APS - MODULE HANDBOOK 2018

Level 4 Module Handbook ---------------------------------------------------BML115 Academic and Professional Skills 2018 ---------------------------------------------------Credits 15 Tutor: Dr Dawn Robins, Dr Andy Clegg and Brian Cariss

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Contents Welcome .......................................................................................................................................... 2 Module Objectives .......................................................................................................................... 3 Expected Outcomes ....................................................................................................................... 3 Approach to Teaching .................................................................................................................... 3 Timetable.......................................................................................................................................... 4 Student Conduct ............................................................................................................................. 5 Attendance ....................................................................................................................................... 5 Reading List ..................................................................................................................................... 6 Guidance for Assessment.............................................................................................................. 7 Study Skills Support ....................................................................................................................... 7 Submission Dates ........................................................................................................................... 7 Assessment Criteria ....................................................................................................................... 8 Contact Me ....................................................................................................................................... 9

Welcome On behalf of the APS/BML115 teaching team (Brian Cariss, Dr Andy Clegg, and Dr Dawn Robins) welcome to the University of Chichester and to a rather special module. We’re looking forward to working with you.

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Module Objectives The module aims to assist you, as students, in managing the initial transition to a university undergraduate degree programme with a particular focus on the development of skills relevant to underpinning your academic and professional skills development. The module should encourage you to reflect on and plan your own personal development, with an emphasis on taking responsibility for your learning in parallel with valuing the learning to be gained from, and support that can be provided to, your peers. Two key themes underpin the module: support for the development of academic skills; and focus on the development of personal, interpersonal and team working skills.

Expected Outcomes You will demonstrate the ability to: • • •

Apply a range of key academic and professional skills; Develop skills of self-management; Reflect upon the academic and professional skills that you possess and setting of personal action plans to further enhance your skill set.

Approach to Teaching The sessions have been designed as far as possible to promote active learning. Short sessions of content delivery, usually in the form of lecture style delivery, supported using Powerpoint presentations on the interactive whiteboard will be interspersed with a range of group workshop activities. Presentation slides will be made available as handouts and on Moodle. The key messages will be summarised at the end of each session.

A range of self-directed tasks will also be assigned with the objective of enhancing your knowledge of the subject and providing input to subsequent teaching sessions. Whilst these may not always be formally assessed, they provide you with an opportunity to develop your overall communication skills. Further support is available through email and discussion forums.

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Timetable Session Week commencing 1st October

Week

Topic

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Introductory session: nature and structure of the module; verbal communication (including introduction to presenting); giving and receiving feedback; self-reflection.

8th October

5

Self-organisation: time management and priority setting; managing multiple projects; dealing with pressure and managing stress.

15th October

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Working collaboratively: working as an effective team-player; group problem-solving and decision-making; cross-cultural awareness.

22nd October

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DIRECTED STUDY WEEK

29th October

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Presentation and verbal communication

5th November

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Learning Set 1 Theme: Reflecting on the semester so far – reflecting on priorities identified with your personal tutor and your transition to Higher Education

12th November

10

Academic writing skills: literature research skills and writing literature reviews; referencing.

19th November 26th November 3rd Dec

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Critical thinking: evidence-based argument and debate

12

Working with assessment criteria and feedback

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Learning Set 2 Theme: My progress in the first semester; action planning for semester 2

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Student Conduct The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others. In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor.

Such behaviours signal lack of respect for others - even if this was not your intention. To help illustrate these points, here are some behaviours that students and tutors have found distracting: • Talking or whispering in lectures, outside times set aside for group discussion • Talking or whispering while other students are making points • Interrupting other students or the tutor while they are talking • Habitually arriving late or leaving early (without forewarning the tutor) • Sending and receiving texts / mobile phones ringing • Using MP3 players / playing electronic games • Surfing the net in class Students whose behaviour disrupts a class persistently may be asked to leave the session.

However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.

Attendance Students are reminded that attendance at all modules is compulsory. On arrival at each scheduled/timetabled session you will be expected to ‘tap in’ to the SAM reader located near the entrance to the teaching room. It is your responsibility to register your attendance. Failure to register your attendance will be treated as non-attendance. If you miss a session, for whatever reason, you should complete and submit a student absence via ChiView - guidance on how to do this will be provided at the start of the module. It is also courteous to let the module tutor know of any absence in advance or immediately after the session that was missed. You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook. You are also asked to arrive punctually for your lectures. Students that are persistently late will be marked as absent. A record of your punctuality will also be captured via the SAM system.

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Reading List Please also make use of the fantastic array of study skills resources that can be found at academicskills.chi.ac.uk. You can also book appointments to discuss study skills via the SIZ. Please be sure to take advantage of all the available support to help you gain confidence with the requirements of degree level work.

Indicative Reading: Barrass, R. (2006) Speaking for Yourself: A Guide for Students to Effective Communication, London: Routledge.

Cameron, S. (2009) The Business Student's Handbook, 5th Edition. Harlow: FT Prentice Hall.

Cottrell, S. (2015) Skills for Success: Personal Development and Employability, 3rd. Edition.

Basingstoke: Palgrave.

Cottrell, S. (2013) The Study Skills Handbook, 4th Edition. Basingstoke: Palgrave.

