co
mpl
eted
my
diss
erta
tion
to th
e sa
tisfa
ctio
n of
my
supe
rviso
r and
mys
elf
I am
abl
e to
pro
duce
a
high
qua
lity
post
er
desc
ribin
g m
y wo
rk a
nd
to d
iscus
s it
effec
tivel
y wi
th v
iewe
rs
I am
con
fiden
t tha
t I c
an
prep
are
and
a de
liver
a
good
pre
sent
atio
n wi
th
high
ly re
leva
nt c
onte
nt
and
good
visu
al a
ids
(usin
g e.
g. P
ower
Poin
t)
I am
hig
hly
crea
tive
in
my
appr
oach
to
rese
arch
, I u
se
inno
vativ
e st
rate
gies
an
d th
e be
st te
chno
logy
av
aila
ble
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it h
ard
to w
rite
a co
ncise
and
effe
ctiv
e ab
stra
ct
I am
unc
lear
how
to re
port
on re
sear
ch p
rogr
ess a
nd
how
to s
elec
t the
ap
prop
riate
info
rmat
ion
I do
not h
ave
the
skill
or
confi
denc
e to
dra
ft a
pape
r fo
r pub
licat
ion
I am
uns
ure
what
is
invo
lved
in p
repa
ring
my
diss
erta
tion
I hav
e no
, or o
nly
little
, ex
perie
nce
of p
repa
ring
a po
ster
and
am
unf
amilia
r wi
th th
e so
ftwar
e to
use
My
skills
are
ver
y lim
ited
and
I hav
e tro
uble
dec
idin
g wh
at to
say,
how
to k
eep
to
time
and
how
to a
nswe
r qu
estio
ns
My
appr
oach
to re
sear
ch is
de
void
of o
rigin
ality
, or I
am
no
t inn
ovat
ive
in m
y ap
proa
ch
Skill
Writ
ing
skills
in d
iffer
ent
area
s (i
) res
earc
h ab
stra
ct
(ii) p
rogr
ess r
epor
ts
(iii)
a wr
itten
pub
licat
ion
(iv) a
diss
erta
tion
Pres
enta
tion
skills
(i) a
pos
ter
(ii) o
ral p
rese
ntat
ion
in a
se
min
ar o
r at a
con
fere
nce
Orig
inal
ity a
nd in
nova
tion
in
appr
oach
es to
rese
arch
Learning Needs Analysis End of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y sk
ill
I hav
e re
ad a
larg
e nu
mbe
r of p
aper
s and
do
not h
ave
signi
fican
t pr
oble
m in
eva
luat
ing
met
hods
Gene
rally
, I u
nder
stan
d th
e au
thor
s’ ar
gum
ents
an
d co
nclu
sions
and
can
cr
iticis
e th
em
I am
con
fiden
t and
relis
h th
e ar
gum
ent i
nvol
ved
Gene
rally
, I c
an d
o th
is an
d un
ders
tand
why
the
data
con
flict
or a
ppea
r to
confl
ict
I hav
e do
ne th
is an
d m
y su
perv
isor h
as a
gree
d it’
s of a
pub
lisha
ble
stan
dard
I can
do
this
and
othe
rs
agre
e wi
th m
e or
un
ders
tand
my
eval
uatio
n wh
en I
expl
ain
it I und
erst
and
and
know
th
e ex
tent
of t
he
liter
atur
e an
d ca
n re
late
m
y fin
ding
s to
it
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it v
ery
diffi
cult
to
eval
uate
met
hods
, so
I do
n’t r
ead
them
or I
ask
so
meo
ne e
lse to
inte
rpre
t th
emI c
an ra
rely
eva
luat
e th
e co
nclu
sions
crit
ically
an
d/or
ofte
n do
not
un
ders
tand
the
conc
lusio
ns
I can
not d
o th
is
I can
not d
o th
is wi
th a
ny
confi
denc
e
I hav
e no
t don
e th
is, n
or
do I
know
how
to g
o ab
out
it I find
this
very
har
d to
do
I can
not d
o th
is eff
ectiv
ely
beca
use
I do
not f
ully
un
ders
tand
my
findi
ngs o
r do
not
kno
w th
e lit
erat
ure
well
