Syllabus

The programme of the Master of Multidisciplinary Research in Experimental Sciences is based on experiential learning through work on selected research projects and the supervision of group leaders from a large variety of research areas.

Overview

Coordinator: Hafid Laayouni (ESCI, UPF); Marius Costache (ICN2)
Teaching staff:
Marius Costache (ICN2), Ramon Miquel (IFAE), Borja Requena (ICFO), Pablo Latorre (IRBB), Lidia Mateo (IRBB), Miquel Barcelona (CRM) and Hafid Laayouni (ESCI, UPF)
ECTS:
5
Workload:
125 hrs.
Term:
1st
Location: UPF Campus Mar (Dr. Aiguader 80)
Comments: Students must bring their laptop for the hands-on sessions


Teaching guide

Presentation of the course

This course focuses on statistical methods to analyse Research data in Experimental Sciences. The course starts with a crash course in the programming tools needed to complete the subject, and an introduction to useful tools for their research projects. The format is a 4-day workshop, modelled on and taking advantage of open-source online materials.

After a general introduction on probability theory and parameters estimation, an emphasis will be made on statistical inference, along with a general introduction to Bayesian statistics. The course comprises 5 ECTS credits, involving approximately 30 hours of plenary lectures, and 20 hours of exercises and hands-on computer classes. The subject is based on the understanding of key methodological concepts and tools and on the application of Python resources to solve statistical analysis. As this is an intensive course, students are advised of the need for strong interaction with the lecturers and of the need to keep the class material up to date.

The subject focuses on practical implementation of different types of tools for statistical inference. Thus, the methods covered are strongly based on a good understanding of basic principles of probability and programming.

Prerequisites in order to follow the itinerary

Previous programming knowledge and notions of probability are required. A Python Bootcamp is organised for 6 sessions at the beginning of the course to introduce python language to all students.

Information on the teaching

This course will be delivered face to face. The structure of the course is based on:

  • Theorical sessions (Initial training period): Theorical classes on statistics and programming with exercises and practical examples to understand the content of the subject.
  • Practical sessions (last week of April): we will perform 3 practical sessions. The practicals will be available during the course, and these sessions are intended to solve practical problems you might found during your research project. You must ask your questions before the session, so we can dedicate the whole session to interpret the results.


Associated competences

General competences

Instrumental:

Proficient reading/writing/listening of scientific English related to the subject.

Interpersonal:

Group work

Ability to solve by yourself a given problem

Systemic:

Analysis and synthesis abilities

Ability to search for information

Specific competences

  1. To understand the concept of probability.
  2. To understand Bayes’ Theorem.
  3. To distinguish statistical description from inference.
  4. To understand the concept of random variable.
  5. To become familiar with central trend and dispersion measures.
  6. To understand the concept of probability distribution.
  7. To become familiar with the most common kinds of distributions.
  8. To understand the implication of large numbers’ use and convergence.
  9. To understand the concept of confidence intervals and standard error.
  10. To understand the concept and application of Monte Carlo techniques.
  11. To understand the concept of estimator and its main properties.
  12. To master standard techniques for parameter estimation such as least-squares and maximum likelihood fits.
  13. To master standard techniques for error propagation.
  14. To understand the concept of hypothesis testing.
  15. To understand the concept of Type I and II errors.
  16. To master the concept of ANOVA and its different designs.
  17. To master the concept of contingency tables and the relevant testing procedures.
  18. To master the concept of and procedures for Regression and Correlation Analysis.
  19. To understand resampling methods.
  20. To understand the concepts of multiple regression and correlation.
  21. To understand the concept and procedures for Likelihood ratio tests, Linear tests, Non-linear tests and machine learning.
  22. To understand the concept of Bayesian Statistics.
  23. To master parameter estimation in a Bayesian framework.
  24. To master hypothesis testing (“model selection”) in a Bayesian framework.
  25. To become familiar with Markov chain Monte Carlo and its applications in Bayesian statistics.


Learning aims

To understand and apply algorithms and methods currently used in multidisciplinary research in experimental sciences to perform statistical analysis upon data.


Contents

Module 0 (Lidia Mateo, Miquel Barcelona)

Python Bootcamp

Module 1 (Hafid Laayouni, Pablo Latorre, Borja Requena)

Introduction. Descriptive statistics

Basic concepts of probability. Distributions and probability density functions

Sampling distribution. Law of large numbers and convergence

Hypothesis testing: t-student, ANOVA, Regression analysis, Categorical data.

