Module FOUD02G8: Scholarship in Higher Education

Department: Foundation Year (Durham)

FOUD02G8: Scholarship in Higher Education

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims:
• to introduce a range of foundation concepts and knowledge to support learning in Higher Education;
• to develop understanding of qualitative and quantitative data collection;
• to support the effective use of primary and secondary data;
• to support the development of effective academic skills and communication;
• to develop reflective practice;
• structured verbal communication
• to introduce interdisciplinary and collaborative learning and an understanding of academic conventions (norms, values and expectations) in order to prepare students to join the community of practice of their chosen discipline.
• Skills and other attributes
• This module also supports the overall programme aims to enable students to have:
• acquired the ability to work confidently with a range of academic materials and sources (as appropriate to progression subject area);
• acquired the ability to work confidently with numerical data and basic statistics (as appropriate to progression subject area);
• gained various skills for undergraduate study, including the ability to extract and summarise meaning from text, to read rapidly and accurately, to write and present clear and precise arguments using appropriate evidence;
• acquired a level of self-efficacy in relation to workload management, basic academic autonomy and a learner identity as an effective university student;
• gained skills in using libraries, online databases and other reference resources;
• acquired the ability to engage confidently and with clarity in academic oral argument and respond appropriately to contributions made by fellow students.

Content

• Epistemology and the ownership of ideas
• Plagiarism and a range of academic referencing practices
• A range of quantitative and qualitative research methods
• Theories of learning
• Academic information sources and the use of the Library to support learning
• Critical and reflective thinking styles
• The academic learning cycle
• Academic writing styles
• Structured verbal communication

Learning Outcomes

• By the end of the programme students will have:
• 1. Knowledge of a range of foundational subject concepts
• 2. Knowledge of a range of relevant research methods
• 3. Knowledge of a range of relevant vocabulary

• By the end of the programme students will be able to:
• 1. Demonstrate the appropriate use of a range of foundational subject concepts
• 2. Demonstrate the appropriate use of relevant research methods
• 3. Demonstrate the appropriate use of a range of relevant vocabulary

• By the end of the programme students will be able to:
• 1. Demonstrate critical thinking
• 2. Demonstrate effective communication using appropriate academic styles
• 3. Demonstrate appropriate use of number
• 4. Demonstrate the use of appropriate sources of evidence

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module will be delivered using a combination of lectures and seminars/tutorials on a weekly basis. Students will be taught concepts and skills then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes.
• Lectures and seminars are used to provide guided access to Concepts, methods and theories. Most teaching is carried out in groups ranging between 10 – 30 students to allow for an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher, teacher-led discussions and discussion in groups. These are supported by reference materials, such as introductory videos, module handbooks, handouts or notes posted on the VLE and are delivered by expert staff from within the DCAD team. · Lectures and Seminars focus on developing Subject Specific Knowledge and Key Skills.
• Workshops and Tutorials are used to orient learning, support individual student needs, and to consolidate learning. Tutorials focus on problem-based exercises in small groups or individually. · Workshops and Tutorials enable students to consolidate their Subject Specific Knowledge and understanding by applying Subject Specific and Key Skills to problems.
• Individual tutorials focus on discussion and feedback between students and tutors on a one-to-one basis in a more informal environment. These support all learning outcomes, enabling students to discuss, question and receive feedback on their progress, to enhance their own self-reflection, and to encourage them to take responsibility for their own study.
• Orientation tasks support students toward Self-Regulated learning and support students to develop Subject Specific Knowledge and Skills, and Key Skills. Self-regulated learning encourages students to reflect on their own learning; identify strengths and weaknesses; and structure some of their own future learning through self-diagnostic exercises and completion of an extended project. Orientation tasks and Self-guided learning support all learning outcomes, enabling students to consolidate and expand on Subject Specific Knowledge gained through other learning methods, and to develop Key Skills, which are applied in the production of formative and summative assignments.
• Assessments within this module increase in complexity and sophistication (and therefore weighting) as the module progresses. The assessments reflect student’s progress through the levels of Bloom’s Taxonomy of Learning; moving from assessing student’s ability to recall and understand via simple written tasks in the Writing Portfolio; through application and analysis in the Test; to analysing, evaluating and creating within the Research Portfolio.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A range of formative tasks are used on a weekly basis to enable the demonstration of working towards moudle outcomes and building competency towards each respective summative assessment method.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University