ACADEMIC STUDY SKILLS FOR POSTGRADUATE STUDY- PRE-MASTER'S

SHE Level 3
SCQF Credit Points 0.00
ECTS Credit Points 0.00
Module Code M3Q325079
Module Leader George Burns
School INTO
Subject INTO
Trimesters
  • A (September start)
  • B (January start)

Summary of Content

This module is intended for incoming postgraduate students enrolling on the pre-Masters programme who require to develop study skills appropriate to post graduate study. The module will integrate with skills developed in the English for pre-masters Students component of the programme to enhance (a) the development of critical thinking skills (b) Enhance critical reading skills drawing on " skills for effective reading" and " extracting relevant information " (c) Enhance critical writing drawing on for example " Academic conventions" , " appropriate structure ". Reflective practice, Personal reflective practice; keeping a diary to aid reflection. The role of reflection in professional practice. Reflection as a process of professional development. This component of the module will draw on reading and writing skills developed through the study of English. The history and philosophy of research and the development of different research traditions.

Syllabus

Module will start with reflective practice as detailed in summary above, followed by criticality (thinking, reading and writing) again as detailed above, concluding with a brief review of the history of research and the evolution of different traditions.

Learning Outcomes

Understand the basic underpinning of reflective practice and its relevance to professional practice. To demonstrate the ability to undertake personal reflection on their learning and identify appropriate actions and strategies to address any identified weaknesses and reinforce strengths Demonstrate criticality in assessing the relevance of appropriate sources to the area of study. Integrate the critical assessment with the skills developed in their study of English academic reading and writing Apply appropriate work disciplines and/or alternative learning /teaching strategies Demonstrate appropriate independent and/or group working skills

Teaching / Learning Strategy

The module will be delivered through a series of lectures, tutorials and directed self-study Presentation skills and group working will be elements of the module to enhance student's presentation skills and confidence. Students will undertake individual and group work assignments and will be asked to submit a group report and a specified topic relevant to their intended progression. Each of these will be formative and will give a basis for constructive feedback. While formative these exercises are intended to develop the basic skills allied to critical skills (reading and writing) that underpin the development of a project report.

Indicative Reading

Educating the reflective practitioner . San Francisco: Jossey-Bass. Moon, J. (1999). A handbook of reflective and experiential learning . London: Routledge. Moon, J. (2004. Experiential learning . Englewood Cliffs: Prentice-Hall. Kirkton, B. (2010 ) Brilliant Study Skills Pearson Education, Harlow Tsui, L. (2002). Fostering critical thinking through effective pedagogy . The Journal of Higher Education, 73 (6), 740-763. Sekaran, U. and Bougie; R. (2013) Research Methods for Business , Wiley Articles Patricia E. Black <http://www.tandfonline.com/author/Black%2C+Patricia+E> & David Plowright <http://www.tandfonline.com/author/Plowright%2C+David> (2010) professional development Journal Reflective Practice vol 11(2), p 245 - 258, Karran Thorpe <http://www.tandfonline.com/author/Thorpe%2C+Karran> (2011) Reflective Learning Journals: From concept to practice Journal Reflective Practice , vol 5(3), p 327 - 343, Helen Hickson <http://www.tandfonline.com/author/Hickson%2C+Helen>,(2011) Critical Reflection: reflecting on learning to be reflective, journal Reflective Practice , vol 12(6), p 829 - 839, David Higgins <http://www.tandfonline.com/author/Higgins%2C+David> (2011) Why reflect? Recognising the link between learning and reflection. Journal Reflective Practice, vol 12(5), p 583 - 584, Neil Thompson et al. (2012) Developing critically reflective practice Journal Reflective Practice, vol 13(2), p 311 - 325, Cathy A. Thorsen <http://www.tandfonline.com/author/Thorsen%2C+Cathy+A> et a (l2013). Analyzing reflection on/for action: A new approach Journal Reflective Practice , vol 14(1), p 88 - 103 Useful Background Schwartz, H. and Schon, D. (1987). The Reflective Practitioner: How Professionals Think in Action . Administrative Science Quarterly, 32(4), p.614. Dewey, J. (1933). How we think , revised edition. Boston: D.C. Heath. Schf6n, D. (1983). The reflective practitioner . San Francisco: Jossey-Bass. Schf6n, D. (1987). A handbook of reflective and experiential learning: Theory and practice . London: Routledge Farmer. Kolb, D. (1984)

Transferrable Skills

-360b7 Develop interpersonal skills. -360b7 Effective communication including the use of IT, planning, monitoring, reviewing and evaluating one's own learning. -360b7 Critical appraisal of appropriate discipline sources. -360b7 Reflection on personal and professional development

Module Structure

Activity Total Hours
Independent Learning (FT) 3.00
Tutorials (FT) 3.00
Lectures (FT) 3.00

Assessment Methods

Component Duration Weighting Threshold Description
Project 0.00 100.00 0% Students will be required to submit a project report in an area of study related to their intended Masters progression route.The project report will be assessed according to the following:" Project will follow the honours project template of the school in which the project is undertaken. The word count would be 5000 plus or minus 10%. Assessment would be on the basis of individual schools criteria for assessment of honours projects. Second assessment would be carried out in INTO primarily in relation to English. " Supervision requirements e.g. time, frequency of meetings etc. will be at the discretion of the supervisor. Students will have a weekly meeting with INTO Academic programme manager to review progress and assess any areas of concern." Failure to meet the English Language standard will constitute failure and student will be treated the same as any other student in this respect.