Undergraduate Course: LEAPS Transitions Course (LEAP07001)
Course Outline
| School | Centre for Open Learning |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 7 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is designed to give LEAPS students the skills and experience required to make a positive transition from school to university. It introduces students to a range of practical learning strategies and academic conventions, with the focus on acquiring knowledge and tools to be a successful undergraduate student. Set in an authentic and supportive academic environment, students are encouraged to experiment with new ways of thinking whilst also getting the chance to engage and react to valuable feedback to take with them into their future studies. |
| Course description |
The broad aim of this course is to give LEAPS students the skills and experience required to make a positive transition from school to university. In practice, this means equipping learners with an understanding of what makes a successful undergraduate student, and the tools to put this understanding into practice in an authentic academic setting. Ultimately, students will be supported in the process of becoming successful, autonomous learners. To do this, we focus on academic skills and conventions (as outlined in the course syllabus). The emphasis is on the chance to put the core themes into practice every week in class, in assessments and crucially, to take away feedback for future studies. There will be opportunities to develop skills as individuals, as part of a group, and be part of a wider supportive community progressing into higher education.
Taught throughout students' final year of school, the course will be a blend of on-campus and online learning and teaching. Alongside the core teaching team, there will be contributions from academics and academic skills experts from the LEAPS partner universities. Students will experience lectures, tutorials, workshops and assessments mirroring a 'real' university experience. Each student will complete three assessments, carefully aligned to the course core themes.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 50,
Seminar/Tutorial Hours 25,
Online Activities 25,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
96 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment
Students will complete 3 key pieces of work, one of which forms part of the formative (non graded) assessment and two summative (graded assessments).
Formative Assessment
Throughout the course, there will be formative assessments and feedback opportunities where students will have the chance to try ideas and skills out before submitting their work to be graded.
Formative assignment 1
Students will complete a personal Zine ¿ this will be ¿a guide to your future self¿ where students will identify important themes or strategies to take away with them into their future studies. The Zine will be completed in class and independently, with guidance from the course team and tutors. It will not be graded, but students will receive feedback on their work. To the pass the course, this needs to be completed along with the summative assessments. The Zine is to be completed by the end of Semester #2. (Learning Outcomes: 1-5)
Summative assessments, 2 and 3
Semester 1 - An individual written assessment of 1500 words. This will form 60% of the overall mark (Learning Outcomes: 1-5)
Semester 2 - A group project academic poster presentation. This will form 40% of the overall mark (Learning Outcomes: 2-5)
The two marked assessments are designed to give students an opportunity to demonstrate their writing, research, referencing, critical thinking, data, and discussion and presentation skills - all themes which will be covered in depth within the course.
All three assessments enable students to gain valuable insights and feedback before starting their future higher education studies. |
| Feedback |
Summative assessment feedback
1. Written feedback on writing assessment
2. Written and verbal feedback on group poster presentation assessment
Formative assessment opportunities will include:
1. Writing support (prior to written assessment submission)
2. Exploration of the marking criteria (for example, marking exercises using exemplars)
3. Feedback on academic posters (prior to completing final Poster assessment)
4. Feedback on Zine progress
5. Regular Office Hours with course lead (opportunity for group and one-to-one discussion)
6. Completion of asynchronous tasks online (quizzes, discussion boards etc.)
7. Feedback on completed Zine (on completion of course)
8. Discussion opportunities with Tutor |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Knowledge and understanding - Demonstrate an understanding of approaches to learning and key academic skills in a Higher Education Setting
- Practice: Applied knowledge, skills and understanding - Show skills and confidence in undertaking research using academic sources, using appropriate academic conventions
- General Cognitive Skills - Demonstrate and understanding of critial thinking and the ability to engage with this in a HE context
- Communication, ICT and Numeracy Skills - Convey complex ideas in oral and written form, using appropriate academic conventions. Demonstrate skills and confidence using unfamiliar digital applications and virtual learning environments (VLE), which are standard in a HE context
- Autonomy, Accountability and Working with Others - Exercise independent learning skills, taking a self-directed approach towards course work and assessment, with guidance from academic staff. Work, with guidance, in a group to produce academic work
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Reading List
Essential
LEAPS Academic Skills Films. These short films are core 'texts' on the course. Academics and students discuss 6 of our core themes.
Recommended
These books introduce some of the academic conventions and higher education skills we practice on the course, in particular, critical thinking. (Note - you do not need to purchase these.)
Chatfield, T. (2018) Critical Thinking, London, SAGE.
Cottrell, S. (2019) 50 Ways to Boost Your Grades, London, Springer Nature Ltd.
Williams, K. (2014) Getting Critical, Basingstoke, Palgrave Macmillan. |
Additional Information
| Graduate Attributes and Skills |
The main focus of the course is transition to undergraduate study. The following are graduate attributes we expect students to have started to develop by course completion:
Mindsets:
Aspiration and personal development
The development of confident and reflective students, who take personal responsibility for their learning and goals.
Skills:
Research and enquiry
Students with enhanced skills in research and enquiry, particularly in an academic setting.
Personal and intellectual autonomy
Students who can independently critically evaluate ideas, evidence and experiences from an open-minded and reasoned perspective.
Personal effectiveness
The development of effective and proactive students, ready to adapt to new situations.
Communication
Students who can use communication to enhance their understanding of a topic or context and to engage effectively with others. |
| Keywords | Not entered |
Contacts
| Course organiser | Miss Alice Smith
Tel:
Email: alice.c.smith@ed.ac.uk |
Course secretary | Mr Joe Burrell
Tel: (0131 6)50 4678
Email: j.burrell@ed.ac.uk |
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