SCX8002 : Professional Skills
- Offered for Year: 2024/25
- Module Leader(s): Dr Jenny Davidson
- Owning School: School X
- Teaching Location: Newcastle City Campus
- Capacity limit: 49 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
Aims
The module has been designed to prepare students for their academic studies and personal development in leadership for Climate Change and Sustainability. In particular in relation to working in a multidisciplinary setting. The module has four main aims:
- To develop postgraduate study and research skills such as critical analysis, academic writing and evaluation of research methods and approaches.
- To develop a critical understanding of self in relation to leadership for climate change and sustainability
- To develop inclusive practices for global citizenship
- Develop skills to work in an interdisciplinary setting and in particular to support participation in the Live Projects Module
Outline Of Syllabus
The module combines online learning and lectures with interactive workshops. Core teaching is delivered via lectures, workshops and online and are used to explore and evaluate the core syllabus and use social learning practices to support multidisciplinary learning.
Syllabus will include:
Critical analysis and academic writing skills
Understanding context to identify potential research topics and researchable questions
Considering issues and challenges, where relevant, from a wide variety of perspectives including social, economic, political, religious, ethical and cultural
Thinking critically about theory and practice and different forms of knowledge
Evaluation of research methods and approaches, to ensure rigour, credibility, and value
Evaluating the potential professional, organisational, societal and global impact, including in relation to the SDGs
The process of critically evaluating sources of data,
Understanding self as an individual, including through awareness of learning styles and engagement with critical reflection
Understanding self in a team, including in cross-cultural and cross-disciplinary contexts
Understanding self as a leader in relation to Climate Change and Sustainability
Information skills and digital literacies
Exploring employability, entrepreneurship and careers
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Module talk | 2 | 2:00 | 4:00 |
Module talk at outset to present module/ icebreaker sessions to build module community. Module talk at the end to discuss learning and module experience with students. |
| Scheduled Learning And Teaching Activities | Lecture | 8 | 1:00 | 8:00 | One per week in semester 1 |
| Scheduled Learning And Teaching Activities | Small group teaching | 16 | 2:00 | 32:00 | To support sense making of lecture content in semester 1 and research proposal development in semester 2 |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | N/A |
| Structured Guided Learning | Structured research and reading activities | 20 | 1:00 | 20:00 | Asynchronous online |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | N/A |
| Guided Independent Study | Independent study | 66 | 1:00 | 66:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 46 | 1:00 | 46:00 | Group oral presentations |
| Total | 200:00 |
Teaching Rationale And Relationship
The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their own knowledge and practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | A | 50 | A reflective essay, of 1,500 – 2000 words, demonstrating the learner’s evaluation of self in relation to multidisciplinary practices for sustainability. |
| Research proposal 1 | 1 | M | 50 | A 1,500 – 2000-word Report and Time-Plan |
Assessment Rationale And Relationship
Formative Feedback
Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion in online and face-to-face contexts. In addition, a 500-word reflective writing piece is set in semester 1.
Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating the core skill and knowledge outcomes in relation to self and individual practices in multidisciplinary teams through an essay:
1) A reflective essay, of 1500-2000 words, demonstrating the learner’s evaluation of self in relation to multidisciplinary practices for sustainability.
And core postgraduate study skills via research proposal:
2) Research proposal that also includes a project plan, including bibliography, timeline and list of potential resources and audiences for the research
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/