enou
gh
31 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
A:
Know
ledg
e an
d Sk
ill
Criti
cal e
valu
atio
n of
m
etho
ds u
sed
in a
sc
ient
ific
pape
r or r
epor
t
Criti
cal e
valu
atio
n of
co
nclu
sions
dra
wn fr
om a
pu
blish
ed st
udy
Abilit
y to
def
end
my
eval
uatio
n of
a re
sear
ch
proj
ect i
n a
sem
inar
or
jour
nal c
lub
pres
enta
tion
Abilit
y to
dra
w co
nclu
sions
fro
m c
onfli
ctin
g se
ts o
f da
ta
Writ
ing
a cr
itica
l rev
iew
(or
chap
ter t
o th
e in
trodu
ctio
n to
the
diss
erta
tion)
that
is
at a
pub
lisha
ble
stan
dard
Abilit
y to
crit
ically
eva
luat
e th
e co
nclu
sions
that
I ha
ve
draw
n fro
m m
y ow
n re
sear
ch
Desc
ribin
g ho
w m
y fin
ding
s rel
ate
to th
e pu
blish
ed li
tera
ture
and
ho
w m
y fin
ding
s mak
e an
or
igin
al c
ontri
butio
n to
that
su
bjec
t
Learning Needs Analysis End of the MRes
How
to
impr
ove
my
skill
in t
his
Exam
ples
as
evid
ence
of m
y
I am
hig
hly
com
pete
nt
at a
cqui
ring
new
know
ledg
e
I am
abl
e to
wor
k in
depe
nden
tly o
f de
taile
d gu
idan
ce a
nd
to m
ake
info
rmed
de
cisio
ns a
bout
the
dire
ctio
n an
d na
ture
of
my
rese
arch
I reg
ular
ly a
sses
s my
own
com
pete
nce
in
man
y sk
ills a
reas
and
su
cces
sful
ly im
prov
e de
ficie
ncie
s thr
ough
co
urse
s, ex
perie
nce
etc
I can
wor
k effi
cient
ly
and
am st
rong
ly se
lf-m
otiv
ated
I kno
w th
e lim
its o
f my
abilit
ies a
nd c
an a
sk
for h
elp
and
use
it su
cces
sful
ly
I willi
ngly
and
eff
ectiv
ely
take
co
nstru
ctiv
e cr
iticis
m
from
col
leag
ues
to
inco
rpor
ate
it in
pl
anni
ng m
y re
sear
ch
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
My
abilit
y to
gai
n kn
owle
dge
is we
ak
I lac
k co
nfide
nce
to st
udy
and
rese
arch
in
depe
nden
tly, t
o m
ake
decis
ions
with
out h
elp
or
am u
nsur
e wh
at d
ecisi
ons
I nee
d to
take
I am
ver
y un
sure
of m
y sk
ills a
nd c
ompe
tenc
ies
and
do n
ot k
now
how
to
impr
ove
them
I fee
l ina
dequ
ate
in
resp
ect o
f som
e or
all
of
thes
e qu
aliti
es
I ofte
n do
not
reco
gnise
m
y de
ficie
ncie
s or d
o no
t eff
ectiv
ely
obta
in h
elp
or
use
it
I find
it h
ard
to a
ccep
t cr
iticis
m, I
feel
def
ensiv
e ab
out m
y w
ork
and
idea
s an
d of
ten
do n
ot u
se
advi
ce/c
ritici
sm e
ffect
ivel
y
32 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
B:
Pers
onal
Sk
ill
Acqu
isitio
n of
kno
wled
ge
Inde
pend
ent w
orki
ng
Self
awar
enes
s and
the
abilit
y to
iden
tify
weak
sp
ots
and
impr
ove
know
ledg
e an
d pe
rform
ance
acc
ordi
ngly
Self
disc
iplin
e, m
otiv
atio
n an
d th
orou
ghne
ss
I can
reco
gnise
lim
itatio
ns
and
can
draw
on
othe
r so
urce
s of s
uppo
rt an
d as
sista
nce
as a
ppro
pria
te
Rece
ivin
g c
onst
ruct
ive
criti
cism
Learning Needs Analysis End of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y
I can
set
rese
arch
goa
ls fo
r th
e ne
xt si
x m
onth
pe
riod.