De Bono, E. (2000) Six Thinking Hats, London: Penguin.

Gill, J. & Medd, W. (2015) Get Sorted, Basingstoke: Palgrave Macmillan.

Levin, P. (2005) Successful Teamwork! For Undergraduates and Taught Postgraduates Working on Group Projects, Maidenhead: Open University.

McCarthy, P. and Hatcher, C. (2002) Presentation Skills: The Essential Guide for Students, London: Sage.

Pears, R. and Shields, G. (2010) Cite Them Right: The Essential Referencing Guide, 8th Edition. Basingstoke: Palgrave.

Price, G. and Maier, P. (2007) Effective Study Skills, Harlow: Pearson.

Siddons, S. (2008) The Complete Presentation Skills Handbook, London: Kogan Page.

Thomson, A. (2008) Critical Reasoning: a practical introduction, 3rd Edition. London: Routledge.

Van Emden, J. and Becker, L. (2004) Presentation Skills for Students, Basingstoke: Palgrave Macmillan.

West, M.A. (2004) Effective Teamwork: Practical Lessons from Organizational Research, 2nd Edition. Oxford: Blackwell.

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Guidance for Assessment Formative Formative assessment will be provided though tutors and peers via the interactive workshops and learning sets.

Summative A portfolio will be developed over the module that will include work completed in class and self-directed tasks to be completed between sessions. Included in the portfolio will be a series of self-audits on different learning aspects. A list is shown below of the contents of the portfolio.

Reflective commentary (750 words), to accompany the portfolio and marked as part of it.

Items to be included in the portfolio: 1.

Me-Map, a completed, coloured and annotated map about you

2.

Self-audit of skills for working with personal tutors

3.

A literature list for a topic chosen by yourselves

4.

An essay plan for the chosen topic

5.

Self-audit for working in groups

6.

Presentation template on your chosen topic including 3 PowerPoint slides.

7.

Self-audit for presenting skills

8.

Reflection on their own perceived team role with reference to Belbin team roles and experiences so far in the semester.

9.

Self-audit for reflection

10.

A 750 word reflection on either the whole semester or an aspect of it.

Study Skills Support Please also make use of the fantastic array of study skills resources that can be found at academicskills.chi.ac.uk. You can also book appointments to discuss study skills via the SIZ. Please be sure to take advantage of all the available support to help you gain confidence with the requirements of degree level work.

Submission Dates The portfolio will be handed in before 1pm on the Monday 10th December 2018.

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Assessment Criteria Portfolio (100% weighting) – Indicative Marking Guidelines A 85%+

A full set of portfolio components (in line with the assessment brief) will be submitted.

The portfolio will include an index which clearly leads the reader to the relevant components. The individual components will be excellently laid out (typically free of obvious criticism in relation to grammar, spelling errors and presentation), and will align fully with individual component briefs. For elements of the portfolio where students are required to reflect specifically on areas of their development, these reflections will be critical in nature, well-structured and clearly underpinned by an appropriate model of reflection. Personal objective setting components within the portfolio will be clear and concise, underpinned with logical reasoning, and selfevidently align with ‘SMART’ criteria.

A 70 - 84%

A full set of portfolio components (in line with the assessment brief) will be submitted.

The remaining criteria will be as noted for the 85%+ marking band, although there will be one or two areas the submission that will be open to minor criticism.

B 60 - 69 %

A full set of portfolio components (in line with the assessment brief) will be submitted.

The remaining criteria will be as noted for higher grading bands, although there will typically be a significant number of areas which are subject to minor criticism, or one area where a more significant area for improvement is identifiable.

C 50 - 59%

Whilst a full set of portfolio components will be submitted and the submission will be generally effective relative to the learning outcomes and assessment brief, there will typically be a number of areas where significant room for improvement is identified.

D 40 – 49%

Whilst a full set of portfolio components will be submitted and it can be judged as broadly aligning with the learning outcomes and assessment brief it will be very significantly flawed in a number of areas. Typically this would include a number of the following areas for improvement: very poor presentation, many spelling and grammatical errors; very limited evidence of critical reflection/appropriate use of a reflective model; objectives lack focus and are unsupported by logical reasoning; objectives do not align with ‘SMART’ criteria.

E 21 - 40%

Submissions falling into this category will typically have failed to submit a full set of portfolio components (in line with the assessment brief)* and/or include many of the following areas for improvement: very poor presentation, many spelling and grammatical errors; very limited evidence of critical reflection/appropriate use of a reflective model; objectives lack focus and are unsupported by logical reasoning; objectives do not align with ‘SMART’ criteria. The submission is such that it fails to align effectively with the learning outcomes and assessment brief.

F 0 – 20%

The portfolio submission is so significantly flawed that it is judged to fall well short of demonstrating achievement of the learning outcomes required of the module.

Reassessment Portfolio

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Assessment Criteria • Effective application of key academic and professional skills explored within the module • Quality of presentation of portfolio • Ability to implement effectively reflection and goal setting techniques

Contact Me Dr Dawn Robins, Tel: 3407, room 2.04, Email d.robins@chi.ac.uk Dr Andy Clegg, Tel: 2017, room 2.14, email: a.clegg@chi.ac.uk Brian Cariss, Tel: 2078, room 2.11, email: b.cariss@chi.ac.uk

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