FOUD0089: Scholarship in Higher Education Extended (SHE Extended)

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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) modules provide 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 programme, 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 supplement the SHE Core module in the following ways
• Helping students to put a constructivist understanding of knowledge into practice through academic writing tasks
• To provide practice in higher-order learning objectives such as analysing, evaluating and creating new knowledge
• To develop students academic procedural knowledge in relation to the essay genre

• Basic elements and structure of an essay
• Exemplification and argument in academic writing
• Expressing criticality, caution and certainty in academic writing
• Academic style, concision and cohesion
• Finding and evaluating academic sources
• Presentation skills

Subject-specific Knowledge:

• By the end of the module students will have demonstrated they have knowledge of:
• Features of a particular academic writing genre (basic components, structure, style, use of examples and citation)
• A carrier topic relevant to their future in higher education (eg. Generative AI / Research ethics / HEs contribution to solving contemporary problems)

Subject-specific Skills:

• By the end of the module students will have demonstrated that they can:
• Find relevant, high-quality academic sources
• Extract and use relevant ideas and examples from academic texts
• Synthesise ideas from different academic texts
• Critically evaluate the content of academic texts such as essays and articles
• Use feedback (including peer feedback) to improve their own writing

Key Skills:

• By the end of the module students will have demonstrated that they can:
• Express ideas and arguments clearly and concisely in writing
• Form a cohesive, well-organised argument
• Produce the features of the academic essay genre (its basic components and structure)
• Write in an appropriate academic style, including appropriate hedging and boosting
• Present quotations, paraphrases and references correctly using the Harvard referencing systemt

• and how these contribute to the learning outcomes of the module
• This module will be delivered using a combination of collaborative lectures and workshops and weekly tutorials. Students will be taught concepts and skills, then challenged to apply them in a variety of tasks designed to achieve the module outcomes.
• Collaborative Lectures and Workshops
• These provide guided access to the module content, with approximately 70 students attending. Most additional teaching is carried out in groups ranging between 5-30 students to allow for an interactive teaching/learning style, encompassing lecture-style presentations by the teacher, teacher-led discussions and peer group discussions. These are supported by reference materials such as introductory videos, handbooks, handouts, lecture slides or notes posted on the VLE and are delivered by expert staff from within the DCAD team.
• Tutorials
• Tutorials are used to guide students to apply learning in their disciplinary context, support individual student needs, and consolidate learning. Tutorials focus on problem-based exercises in small groups or individually.
• Summative Assessment
• Assessments within this module are designed to enable students to develop and practise their written academic communication skills through the essay genre. The essay form is used in all disciplines studied by SHE Extended students, and the core academic skills it involves (use of evidence, synthesis, in-depth analysis, argumentation, criticality, logical organisation, clear expression) are relevant to a range of academic writing genres. Detailed tutor feedback on the first assessment will inform and scaffold the second assessment.
• The first assessment involves generating written output from a GAI tool using a given prompt. This output is then submitted along with a 500-word critique. This will develop students awareness of academic writing genre features, along with the need for critical use of sources; for exemplification and detailed argument; for logical organisation and structure; and for good academic style including appropriate hedging and boosting.
• The second assessment involves producing an essay to answer an assigned question, using a combination of provided readings and sources found by the student. Part of the essay task will involve the student explaining how their essay developed from plan to draft to final version based on tutor and peer feedback and reflection. This task will assess students ability to produce the features of good essay-writing outlined above, along with the ability to find and use high-quality academic sources, write concisely and cohesively, and develop their work through feedback and reflection.
• These assessments in combination will consolidate students learning from both SHE Core and SHE Extended modules, preparing them to apply it in later modules and on their degree programmes.

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

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