I ca
n or
gani
se
inte
rmed
iate
mile
ston
es
and
I can
prio
ritise
my
day-
to-d
ay a
ctiv
ities
so
that
I m
eet
thes
e
I kno
w fro
m
inde
pend
ent f
eedb
ack
that
I ca
n pr
esen
t my
skills
to o
ther
s opt
imal
ly
thro
ugh
CVs,
appl
icatio
ns a
nd in
in
terv
iews
I hav
e a
com
preh
ensiv
e un
ders
tand
ing
of
acad
emic
and
non-
acad
emic
care
er o
ptio
ns
that
are
ope
n to
me
I can
set
real
istic
goal
s an
d id
entif
y ac
tion
that
I ca
n ta
ke to
impr
ove
my
empl
oyab
ility
and
com
petit
iven
ess
I und
erst
and
how
thes
e sk
ills c
an h
elp
my
rese
arch
now
and
futu
re
care
er
I und
erst
and
the
need
to
take
per
sona
l re
spon
sibilit
y fo
r de
velo
ping
my
skills
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
33 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
B: P
erso
nal e
ffec
tive
ness
Des
crip
tors
I find
it h
ard
to p
lan
and/
or
to se
t prio
ritie
s
I do
not k
now
how
I can
pr
esen
t my
own
skills
to
othe
rs o
r how
effe
ctiv
e I a
m
I do
not k
now
exac
tly w
hat I
wa
nt to
do
when
I gr
adua
te
and/
or I
do n
ot k
now
what
op
tions
will
be o
pen
to m
e
I do
not h
ave
any
care
er
goal
s or I
am
not
con
fiden
t th
at th
e go
als I
hav
e ar
e re
alist
ic
I can
not s
ee th
e po
int o
f de
velo
ping
such
skills
at
this
stag
e be
caus
e m
y fo
cus i
s on
a sp
ecifi
c re
sear
ch p
roje
ctI f
eel I
am
bei
ng p
ushe
d in
to tr
aini
ng c
ours
es
agai
nst m
y pe
rson
al w
ishes
Skill
Rese
arch
pla
nnin
g an
d ac
hiev
ing
goal
s
Pres
entin
g m
y pe
rson
al
skills
to o
ther
s
Unde
rsta
ndin
g ca
reer
op
tions
Setti
ng c
aree
r goa
ls
Deve
lopm
ent o
f per
sona
l an
d ca
reer
skills
thro
ugh
train
ing
Taki
ng re
spon
sibilit
y fo
r m
ysel
f
Learning Needs Analysis End of the MRes
How
to
impr
ove
my
skill
in t
his
Exam
ples
as
evid
ence
of m
y
I und
erst
and
the
IPR
prin
ciple
s and
hav
e a
work
ing
know
ledg
e or
fir
st h
and
expe
rienc
e of
th
emI a
m fa
milia
r with
all
aspe
cts o
f thi
s and
ha
ve p
ract
ical
expe
rienc
e of
au
thor
ship
, cop
yrig
ht
and
the
DPA
I und
erst
and
the
prin
ciple
s and
hav
e ex
perie
nce
of c
linica
l ex
perim
enta
tion
invo
lvin
g co
nsen
t.I u
nder
stan
d th
e wo
rkin
gs o
f my
loca
l et
hica
l com
mitt
ee a
nd
have
mad
e a
succ
essf
ul a
pplic
atio
nI c
an u
nder
stan
d an
d fo
llow
heal
th a
nd
safe
ty p
roce
dure
, in
cludi
ng th
e pr
oces
ses
of fo
rmal
risk
as
sess
men
t and
I ca
n de
mon
stra
te sa
fe
work
ing
prac
tices
I und
erst
and
how
gran
t ap
plica
tions
are
as
sess
ed a
nd I
have
co
ntrib
ute
to th
e dr
aftin
g or
ass
essm
ent
of g
rant
app
licat
ions
I hav
e wr
itten
, or
cont
ribut
ed
signi
fican
tly to
writ
ing
a pu
blish
ed sc
ient
ific
artic
leI u
nder
stan
d ho
w ar
ticle
s are
ass
esse
d fo
r pub
licat
ion
and
I ha
ve so
me
expe
rienc
e of
con
tribu
ting
to th
e as
sess
men
t of
man
uscr
ipts
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
34 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
C: R
esea
rch
Gov
erna
nce
and
Org
anis
atio
n D
escr
ipto
rs
I do
not u
nder
stan
d th
e pr
incip
les b
ehin
d th
e ac
quisi
tion
and
prot
ectio
n of
IPR
I do
not k
now
how
auth
orsh
ip is
attr
ibut
ed,
what
cop
yrig
ht is
or h
ow
the
DPA
work
s
I am
unc
lear
wha
t in
form
ed c
onse
nt is
and
do
not k
now
how
the
prin
ciple
s are
app
lied
I do
not k
now
what
eth
ical
appr
oval
is, n
or d
o I k
now
abou
t my
