ACE2149 : Global Food Challenges, Controversies and Citizenship (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Dr Saloni Kaur Dang
- Lecturer: Dr Gerry O'Brien, Dr Lourdes Santos-Merx
- Owning School: Natural and Environmental Sciences
- Teaching Location: Singapore
|Semester 1 Credit Value:||10|
The aim of this module is to introduce students to the academic practices and expectations of Newcastle University, to engage students with current debates and controversies in food & human nutrition.
Outline Of Syllabus
1 Introduction to the module and workshop. (L1 2 h)
2 Essay Writing (L2)
3 Search, Critical Thinking and Review (L3/T1 2 X 2 h)
4 Self-management and Group work (T2 2 X 2 h)
5 Groups and Topics (T3 2 X 2 h)
6 Timed essay under exam conditions (1 h)
7 Assessment support (T4 2 X 3 h)
8 Learning Logs and Reflection (L4)
9 Poster presentation assessment support (T5 – 2 X 1 h)
10 Assessed poster presentation (up to 6 h)
|Guided Independent Study||Assessment preparation and completion||1||10:00||10:00||Preparation of learning log|
|Guided Independent Study||Assessment preparation and completion||1||5:00||5:00||Preparation of peer assessment within tutor groups|
|Guided Independent Study||Assessment preparation and completion||1||10:00||10:00||Preparation of group poster|
|Scheduled Learning And Teaching Activities||Lecture||10||1:00||10:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||5:00||5:00||Essay preparation|
|Scheduled Learning And Teaching Activities||Small group teaching||4||1:00||4:00||5 tutorial groups|
|Scheduled Learning And Teaching Activities||Workshops||1||4:00||4:00||Students presenting posters|
|Guided Independent Study||Student-led group activity||1||12:00||12:00||Group work research and reading around poster topic|
|Guided Independent Study||Independent study||4||10:00||40:00||Reading on module topics beyond the taught material|
Teaching Rationale And Relationship
Lectures are used to provide detailed information relating to each of the principal topic areas and in particular to explain the rationale and structure of the module. Knowledge outcomes 1;2;3;4 and 5.
Small Group Teaching:
Students will develop a set of literature detailing key texts and sources on their chosen key issues and controversies related to food and nutrition. Sessions (approximately ten students per group) will be led by a member of academic staff and designed to encourage discussion of the relevant topic. Small group teaching relates to knowledge outcomes 1; 2; 3; 4; and 5. skills outcomes 1; 2; 3; 4; 5; and 6.
Students work in their small teaching groups to produce a poster on one of the key topics. In working in a group to produce the poster they also practise knowledge outcomes 1; 2; 3; 4 and 5 and skills outcomes 1; 2; 3; 4 and 5.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||60||1000 words Individual essay|
|Poster||1||M||40||Group poster presentation and annotated bibliography (max 15 mins)|
|Reflective log||1||M||2 pages|
Assessment Rationale And Relationship
Essay under exam conditions: This assessment give the students practice and instruction in essay writing, developing relevant questions and working under pressure.
Poster Presentation: The poster assesses student depth of understanding of a key issue/controversy in food production and nutrition from farm to fork. It tests their ability to use information sources appropriately (knowledge outcome 4) and to demonstrate that they have accessed a range of data sources which they have critically evaluated (skills outcome 1). Producing an A0 poster assesses basic competence in IT skills and ability to reference appropriately (skills outcomes 2 and 3). Production of the poster and its presentation at the event assesses ability to learn in a group (skills outcome 4) and to communicate what they have learnt to their peers and staff (skills outcome 5).
Learning Log: This requires students to reflect on what they have learnt through the module with particular regard to two of learning outcomes 1) planning and organising for effective learning individually and in a group and 2) understanding assessment criteria. Students will be asked to provide a commentary on the process of producing the search strategy/bibliography and the poster. They will also be required to reflect on the process of peer assessing other posters and what they have learnt about assessment criteria as a result.