Module 2 (Ramón Miquel)

Bayesian statistics

Module 3 (Marius Costache)

Machine learning


Calendar

Session Learning activity Format Lecturer Date Time Location
1 Introduction Theorical Hafid Laayouni 15-Sep 15:00-18:00 Campus Mar
2 Sampling Distribution Theorical Hafid Laayouni 16-Sep 15:00-18:00 Campus Mar
3 Hypothesis testing and T-student Theorical Hafid Laayouni 17-Sep 15:00-18:00 Campus Mar
4 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

20-Sep 10:00-12:00 Campus Mar
5 Categorical Data Theorical Hafid Laayouni 20-Sep 15:00-17:00 Campus Mar
6 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

22-Sep 10:00-12:00 Campus Mar
7 Practical T-student Theorical
/Practical
Pablo Latorre 22-Sep 15:00-18:00 Campus Mar
8 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

27-Sep 10:00-12:00 Campus Mar
9 Hypothesis testing: Anova I Theorical Hafid Laayouni 27-Sep 15:00-17:00 Campus Mar
10 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

29-Sep 10:00-12:00 Campus Mar
11 Hypothesis testing: Anova II Theorical Hafid Laayouni 29-Sep 15:00-17:00 Campus Mar
12 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

4-Oct 10:00-12:00 Campus Mar
13 Practical Anova Theorical
/Practical
Pablo Latorre 4-Oct 15:00-18:00 Campus Mar
14 Bootcamp Bootcamp

Lidia Mateo

Miquel Barcelona

06-Oct 10:00-12:00 Campus Mar
15 Regression/Correlation Theorical Borja Requena 06-Oct 15:00-18:00 Campus Mar
16 Regression/Correlation Theorical Borja Requena 08-Oct 10:00-13:00 Campus Mar
17 Effect Size Theorical Hafid Laayouni 08-Oct 15:00-18:00 Campus Mar
18 Machine learning Theorical
/Practical
Marius Costache 11-Oct 10:00-13:00 Campus Mar
19 Machine learning Theorical
/Practical
Marius Costache 13-Oct 10:00-13:00 Campus Mar
20 Machine learning Theorical
/Practical
Marius Costache 13-Oct 15:00-18:00 Campus Mar
21 Bayesian statistics Theorical Ramon Miquel 18-Oct 15:00-17:00 Campus Mar
22 Bayesian statistics Theorical Ramon Miquel 20-Oct 15:00-17:00 Campus Mar
23 Bayesian statistics Theorical Ramon Miquel 22-Oct 11:00-13:00 Campus Mar
24 Bayesian statistics Theorical Ramon Miquel 22-Oct 14:00-16:00 Campus Mar
  Exam Exam   TBD    


Assessment

General assessment criteria

The evaluation will consist of three parts:

Task Description Weight
Module 1 Final exam. Exercises and practicals eventually delivered during the course. 64%
Module 2 Take home exams, Practical works and eventually exercises delivered during the course. 18%
Module 3 Take home exams, Practical works and eventually exercises delivered during the course. 18%

All assessment and exercises to be delivered are to be individual work, that is, students can and are advised to discuss and work together to resolve assessments, but the final resolution and presentation must be individual. Disciplinary action will be taken against students who breach guidelines (e.g. colluding with other students or copying other students’ work).


Course Materials

Course materials available on GitHub at https://github.com/philipp-germann/BIST-Python-Bootcamp


Preliminary Requirements

Students are requested to bring their own laptop with a working installation of Anaconda Python 3.6. Installation instructions and additional resources are given here.


Recommended Installation

Version: Anaconda Python 3.6

Distribution: Anaconda with Jupyter and Spyder (or another editor)

Packages: NumPy, SciPy, MatplotLib, Pandas, Seaborn, Scikit-learn

Version Control: Git


Online Resources

Learn X in Y minutes where X = Python

Learn Python

10 Minutes to Pandas

Pythonic Perambulations

Subtleties of Colour


Useful Courses

Software Carpentry – Programming with Python

Software Carpentry – Plotting and Programming with Python

Software Carpentry – Version Control with Git

Software Carpentry – Instructor Training

Python – Python Tutorial

Data Carpentry – Python for Ecologists

AstroEd – Python for Physics and Astronomy

SciPy – Lecture Notes, particularly the Statistics in Python chapter

J.R. Johansson – Scientific Computing with Python

Institute of Space Sciences – Python for Astronomy and Particle Physicists.


Teaching Resources

https://www.otexts.org/book/biostat

http://onlinestatbook.com/

http://www.biostathandbook.com/


Other References

Best Practices in Scientific Computing

Good Enough Practices in Scientific Computing


Bibliography

M.L. Samuel, J.A. Witmer, A. Shaffner. Statistics for the Life Sciences.

G. Cowan; “Statistical Data Analysis”, 1998, Oxford University Press

Stuart et al., “Kendall’s Advanced Theory of Statistics”, Vol 2A. Wiley.