loca
l eth
ical
revi
ew c
omm
ittee
I do
not k
now
the
scop
e of
th
e la
w, n
or w
hat i
s re
quire
d to
dem
onst
rate
re
spon
sible
wor
king
pr
actic
e
I hav
e no
kno
wled
ge o
r ex
perie
nce
of th
e pr
oces
ses o
f pre
parin
g an
d su
bmitt
ing
a gr
ant
appl
icatio
n to
supp
ort
rese
arch
I hav
e no
dire
ct e
xper
ienc
e of
this
and/
or v
ery
little
un
ders
tand
ing
of th
e wr
iting
or p
ublis
hing
pr
oces
ses
I do
not k
now
how
jour
nal
edito
rs se
lect
arti
cles
for
publ
icatio
n an
d ha
ve n
o ex
perie
nce
of a
sses
sing
man
uscr
ipts
Skill
Unde
rsta
ndin
g an
d ap
plyi
ng
Inte
llect
ual P
rope
rty R
ight
s (IP
R)
Unde
rsta
ndin
g th
e pr
incip
les
of a
ttrib
utio
n of
aut
hors
hip,
co
pyrig
ht a
nd th
e re
quire
men
ts o
f the
Dat
a Pr
otec
tion
Act (
DPA)
The
prin
ciple
s of i
nfor
med
co
nsen
t in
clini
cal r
esea
rch
Ethi
cal C
omm
ittee
s and
et
hica
l app
rova
l
The
law
on h
ealth
and
safe
ty
issue
s and
an
abilit
y to
de
mon
stra
te re
spon
sible
wo
rkin
g pr
actic
es
Writ
ing
and
subm
ittin
g an
ap
plica
tion
for a
gra
nt to
su
ppor
t res
earc
h
Writ
ing
a sc
ient
ific
artic
le fo
r pu
blica
tion
The
proc
esse
s con
trollin
g pu
blica
tion
of sc
ient
ific
artic
les a
nd o
ther
writ
ing
Learning Needs Analysis End of the MRes
How
to
impr
ove
my
skill
in t
his
area
Exam
ples
as
evid
ence
of m
y sk
illI c
an w
ork
co-
oper
ativ
ely
with
thos
e wi
th w
hom
I sh
are
offi
ce o
r lab
orat
ory
spac
e
I und
erst
and
the
role
s of
each
mem
ber o
f the
te
am a
nd c
an a
ccep
t th
ey h
ave
dive
rse
aspi
ratio
ns a
nd n
eeds
I int
erac
t effe
ctiv
ely
in
grou
p di
scus
sion,
I ca
n pu
t my
poin
t acr
oss
and
cont
ribut
e pr
oduc
tivel
y
I can
con
tribu
te to
se
min
ar d
iscus
sions
with
co
nstru
ctiv
e cr
iticis
m
and
enjo
y th
e pr
oces
s
I can
pla
n an
d de
liver
a
lect
ure,
sem
inar
, de
mon
stra
tion
or
tuto
rial,
setti
ng le
arni
ng
obje
ctiv
es a
nd I
am a
ble
to a
sses
my
own
perfo
rman
ceI c
an n
etwo
rk w
ith
colle
ague
s in
my
inst
itutio
n
I can
bui
ld e
ffect
ive
links
wi
th c
olle
ague
s in
othe
r un
iver
sitie
s, or
gani
satio
ns a
nd
com
pani
es
35 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Dom
ain
D: E
ngag
emen
t, in
fluen
ce a
nd im
pact
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
1 2
3 4
5 6
7
8
Des
crip
tors
I find
it d
ifficu
lt to
wor
k co
-op
erat
ivel
y wi
th o
ther
s in
my
work
plac
e
I fre
quen
tly d
o no
t un
ders
tand
oth
er p
eopl
es’
beha
vior
or fi
nd it
har
d to
ac
cept
thei
r app
aren
t nee
ds
or w
ants
I find
it d
ifficu
lt to
co
ntrib
ute,
to b
e he
ard
or to
ge
t my
poin
t acr
oss
I am
relu
ctan
t to
give
any
fo
rm o
f crit
icism
, eve
n wh
en
I und
erst
and
the
subj
ect,
or
I nev
er k
now
what
to s
ay
I hav
e no
exp
erie
nce
and/
or
little
abi
lity
to te
ach
othe
rs
in a
ny fo
rum
I hav
e no
exp
erie
nce
of, o
r ha
ve h
ad n
o su
cces
s at,
this
I hav
e no
exp
erie
nce
of, o
r no
succ
ess a
t, th
is
Skill
Co-o
pera
tive
work
ing
Unde
rsta
ndin
g be
havi
or in
gr
oups
Disc
ussio
ns in
gro
ups
Givi
ng c
onst
ruct
ive
criti
cism
Supp
ort l
earn
ing
in o
ther
s by
lect
urin
g sm
all g
roup
te
achi
ng, d
emon
stra
ting
Netw
orki
ng in
my
inst
itutio
n
Netw
orki
ng o
utsid
e m
y in
stitu
tion
Learning Needs Analysis End of MRes
Reflect on any changes since you carried out the LNA at the start of your MRes:What have I accomplished?
