Module FOUD02G8: Scholarship in Higher Education Extended (SHE Extended)

Department: Foundation Year (Durham)

FOUD02G8: Scholarship in Higher Education Extended (SHE Extended)

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the student’s chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the student’s chosen discipline. All students apart from Arts & Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment. 
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module aims:
• to introduce and support the development of effective academic skills and communication;
• to introduce a range of foundation concepts and knowledge to support learning in Higher Education;
• to introduce and support structured 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.

Content

• Approaches to study in HE
• Academic writing genres
• Plagiarism and a range of academic referencing practices
• Academic information sources and the use of academic sources to support learning
• Critical and reflective thinking styles
• Structured communication

Learning Outcomes

• By the end of the module students will have demonstrated they have knowledge of:
• 1. approaches to study in HE
• 2. academic writing genres
• 3. plagiarism and a range of academic referencing practices
• 4. academic information sources and the use of the academic sources to support learning
• 5. critical and reflective thinking styles
• 6. structured communication

• By the end of the module students will have demonstrated that they can:
• 1. read, analyse and critically evaluate academic texts
• 2. extract ideas and information from academic texts and use them to construct and support an argument presented in appropriate academic format
• 3. use academic texts to present alternative arguments or ‘red buts’
• 4. understand specialist vocabulary from academic texts and use it in appropriate ways in their writing

• By the end of the module students will have demonstrated that they can:
• 1. use academic essay writing conventions, such as an introduction, main body, and conclusion, using appropriately structured paragraphs,
• 2. construct a coherent, logical and persuasive argument, supporting their position with evidence and dealing with alternative arguments as necessary
• 3. make accurate and appropriate use of grammar, suitable vocabulary, academic style, and academic conventions, including appropriate presentation of an academic essay
• 4. present quotations, paraphrases and references accurately and correctly, and that they can use the Harvard referencing system as set out in Cite Them Right

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 collaborative lectures and workshops and/ or tutorials on a weekly basis. Students will be taught concepts and skills, and then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes.
• Lectures and Workshops: Collaborative lectures and workshops are used to provide guided access to the module content and approximately 100 students attend the main module lecture and workshop. Most additional teaching is carried out in groups ranging between 5-30 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.
• Tutorials: 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.
• Assessments within this module are designed to enable students to develop epistemological maturity, self-regulation and essential academic communication skills. The assessments are focused around one primary academic genre – the essay. The essay form is used in nearly all disciplines, and the core academic skills it involves (use of evidence, synthesis, in-depth analysis, argumentation, criticality, logical organisation, clear expression) are relevant to all regardless of discipline or genre. Early assessments are used to provide detailed tutor feedback and scaffold later assessments.
• For the first formative assessment (the essay map), students will be provided with a reading pack and an essay question and produce a plan in the form of a one-page map. This will assess students’ ability to apply early module content on the core academic skills mentioned above, particularly organisation and argumentation. For the second assessment (the essay critique), students will be provided with a prompt to generate an essay using an AI tool and asked to submit this essay plus a critique. This will further develop awareness of organisation and argumentation and add a focus on quality of evidence, depth of analysis and criticality. For the third assessment (the in-class essay) students will be asked to gather discipline-specific sources, read and make notes, then write an essay answering a question given out in class. This will help develop all the academic skills listed above. The final assessment will be a personal reflection on SHE, the student’s development as a learner over the course of the module and the links between SHE and their own discipline. This will consolidate their learning from the entire module and prepare them to apply it in later modules and on their degree programmes.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Every SHE lecture involves extensive in-class formative tasks and exercises, which help students to iteratively build competency towards each respective summative assessment.

■ 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