F. James, “Monte Carlo Theory and Practice”, Rep. Prog. Phys. 43 (1980) 73.

D. Sivia and J. Skilling, “Data Analysis, A Bayesian Tutorial”, 2nd ed., 2006, Oxford University Press

E.T. Jaynes, “Probability Theory: The Logic of Science”, Cambridge University Press.

W.T. Press et al., “Numerical Recipes: The Art of Scientific Computing”, Cambridge University Press.

Overview

Coordinator: Míriam Navarro (BIST)
Teaching Staff:
Carolina Llorente (UPF); Núria Bayo (BIST); Maruxa Martinez (PRBB), Elena Redondo (BIST); Marta Llorens (BIST), Míriam Navarro (BIST), Àlex Argemí (ICN2), Laura Hernandez (ICIQ), Sebastian Grinschpun (IFAE), Geraint Story (Cambridge Training Associates); Gavin Lucas (The Paper Mill)
ECTS
: 5
Workload:
125 hrs.
Term:
1st 2nd, 3rd
Location:
UPF Campus Mar (Dr Aiguader, 80) and BIST Centres

 

Description of the subject

The course is a developmental training programme which is focused on enhancing the effectiveness of future researchers by providing an opportunity to build their understanding, skills and confidence in basic knowledge of responsible research, project management and effective communication. It also encourages critical discussions and thorough reflection on the wider impact of concrete research and innovation (R&I) aspects and the overall science and technology system. It equips students with knowledge and skills to understand Responsible Research and Innovation (RRI), Open Science (OS) or Quadruple Helix model of innovation (QH) approaches and to promote and facilitate such discussion and reflection processes, and gives them the opportunity to be part of such activities. The course also focuses on different skill sets for scientific communication: how to gather information, and how to communicate science to peers, multidisciplinary peers and to general public. During the course students will learn to gather, manage and summarise scientific information and also they will develop their abilities in three key channels for traditional scientific communication (poster presentations, scientific articles, and oral presentations) and by designing, performing and evaluating a public engagement activity for general public.

The course is divided into three different domains:

BLOCK I: RRI and public communication

BLOCK II: Project management

BLOCK III: Scientific communication

 

Objectives

On completion of this seminar students will be able to:

  • Understand methods to facilitate dialogue on R&I with different actors: multidisciplinary peers, strategic stakeholders (users, consumers, patients, industry representatives, policy makers, CSO representatives), media and the general public
  • Develop public communication skills
  • Adapt these methods to their specific R&I process or development
  • Carry out a dialogue activity to discuss a specific R&I process or development and analyse the participants’ different perspectives on and assessment of the R&I issue under debate
  • Develop attitudes and techniques on effective planning and project management
  • Develop techniques to effectively communicate with thesis supervisor and relevant people for the success of the thesis
  • Develop an individual plan for the coming year and identify the things that need to be done now in order to secure the job they want
  • Develop techniques to communicate the outputs of their research projects in different ways: poster, paper and oral presentation

 

Methodology

Block I: RRI and public communication

In this course, students will have the opportunity to experience both sides of deliberation activities. Thereby it will be possible for them to reflect on different societal aspects of R&I developments (including issues of sustainability, societal equality, gender, open science, open access etc.) applied to their own research. Students will not only be sensitised for the embeddedness of R&I, but also how different actors engage in mutual discussions on these matters, including the challenges and opportunities that such engagement entails.

Students will get to know and discuss different methods to facilitate dialogues on R&I and related developments. In groups they will prepare and conduct presentations on different related methods suggested by the course instructor. Groups of students supervised by the course instructor will design and implement a dialogue “experiment”. Thus, each student will experience both the side of the facilitator and that of a participant. At the end of the course students will assess their own public engagement activity and present it in an oral presentation.

Block I sessions overview:

Learning activityLecturerDescription

Overview of the subject.

Explaining my research: multidisciplinary peers

Carolina Llorente

Introduction to the subject.

Practical exercise (speed dating) to understand the importance and challenges of communicating with multidisciplinary partners.

Evaluative activity inside classroom: attendance and participation

Exploring participatory science movements: RRI, OS, QHCarolina Llorente

Practical exercise (card exchange) to familiarize students with participatory science. Theoretical review of the three main frameworks for a participatory science production and governance.

Evaluative activity inside classroom: attendance and participation

Research integrity and science ethics (I)Maruxa Martínez

Introduction to research integrity and science ethics. Philosophical reflection and practical experiences from research routine.

Evaluative activity inside classroom: attendance and participation

Research integrity and science ethics (II)Maruxa Martínez

Practical tools to keep your research integrity: data management and conflict of interests.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom: data management plan

Other Shared valuesCarolina Llorente

Practical exercise (jigsaw activity) to discuss other shared values beyond research integrity in the research process (e.g., ethics, gender perspective, inclusive science, sustainability)

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside the classroom: Brief essay on how to integrate the shared values in your major project research

Overview of dialogue approach.

