HCRI11171 10 Semester 1 Undergraduate Level 1 Roisin Read Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <p>This course is about transforming students from A-level learners into independent scholars. It does this by working through a key set of skills, ranging from identifying appropriate academic sources and scholarship, through reading academic texts critically, to producing the required style, tone and level of critical analysis in academic writing and presentations. Students will work with a member of the academic staff in tutorials to study their specialism with them; so that they can understand how disaster management and humanitarian knowledge and scholarly practice work side by side, and why the key skill set they are learning is essential to this.</p> <p>This course is about transforming students from A-level learners into independent scholars. It does this by working through a key set of skills, ranging from identifying appropriate academic sources and scholarship, through reading academic texts critically, to producing the required style, tone and level of critical analysis in academic writing and presentations. Students will work with a member of the academic staff in tutorials to study their specialism with them; so that they can understand how disaster management and humanitarian knowledge and scholarly practice work side by side, and why the key skill set they are learning is essential to this.</p> <ul><li>To manage the leap between school-level work and university level work.&nbsp;</li><li>To get to know one of the lecturers well, to understand what they do and understand their approaches.</li><li>To understand the attributes required to study IDMHR and develop a toolkit of wellbeing for encountering difficult subjects.&nbsp;</li><li>To acquire the practical skills required to succeed at Manchester and get a job.</li></ul> <ul><li>Compile a short annotated bibliography on one humanitarian topic using academic sources.&nbsp;</li><li>Identify, analyse and contrast academic arguments and develop an ability to summarise academic arguments orally and applied through annotated bibliographies.&nbsp;</li><li>Plan university-level essays with a clear structure and coherent argument.&nbsp;</li><li>Understand the aims of academic presentations as alternative communication mechanisms to different audiences.&nbsp;</li><li>Plan university-level presentations as individuals and groups. This is taught through detailed presentation skills and the requirement to develop research skills based on one IDMHR scholar.</li></ul> <ul><li>Through the annotated bibliography, students will learn how to discriminate between highly relevant and highly valuable challenging reading, and peripheral or less rigorous styles of writing.</li><li>Organisation of ideas in writing and presentations by designing a detailed essay plan and creating a formative non-assessed group presentation.</li></ul> <ul><li>Information management skills, requiring evaluation, synthesis, and record-keeping.&nbsp;</li><li>Research skills, including planning, prioritisation of tasks, identification and location of primary and secondary sources, evaluation of findings.</li><li>Understand essay-writing techniques related to the analysis of a specific question, construction of arguments, assessment and deployment of evidence through a practical tutorial</li><li>Participation in seminar discussion and collaborative learning.</li></ul> <p>Students will have the opportunity to develop interpretation and argumentation skills, orally . They will gain experience of working with others and presenting to academic staffto peers. Students will develop research and project management skills throughout the course. The skills acquired on this course will be of use for all their future assessments at HCRI and in other course units at university.</p> Project management 1. Information Retrieval – ability independently to gather, sift, synthesise and organise material from various sources (including library, electronic and online resources), and to critically evaluate its significance. 2. Presentation – capacity to make oral presentations, using appropriate media for a target audience Other 3. Teamwork – recognising and identifying views of others and working constructively with them 4. Time Management – ability to schedule tasks in order of importance 5. Improving own Learning – ability to improve one's own learning through planning, monitoring, critical reflection, evaluate and adapt strategies for one's learning 0 Other 100% <figure class="table"><table><tbody><tr><td><strong>Assessment Task</strong></td><td><strong>Summative or Formative&nbsp;</strong></td></tr><tr><td><p>Portfolio of reflective learning and<br/>individual weekly tasks</p><p>To include formative elements with<br/>feedback before week 7 in tutorials</p><p>Informal group presentation</p></td><td><p>Summative</p><p>&nbsp;</p><p>Formative</p><p>Formative</p></td></tr><tr><td><br/>Reflective piece on text</td><td>Summative&nbsp;</td></tr></tbody></table></figure> <figure class="table"><table><tbody><tr><td><strong>Feedback Methods&nbsp;</strong></td><td><strong>Formative or Summative&nbsp;</strong></td></tr><tr><td><p>Written feedback on assignments&nbsp;</p><p>&nbsp;</p></td><td>Summative</td></tr><tr><td>Verbal feedback seminars&nbsp;</td><td>Formative</td></tr><tr><td>Verbal and peer feedback on practice group presentations and practice portfolio pieces in the tutorials</td><td>Formative&nbsp;</td></tr></tbody></table></figure> N Lectures 20 Seminars 12 0 70