Module Catalogue 2020/21

HSS2100 : Graduate Development in Second Year

  • Offered for Year: 2020/21
  • Module Leader(s): Miss Ruth Furlonger
  • Owning School: Philosophical Studies & Combined Honours
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment

None

Co Requisites
Co Requisite Comment

None

Aims

The module creates a focussed opportunity for students to develop and enhance their graduate attributes and skills. This shall be achieved through either undertaking a significant role in Combined Honours, or the wider University, that contributes to the student experience or leading a developmental project. Examples of such roles are peer mentor, peer assisted study support, student representative, officer of a society, or volunteer for a non-profit organisation. None of these roles, or project leads, are formal employment positions or directly rewarded in financial remuneration, but the student is expected to treat the role as if it was an employment position in terms of attendance, diligence and performance. Through carrying out this role, or project, the student should demonstrate how they have developed and enhanced their graduate attributes and skills. The student will receive guidance and support on how to do so from the module team.

Outline Of Syllabus

No previous experience or specific knowledge is required.

The module offers students the opportunity to undertake work-related learning through carrying out their role or project in Combined Honours, or the wider University. Supported by the staff and peers, students will reflect on and manage their own learning and development. Students will enhance their graduate attributes and capabilities, employability and personal enterprise skills as well as contributing towards meeting the aims of enhancing the student experience in Combined Honours, or the wider University.

In order to complete this module, students must have a role or be taking a lead on a developmental project. Students will join the module at the start of semester one and will be able to some extent to balance their work for the module across both semesters. As the roles may vary in workload and challenge, students will also undertake a project related to enhancing the student experience in order to meet the minimum work requirements of the module (in the region of 70 hours of direct work on the role itself), those leading projects from the outset will ensure their project is of sufficient scope to meet this workload.

Students will be required to enhance their contribution to the role or project undertaken through reflective practice and personal research conducted with academic rigour. Students in doing this will be supported and advised through a blend of online and in-person seminars, activities and supervision.

A similar degree of academic rigour will be required in undertaking the project. However these projects should be focussed on achieving practical rather than theoretical outcomes and seek to make a direct contribution to practice and policy. The project will be undertaken in a group. The students will have responsibility to devise a suitable project with the advice and subject to approval by the module leader.

Students will be inducted into the module and the activities and responsibilities required of them. Throughout the module students will keep an activity log of the time and activities undertaken on the role and related module work, which will be available to the module leader to inspect.

Learning Outcomes

Intended Knowledge Outcomes

At the end of the module students will be able to:
1. Demonstrate an awareness of graduate attributes and good practice in personal and professional development;
2. Demonstrate an understanding of the appropriate issues required in order to successfully deliver the aims of the role.

Intended Skill Outcomes

At the end of the module students should be able to:
1. Apply techniques for structured reflection, to plan and manage their own learning and development in their practice, and consider future aspirations;
2. Identify progression towards graduate attributes and demonstrate applied knowledge enhancing their area of personal and professional practice;
3. Identify and describe the impact of the project undertaken and articulate their personal contribution to it;
4. Communicate about their own experience and attributes in appropriate professional language.

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials160:308:00Non-synchronous online resources that guide student learning (videos, structured activities, podcast
Scheduled Learning And Teaching ActivitiesSmall group teaching151:0015:00Seminars (classroom interaction)
Scheduled Learning And Teaching ActivitiesSmall group teaching40:302:00Individual tutorials (online)
Guided Independent StudyIndependent study1681:00168:00Role, project and independent study.
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time71:007:00Synchronous seminar for online discussion
Total200:00
Teaching Rationale And Relationship

Training is provided (outside the module, and if needed / appropriate) to enable students to carry out their role safely (for themselves and others) and effectively. Seminars will be conducted in a workshop format in order to induct students into the requirements and activities of the module. Online resources will also introduce students to theories and practices of graduate development and enhancing graduate skills. Practical activity in the form of a role or project provides students with a context within which they are expected to practice experiential learning through reflection, critical analysis and continuous improvement. Seminars are used to facilitate discussion of the assessment criteria in relation to students’ individual experiences within their role and to help them to prepare for assessment. Tutorials, supervision and self directed learning resources are provided throughout the module that enable students to create links between their role experience and the knowledge and skills they have acquired through attending training (where appropriate), conducting personal research and workshops. Tutorials will also be used to provide supervisory advice to guide and facilitate student project work.

Reading Lists

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt1M100To include a portfolio, group project, and reflective exercise.
Assessment Rationale And Relationship

The module assesses all intended knowledge and skills outcomes through three summative pieces of assessment, supported by some formative work.

1. Students will first complete a formative piece of work to identify their chosen development goals and articulate their plan for progressing against these. Students will then complete a summative portfolio of recorded activities.

2. The project will deliver a lasting impact and the summative output is likely to be a written report, but scope will be left for some negotiation about presentations based on the nature of the project. Formative work will include delivering peer feedback on others’ projects.

3. The final element of summative assessment is an overview of the individual’s development and achievement against all the learning outcomes. This will require the student to reflect and apply self-assessment on how well they achieved the module aims (and their personal goals in doing so).

The written equivalent of this work will not exceed 4000 words.

A key part of the ethos of this module is working in partnership with the students taking it. Therefore insofar as practicable, elements and parameters are negotiated between the module team and the students. With regard to assessment this includes the assessment criteria for each component, deadlines, format of output, and weighting. The description and figures presented above are the normal parameters of the module which are then collectively agreed each year, with the any changes applying to all students.

Timetable

Past Exam Papers

General Notes

N/A

Disclaimer: The information contained within the Module Catalogue relates to the 2020/21 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2021/22 entry will be published here in early-April 2021. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.