Public communication skills. Knowing your public.

Marta Llorens

Review and critical assessment of practical examples of the different approaches to conduct a bi-directional public engagement activity based on dialogue with different stakeholders.

Evaluative activity inside classroom: attendance and participation

Science and society: practical examples.Experts form the BIST Centres

Round table session with experts in science communication and outreach activities.

Evaluative activity inside classroom: attendance and participation

Public engagement approach: Designing a participatory
activity
Míriam Navarro

Small group discussions to design an online participatory activity (bi-directional) based on at least one students’ major project research.

Evaluative activity inside classroom: attendance, participation and mind map creation

Public engagement – Dialogical approach

Àlex Argemí

Sebastian Grinschpun

Laura Hernández

Brief oral presentations of the dialogical approach of each public engagement activity, the target public and the objectives. Classmate and teachers’ feedback to improve the proposal.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom: integrate feedback

Public engagement – How to evaluate

Àlex Argemí

Sebastian Grinschpun

Laura Hernández

Co-creation of the evaluation methodology to assess each public engagement activity.

Evaluative activity inside classroom: attendance, participation and rubrics creation

Evaluative activity outside classroom: perform and evaluate the public engagement activity

Public engagement – Final presentations

Àlex Argemí

Sebastian Grinschpun

Laura Hernández

Final oral presentations of the public engagement carried out mainly focusing on implemented dialogue dynamics and evaluation results.

Evaluative activity inside classroom: attendance and participation

 

Block II: Project Management

The focus of the block is project management techniques which create effective interactions and a well-managed research project implementation. This course will build on your existing skills and can be applied directly to your research.

Research requires a display of initiative, commitment and persistence. Project management compliments those skills by providing process, monitoring, communication and risk response.

On this course, students will develop:

  • An understanding of the impact project management skills can have on your research project
  • An introduction to foundation project management tools and their application in research projects
  • An insight into project management responsibilities in maintaining relationships and communication channels

This training course is full of activity and discussion. The class will be working in small groups and applying project management theory onto a research project.

Block II sessions overview:

Learning activityLecturerDescription

Overview of main concepts involved in Project Management.

Identifying key elements will impact my research project.

Núria Bayó

Introduction to the subject. Overview on different methodologies. Exercise to understand the classification of projects and the three main constraints linked to each project. Practical exercise to identify what are the key elements when developing your participatory activity.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom to self-reflect on your research project.

Being a Project Management on Research.

Getting tools to manage your research projects (work plan, risk assessments, communication plan and team work).

Núria Bayó

Introduction to main tools used on Project Management adapted to research projects. Practical exercises to identify the impact on using described tools. Practical exercises to use described tools on your participatory activity.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom to self-reflect on your research project.

Evaluative activity outside classroom two weeks later to apply knowledge to a given real research project proposal.

 

Block III: Science Communication

Throughout this workshop series, the instructor will introduce basic concepts in written and visual communication, as a common theme for scientific communication, and will expand and build upon these in each successive session. As part of the students’ learning process, the instructor will reinforce the culture of always considering the Why of each scientific task (Why am I doing this? What do I want to achieve?), rather than just applying a formula for how it ‘should’ be done. Thus, the students will develop their scientific skills through autonomous thinking, rather than just applying standard practice.

Block III sessions overview:

Learning activityLecturerDescription
Writing your Master’s ThesisElena Redondo

To explore the structure of scientific papers and the process of scientific writing, and to create a writing plan and structural draft of the participants’ MSc thesis.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom: Creating a plan for developing, reviewing, polishing and submitting the MSc thesis

Preparing an Oral PresentationGavin Lucas

To explore key elements of designing and delivering a scientific presentation, and to plan and practice the participants’ oral defence of their MSc thesis.

Evaluative activity: create a draft of the oral thesis presentation, and practice presenting their story to their colleagues

Preparing Scientific PostersGeraint Wyn Story

The role of posters in research communication. How to create an effective poster. Submitting posters to conferences. Working the poster session at an event.

Evaluative activity inside classroom: attendance and participation

Evaluative activity outside classroom: Completion and quality of pre-course task. Completion and quality post-course task.

Reading EffectivelyMíriam Navarro

Searching for and selecting literature. Reading efficiently. Managing your literature. Integrating your reading into your writing

Evaluative activity inside classroom: attendance and participation.

Evaluative activity outside classroom: Completion and quality of pre-course task. Completion and quality post-course task.

 

Calendar

SessionLearning activityFormatLecturerDateTimeLocation
1

Overview of the subject.

