This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 01/06/2021 16:28:18
|
Title of Module: Dissertation Level 10 |
|---|
|
Code: THEO10006 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | Dr Ian
Birch |
|---|
| Summary of Module |
|---|
This is a double module that requires the student to produce a 10,000 -15,000 word dissertation on a topic of their choice. The topic must be relevant to the degree programme being followed, and so is expected to fall in some area of biblical, theological and/or historical research. The particular choice of the topic is chosen by the student, but the academic staff will provide appropriate guidance. At the initial stages of the module, students are required to submit a dissertation proposal which includes a chosen provisional title, brief abstract, some indicative bibliography and provisional indication of chapter contents.
The Dissertation gives the student the opportunity to demonstrate research skills, utilize a range of published and electronic resources, give evidence of analytic and critical thinking, and the capacity to integrate and apply previous learning.
While the student is expected to work independently and to use their own initiative, the project is supported by supervision and peer review seminars.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate maturity and facility in the use of primary research skills such as referencing, bibliographic control, and producing a substantial piece of work to publication standards of presentation.
L2.
Evidence capacity to develop and confirm relevant hypotheses by demonstrating breadth and depth of reading, critical evaluation, integration of prior modular learning and confident ability in argumentation.
L3.
Demonstrate creative and imaginative thought, showing both independence and originality, combined with ability to exploit and synthesize secondary material, resulting in a coherent research project.
L4.
Demonstrate conscientious commitment to working with agreed deadlines for the proposal, the milestone stages of writing as indicated in the contents section, and ability to fulfill the time-management disciplines that undergird a substantial writing project. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Having an integrated knowledge and understanding of the Christian religious tradition from biblical, pastoral and theological perspectives.
Discussion of issues, concepts and theories that arise from theological study, and to do so with mature confidence and intellectual competence.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Writing a substantial research project which exploits and applies existing learning.
Using existing knowledge to build towards new learning and understanding expressed with theological precision and literary competence.
|
| Generic Cognitive skills |
SCQF Level 10.
Overall competence in identifying, selecting, organizing and presenting information related to complex ideas in relevant areas of theological research.
Use of primary and secondary resources, excavating each appropriately in order to educe relevant information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Accessing resources from library, Internet and through peer discussion and review.
Effective use of ICT in preparing and finishing a substantial research project to high standards of scholarly writing.
|
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Collaborative learning through supervision, independent and directed learning.
Taking initiatives in chasing ideas, following informational clues, maintaining intellectual curiosity, in order to sustain and complete a major writing project. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | Must have evidence of Level 9 completion or equivalent |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| If the proposed work involves human participants and/or use of personal data, ethical approval must be obtained from the School of Education Ethics Committee in advance of data collection. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 10 |
| Independent Study | 370 |
| 400
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Sources and resources will arise out of the student’s proposal and the supervisor’s guidance.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Divinity |
|---|
| Moderator | Rev Dr Lina Toth |
|---|
| External Examiner | tbc |
|---|
| Accreditation Details | |
|---|
| Version Number | 3.05 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Assignment: Dissertation 100% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.
Where students need additional support, this is provided by the college team with reference if appropriate to other UWS colleagues, when they are referred to Student Support Services for further assistance. In consultation with the student, the needs of individual students are met, wherever practicable, and every effort made to ensure individual students are not disadvantaged.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|