FOUD0079: Scholarship in Higher Education Core (SHE Core)

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• 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 students 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 students 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 module, 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.

• Approaches to study in HE
• Academic writing styles
• 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

Subject-specific Knowledge:

• By the end of the module students will have demonstrated have knowledge of:
• 1. Approaches to study in HE
• 2. Academic writing styles
• 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

Subject-specific Skills:

• 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

Key Skills:

• 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

• This module will be delivered using a combination of Collaborative Lectures and seminars/tutorials on a weekly basis. Students will be taught concepts and skills then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes.
• Lectures and Seminars: Collaborative Lectures and seminars 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.
• Collaborative Lectures and Seminars focus on developing Subject Specific Knowledge, Subject Specific Skills, and Key Skills
• Workshops/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.
• Workshops and Tutorials enable students to consolidate their Subject Specific Knowledge and understanding by applying Subject Specific and Key Skills to problems.
• Individual Tutorials: Individual tutorials focus on discussion and feedback between students and tutors on a one-to-one basis in a more informal environment.
• Individual Tutorials support all learning outcomes, enabling students to discuss, question and receive feedback on their progress, to enhance their own self-reflection, and to encourage them to take responsibility for their own study.
• Orientation Tasks and Self-Regulated learning: Orientation tasks support students toward Self-Regulated learning and support students to develop Subject Specific Knowledge and Skills, and Key Skills. Self-regulated learning encourages students to reflect on their own learning; identify strengths and weaknesses; and structure some of their own future learning through self-diagnostic exercises and completion of an extended project.
• Orientation tasks and Self-guided learning support all learning outcomes, enabling students to consolidate and expand on Subject Specific Knowledge gained through other learning methods, and to develop Key Skills, which are applied in the production of formative and summative assignments.
• 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. The first assessment is used to provide detailed tutor feedback and scaffold the second assessment.
• 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 in-class essay) students will be asked to gather additional 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, consolidating their learning from the entire module and preparing them to apply it in later modules and on their degree programmes.

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

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