Explaining my research: multidisciplinary peers

Theorical

/Practical

Carolina Llorente21-sep15:00-17:00Campus Mar
2Exploring participatory science movements: RRI, OS, QH

Theorical

/Practical

Carolina Llorente23-oct

15:00-17:00

Campus Mar
3Research integrity and science ethics (I)

Theorical

/Practical

Maruxa Martínez28-oct

15:00-17:00

Campus Mar
4Research integrity and science ethics (II)

Theorical

/Practical

Maruxa Martínez30-sep

15:00-17:00

Campus Mar
5Other Shared values

Theorical

/Practical

Carolina Llorente5-oct

15:00-17:00

Campus Mar
6Science and society. Practical examples

Theorical

/Practical

Experts BIST Centres7-oct

15:00-17:00

Campus Mar
7Public engagement approach: Introduction and Planning a
participatory activity

Theorical

/Practical

Míriam Navarro14-oct

15:00-17:00

Campus Mar
8Project Management I

Theorical

/Practical

Núria Bayó19-oct

15:00-17:00

Campus Mar
9Public communication skills. Knowing the public

Theorical

/Practical

Marta Llorens21-oct

10:00-12:00

Campus Mar
10Reading effectively

Theorical

/Practical

Míriam Navarro21-oct

15:00-17:00

Campus Mar
11Project Management II

Theorical

/Practical

Núria Bayó22-nov

15:00-17:00

IRB Barcelona
12Public engagement – Dialogical approach

Theorical

/Practical

Sebastian Grinschpun, Àlex Argemí, Laura Hernández24-jan

15:00-17:00

DCEXS
13Public engagement – How to evaluate

Theorical

/Practical

Sebastian Grinschpun, Àlex Argemí, Laura Hernández7-feb

15:00-17:00

IBEC
14Public engagement – Final presentations

Theorical

/Practical

Sebastian, Àlex Argemí, Laura Hernandez7-mar

15:00-17:00

CRG
15Preparing Poster presentations

Theorical

/Practical

Geraint Wyn Story2-may

15:00-17:00

online
16Writing your thesis

Theorical

/Practical

Elena Redondo6-jun

15:00-17:00

IFAE
17Preparing Oral presentation

Theorical

/Practical

Gavin Lucas4-jul

15:00-17:00

ICIQ

 

Assessment

Activity

Weight

Block I – Participatory science and Public Comm.

  • Brief essay (10%, individual)
  • Research Integrity task (5%, individual)
  • Public Engagement Activity:
    • Mind map (5%, group)
    • Feedback integration (5%, group)
    • Teacher evaluation (5%, group)
    • Other groups evaluation (5%, group)
    • Group members’ evaluation (5%, individual)
40%

Block II – Project Management

  • Practical exercises in class (20%, group)
  • Brief essay (10%, individual)
  • Case study (10%,individual)
30%

Block III – Scientific Comm.

  • Thesis writing (5%, individual)
  • Oral presentations (5%, individual)
  • Scientific poster (5%, individual)
  • Reading task (5%, individual)
  • Participation (10%, individual)
30%

Attendance and active participation in all sessions will be taken into account for the final grade. It can modify up to 10% of the final grade.

This course does not have a final exam; the assessment will be done continuously throughout the course. This will be through several deliveries along the three blocks, oral presentations and self-assessment activities. It is necessary to pass all three blocks (minimum score 5/10) to pass the course.

Overview

Coordinator: Robert Sewell (ICFO)
Teaching staff:
Robert Sewell and Rubén Vicente
Total credits:
5 ECTS
Workload:
125 hrs.
Term:
1st, 2nd and 3rd terms
Location:
UPF Campus Mar (Dr. Aiguader 80) and BIST Centres + DCEXS

 

Description of the subject

This course provides broad exposure to multidisciplinary research in experimental sciences. The aim is to give students direct contact with inspirational speakers, introduce cutting-edge challenges in contemporary research, and help prepare students to understand what is involved in pursuing a cutting-edge research career in academia or industry, and specifically for pursuing a PhD at a leading international institution.

There are two main components of the course:

  • Research Seminars: Designed to complement the hands-on training they will receive in carrying out their research projects. These seminars are presented by PIs from the UPF and BIST research centres during the Initial Training Period, and invited external speakers during the Training Days.
  • Group Discussion Sessions: During the training days, there will be a student-led group discussion session emphasising critical evaluation of scientific literature. These will involve faculty from the UPF and BIST, and the invited external speakers.

 

Objectives

  • Meet researchers from participating institutions, and outstanding international scientists
  • Learn about important contemporary research topics
  • Discuss topics relevant to becoming a successful scientist
  • Learn about and discuss some of the challenges involved in multidisciplinary research

 

Methodology

Seminars and discussion sessions with BIST/UPF PIs and invited external speakers, including student-led presentation and discussion of scientific publications. Students will be required to prepare and lead a discussion session based on a research article on the presented topic, which they must choose and research.

 

Format

For the 2021-22 academic year, all seminars and discussions for EU speakers will be in-person (if the conditions allow us) and for non-EU speakers will be held online via videoconferencing platform.

