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Session: 2022/23
Last modified: 18/08/2022 12:24:06
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Code: APPD07001 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | UWS |
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| Module Co-ordinator: | Ruth
Whitney |
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| Summary of Module |
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ASPIRE prepares you to make the most of your experience at UWS. You will have the chance to explore your aspirations for university study and think about how your degree connects to other aspects of your personal and professional life. This module is an opportunity to gain confidence developing the skills, knowledge and personal qualities that will prepare you for life and work in the 21st century.
This module is delivered over two terms. In term one, you will begin by focusing on core Academic, Professional and Personal skills and attributes. You will also have regular supported reflection sessions with your academic advisor. By the end of term one you will have identified an action plan including keys areas that you would like to focus on in the next term. Your work on the module becomes increasingly student-centred, as you increasingly direct your learning in relation to your aspirations, needs and interests.
Group sessions with an academic advisor will guide your engagement with a range of learning activities aimed to support you in making the most of your learning experience and in building a network to help you progress and succeed. You will learn to use goal-setting and action-planning strategies. You will be introduced to the wide range of academic guidance, support, personal success, wellbeing, welfare, and professional planning services available to you as a UWS student.
- By the end of this module, you will have produced a portfolio, which you will use to record and document your engagement with the module and your reflective journey, demonstrating your development. The module will:
- Create the space for you to explore what you want to achieve while you are a UWS student.
- Give you opportunities to engage in activities that will help you to progress and succeed while you are at UWS.
- Help you to build a supportive network and become part of the UWS community.
- Promote awareness of how others at UWS can help you.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Identify personal values, motivations, and ambitions
L2.
Develop an action plan to support progression and success
L3.
Select evidence to demonstrate progress against their action plan
L4.
Reflect on engagement in a range of learning experiences
L5.
Work autonomously and with others in ways that respect diversity and the value of collaboration |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Acquire knowledge of UWS processes and services
Develop an understanding of UWS expectations around appropriate conduct and working with others |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply skills of reflection to your UWS experience
Take part in coaching and group mentoring activities
Work constructively with academic feedback
Apply goal-setting strategies |
| Generic Cognitive skills |
SCQF Level 7.
Reflect on own ambitions and experiences
Critically review own progress at UWS
Evaluate feedback and set own goals around future practice |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Describe own ambitions and targets clearly
Articulate the outcomes of reflection in a range of appropriate formats and outputs
Communicate constructively with peers and tutors |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Work respectfully with others, including student peers, UWS professionals, academic staff, and coaches/ mentors
Demonstrate reflexive approach to own goals and progress
Apply goal-setting strategies and reflect on progress |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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ASPIRE is a hybrid module which means you will engage with synchronous (live) classes and asynchronous (at a time that suits you) activities. Throughout the module, you will be encouraged to work collaboratively and respectfully with a range of peers, including other students on your programme and a range of UWS staff teaching on the module. Further information on the module learning activities are outlined in the module handbook.
It is important all students engage fully with both the live and online learning - some of which will be led by staff while others will be led by you and your peers. In addition, you will agree with your academic advisor a selection of development experiences linked to and informed by your own aspirations.
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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 | 36 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brick, J., Wilson, N., Wong, D. and Herke, M. (2018) Academic Success: a student's guide to studying at university. Macmillan Study Skills. London: Red Globe Press.
Cottrell, S. (2017) Critical Thinking Skills: Effective Analysis, Argument and Reflection. MacMillan Study Skills. 3rd edn. London: Red Globe Press.
Hughes, G. (2020) Be Well, Learn Well: improve your wellbeing and academic performance. Macmillan Study Skills. London: Red Globe Press
Details of further resources, including online resources, will be identified in the module handbook and signposted throughout the module activities and learning events.
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(**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)
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| Engagement Requirements |
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
The university is committed to providing a supportive learning environment that actively facilitates student success. In this module, there is a high degree of student-led flexibility. You are academically engaged if you are regularly engaged with scheduled live sessions on-campus and online, including engaging with online learning activities in your own time, course-related learning resources, and with timely completion and submission of assessments.
Whilst we understand that there may be times when conflicting priorities make participation challenging, for you to gain the most from this module it is recommended that you participate in all scheduled live classes and complete your self-directed learning activities in a timely manner.
It may be difficult to pass the assessment associated with this module if you are not regularly engaging with the module work and live classes. We may reach out to check how things are going and offer support if we observe that you have not been attending sessions or completing online activities. |
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Supplemental Information
| Programme Board | Cross-School |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | tbc |
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| Moderator | tbc |
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| External Examiner | tbc |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The formative assessment includes identifying and describing goals as part of an action plan.
The summative assessment comprises a portfolio record of work, engagement and learning relative to the action plan including a reflective account. |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, this module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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