Is there anything that I set out to achieve which I have not accomplished?
What new skills have I acquired?
Am I writing differently and if so what is/are the difference(s)?
36 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Am I thinking differently, and if so what is the difference?
Am I evaluating things differently, and if so what is/are the difference(s)?
What things am I aware of now that I didn’t pay attention to previously?
37 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
SECTION
Section C Record of your Skills Developm
ent Plans
38 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
College and Postgraduate Seminars attendedAdd additional pages when necessary
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Speaker
Date
Comments
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39 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Seminars attendedTitle
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40 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
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41 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
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42 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Seminars attendedTitle
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43 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Seminars attendedTitle
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Date
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44 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Seminars attendedTitle
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Date
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45 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Seminars attendedTitle
Speaker
Date
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Date
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Date
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Title:
Speaker
Date
Comments
46 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Training Workshops/other Courses attended
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
Title DateInternal (RVC) Other Skill(s) developed
47 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Presentations givenPresentation at RVC Postgraduate Student Seminar series Title
Date
Second oral research presentationTitle
Date Other oral {research} presentations or poster presentations at conferencesTitle
DateResearch group/Conference/Other (delete as appropriate and give further details)
Title
DateResearch group/Conference/Other (delete as appropriate and give further details)
Title
DateResearch group/Conference/Other (delete as appropriate and give further details)
48 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
Publications Indicate type of publication (e.g. peer-reviewed research paper, abstract or conference proceedings) and whether the publication is in preparation, submitted, accepted for publication or published
Title
Authors
Journal/conference and date
Title
Author
Journal/conference and date
Title
Authors
Journal/conference and date
Title
Authors
Journal/conference and date
49 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g
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50 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g