Both internal and external seminars will follow the same format. For the internal seminars we ask the speaker to include a few slides to introduce the centre / department, and opportunities for (PhD) students, at the start of their seminar.

Research Seminars

Speakers will be invited to present a seminar, followed by a Q&A about their chosen research topic and general challenges in undertaking multidisciplinary research / pursuing a research career.

There will be 8 seminars from BIST/DCEXS PIs, and 8 seminars from invited external speakers, with a standard format:

  • 15-minute introduction to the research field of the speaker and their corresponding research institute / department
  • 45-minute research seminar on a topic of their choice, which might include research that the speaker has led, or an open challenge in the field
  • 30-minutes discussion, which may open onto more general topics about pursuing a research career

Note that the order is flexible, and for the external seminars the students will be responsible for leading the introductory discussion via a presentation of a research paper from the invited external speaker.

The research seminars will be open to the BIST community, and publicly announced.

Where possible, we will arrange an informal Q&A session over coffee with the speaker and MSc students.

Group Discussion Sessions

For the student-led discussion of a research paper, the group of students will be required to choose and present a research paper on a topic related to the seminar that day in consultation with the invited external speaker, and lead the group in a discussion of the paper and the seminar. A short CV of the speaker and the paper the students are going to present should be uploaded to Aula Global one week before the training day in order to share this information with the rest of the classmates.

Students will undertake this task in small groups. The assignment of students to each Discussion Session will be defined during the initial training period. The format will be:

  • 30-minute student-led introduction and discussion of their chosen research paper
  • 30-minutes discussion, which may open onto more general topics about pursuing a research career

 

Calendar

Initial Training Period – Research Seminars

SessionSpeakerAffiliationDateTimeLocation
1Donate WeghornCRG21-Sep10:00-12:00Campus Mar
2Oriol GallegoDCEXS23-Sep10:00-12:00Campus Mar
3Maria Jose EsplandiuICN228-Sep10:00-12:00Campus Mar
4TBDIRB Barcelona30-Sep10:00-12:00Campus Mar
5Irene Marco-RiusIBEC5-Oct10:00-12:00Campus Mar
6Valerio PruneriICFO7-Oct10:00-12:00Campus Mar
7Toni LlobetICIQ14-Oct10:00-12:00Campus Mar
8Aurelio JusteIFAE19-Oct10:00-12:00Campus Mar

 

Training Days – Group Discussion Sessions

The speakers will be announced during September. The locations are at the different BIST Centers.

 

Assessment

Attendance of at least 80% of the seminars and group discussion sessions is required to pass the subject.

Students are responsible to communicate and justify absences and late arrivals.

Students are expected to participate actively in group discussions.

TaskDescriptionWeight
TestsThere will be a short online quiz following each seminar
using questions provided by the lecturers
40%
ClassworkOral presentation summarizing the chosen research article;
students must also lead discussion session
60%

Overview

Coordinators: Jordi Arbiol (ICREA & ICN2), Maria García-Parajo (ICREA & ICFO)
Lecturers:
Aitor Mugarza (ICN2); Belén Ballesteros (ICN2); Cesar Moreno (ICN2); Christian Neissner (PIC); Daniel Kerzberg (IFAE); Emilio Gualda (ICFO); Francisco Belarre (ICN2); Gabriel Gomila (IBEC); Marc Botifoll (ICN2); Jordi Andilla (ICFO); Jordi Fraxedas (ICN2); Jorge Jiménez (IFAE); Julien Colombelli (IRBB); Laurent Ladepeche (ICFO); M. Chiara Spadaro (ICN2); Manel Martínez (IFAE); Marcos Rosado (ICN2); Maria Marsal (ICFO); Neus Domingo (ICN2); Nikos Giakoumakis (IRBB); Pablo Guerra (IBMB); Pablo Loza (ICFO); Santi Serrano (IEEC); Sara Martí-Sánchez (ICN2); Sébastien Tosi (IRBB); Timo Zimmermann (CRG).
ECTS: 5
Workload:
125 hrs.
Term:
1st and 2nd
Location:
BIST Centers
Prerequisites
: None

 

Description of the subject

Intensive winter school combining theoretical courses and hands-on training in a selected topic in multidisciplinary science. This course will take full advantage of the research and academic facilities at the centres. The topic and location(s) will rotate each year.

The topic for 2021/22 will be Microscopy & Imaging Science, covering the following five topics:

  1. Optical microscopy
  2. Electron microscopy
  3. Scanning probe microscopy
  4. Raman imaging and spectroscopy
  5. Imaging technology and approaches in astrophysics / cosmology

 

Objectives

  • To acquire knowledge in thematic advanced techniques in experimental science
  • To develop the hands-on practical and technical skills in specific experimental and/or theoretical techniques
  • To gain experience working in groups

 

Methodology

Lectures, research seminars, and hands-on training in specific experimental techniques.

 

Location & Organisation

The theoretical part of the course will be carried out from the 16 to the 22 of December.

The hands-on training of the winter school will be hosted by the BIST research centres, with the location rotating depending on the topic. This year ICFO will host the symposium, with input from IRB, CRG, ICN2, IBEC and IFAE researchers. Practical training will be undertaken at each centre to take advantage of their research and training facilities from 10 to 14 of January.

 

Assessment

Task

Description

Weight

Participation

Participation in lectures and classes during school

30%

Coursework & Tests

Assessment via coursework and tests given during and
immediately after the workshop

70%

Overview

Coordinator: Núria Bayó (BIST) and Rubén Vicente (UPF)
Academic Tutors
: Rubén Vincente (UPF), Pau Gorostiza (IBEC), Robert Sewell (ICFO), Thomas Surrey (CRG), Rafel Escribano (IFAE), Mónica Perez Temprano (ICIQ), Arben Merkoçi (ICN2), Roger Gomis (IRB Barcelona)
ECTS
: 20
Workload
: 500 hrs.
Term:
1st 2nd & 3rd
Location
: BIST Centers & DCEXS

 

Description of the subject

Hands-on, intensive training-through-research. The aim is to provide in-depth training in a specific discipline. The student chooses and develops during five months one of the projects offered by the BIST-DCEXS research groups and re-enforces the training in multidisciplinary science provided in the initial period.

Research Component: Students will join a research team at one of the BIST institutes / DCEXS and develop a research project assigned and supervised by a principal investigator. During this time, the student will perform calculations and/or experiments, analyse data, describe and discuss results, research the literature, and other tasks required to successfully carry out a research project. The aim is to acquire key conceptual knowledge and experimental skills, familiarise the student with the organisation and functioning of a research team, and provide the student with first-hand knowledge of life as a researcher, as a first step towards pursuing a future research career.

Training Component: Under the guidance of their supervisor, students will gain a broad understanding of theoretical concepts and standard research techniques in their field, and a deep understanding of the background to their research topic.

 

Objectives

  • To acquire advanced knowledge in a field of the experimental sciences
  • To develop the practical and technical skills required for a specific discipline on experimental sciences
  • To learn good practices to design, record and discuss experiments.
  • To analyse and communicate properly scientific results.

 

Methodology

Research Component: Students complete a guided research project, with clear goals in terms of acquiring conceptual knowledge and technical skills, as well as expected research outcomes. Progress is monitored through regular structured reports and research group meetings.

Training Component: The methodology combines guided independent learning through reading textbooks and scientific literature, with regular tutorial sessions with supervisor, and hands-on training in the laboratory.

 

Assessment

Task

Description

Who evaluates

When

Weight

Initial Report

2-page initial project plan description including the research goal, concepts and techniques that should be required

Academic Tutor and Coordinator

15-Nov

10%

Mid-term Report

2-page assessment of progress, discussing challenges that may have arisen, and re-evaluating project plan

Academic Tutor and Coordinator

21-Mar

10%

Final Report

2-page final report that summarizes key findings, and placing these in the context of the state of the art in the field.

Academic Tutor and Coordinator

21-Jul

10%

Poster presentation

Students should prepare a poster presentation about their projects to be evaluated through oral presentation.

External panel

At the BIST Symposium (June)

10%

Supervisor Evaluation

  • Oral presentation to the research group: student’s understanding of the field, and their performance in learning new concepts and techniques. (40%)

  • Student’s performance and attitude in carrying out the research project. (60%)

Research Supervisor

15-Jul

60%

Overview

Coordinator: Núria Bayó (BIST) and Rubén Vicente (UPF)
Academic Tutors:
Rubén Vincente (UPF), Pau Gorostiza (IBEC), Robert Sewell (ICFO), Thomas Surrey (CRG), Rafel Escribano (IFAE), Mónica Perez Temprano (ICIQ), Arben Merkoçi (ICN2), Roger Gomis (IRB Barcelona)
ECTS:
10
Workload:
250 hrs.
Term:
1st & 2nd
Location:
BIST Centers & DCEXS

 

Description of the subject

The aim of this subject is to provide students with complementary training in a different research discipline to that of their major project. Students are required to carry out a 10-week stay in a different research group (the host group). The aim is to gain complementary conceptual knowledge and experimental skills. Students will gain experience working in a different research environment, and an ability to analyse the multidisciplinary component of a research project.

 

Objectives

To acquire advanced knowledge in a different field of the experimental sciences to that of the main project

To develop the practical and technical skills required for a specific discipline on experimental sciences

To train multidisciplinary approaches to a given research topic

 

Methodology

Students gain supervised, hands-on training guided by the principal investigator of the host group. Student and supervisor will develop clear goals in terms of acquiring conceptual knowledge and technical skills. Progress is monitored through regular structured reports. Assessment is via these reports, and evaluation by the supervisor and PI of the host group.

 

Assessment

Task

Description

Who evaluates

When

Weight

Initial Report

2-page initial project plan description including the research goal, concepts and techniques that should be required

Academic Tutor and Coordinator

Within the first two weeks of the project

20%

Final Report

2-page final report that summarizes key findings, and placing these in the context of the state of the art in the field.

Academic Tutor and Coordinator

21-Jul

20%

Supervisor Evaluation

  • Oral presentation to the research group: student’s understanding of the field, and their performance in learning new concepts and techniques. (40%)

  • Student’s performance and attitude in carrying out the research project. (60%)

Research Supervisor

15-Jul

60%

Overview

Coordinator: Núria Bayó (BIST) and Rubén Vicente (UPF)
Academic Tutors:
Rubén Vincente (UPF), Pau Gorostiza (IBEC), Robert Sewell (ICFO), Thomas Surrey (CRG), Rafel Escribano (IFAE), Mónica Pérez Temprano (ICIQ), Arben Merkoçi (ICN2), Roger Gomis (IRB Barcelona)
ECTS:
10
Contact Hours:
250
Term:
3rd
Location:
BIST Centers & DCEXS

 

Description of the subject

The student will write a research manuscript in the format of a scientific paper, based on the original results obtained by the student during their research training. In addition, the student will make a public oral presentation and defence of this work to an examining committee.

 

Objectives

  • To elaborate a scientific manuscript with the different sections of a scientific article
  • To put in practice the knowledge acquired in data analysis in the results section
  • To present in the introduction and discussion sections the aspects related to responsible research and multidisciplinary approach derived from the project
  • To practise oral communication of scientific results
  • To demonstrate the acquisition of advanced knowledge during the master’s in the discipline of the projects performed

 

Assessment

Task

Description

Who evaluates

When

Weight

Scientific manuscript

Written report of project results

External Panel

5-Jul

50%

Oral presentation

20-minute presentation of project in front of committee

External Panel

20, 21, 22-Jul

30%

Oral defence

10-minute questions by committee

External Panel

20, 21, 22-Jul

20%

Students should attend all the oral presentations within the same evaluation session.

Complementary academic activities:

The BIST Symposium on Microscopy, Nanoscopy and Imaging Sciences is an event included in the Master of Research and is also the culmination of the BIST Master’s Winter School, a two week training programme on microscopy, nanoscopy and imaging sciences.

The Symposium is organized by ICFO, ICN2, and BIST, and aims to gather researchers from the BIST centres as well as interested parties from other institutes to discuss the latest techniques and results in various fields such as optical microscopy, electron microscopy, imaging technology and approaches in astrophysics, among others. Every year, experts in these fields are invited to give short talks.

Usually the BIST Symposium take place at The Institute of Photonic Science (ICFO), a BIST centre in Castelldefels. And since the Symposium is also the culmination of the BIST Master’s Winter School, there is a poster presentation by the master students in which they present their current research.

Download the programme of the 2021 BIST Symposium

The research seminars are part of the curriculum of the BIST Master of Multidisciplinary Research in Experimental Sciences and consists of monthly lectures and discussion sessions with internationally recognized researchers, providing a broad exposure to multidisciplinary research in experimental sciences. The main aim of the seminars is to provide the master students direct contact with inspirational speakers and leaders, who will talk about cutting-edge challenges in contemporary research.

The 2019/2020 edition of the BIST Research Seminars included the following prominent speakers:

Prof. Dr. Ana Pombo
Max-Delbrück Centre for Molecular Medicine
Invited by CRG

Prof. Sarah-Maria Fendt
Katholieke Universiteit Leuven
Invited by IRB Barcelona
October 5, 2020 – 4:00PM-5:00PM

Prof. Dr. Dr. hc. Viola Vogel
ETH Zürich
Invited by IBEC
October 19, 2020 – 5:00PM-6:00PM

Prof. Fabrizio d’Adda
IFOM
Invited by DCEXS
October 21, 2020 – 5:00PM-6:00PM

Prof. Raffaella Buonsanti
EPFL
Invited by ICIQ
October 26, 2020 – 5:00PM-6:00PM

Prof. Dr. Oscar Franco
Institute of Social and Preventive Medicine
Invited by ICN2
November 2, 2020 – 5:00PM-6:00PM

Dr. Georgia Theano Papadakis
Stanford University
Invited by ICFO
November 9, 2020 – 5:00PM-6:00PM

Prof. Rogério Rosenfeld
Universidade Estadual Paulista
Invited by IFAE
November 16, 2020 – 5:00PM-6:00PM