Postgraduate Course: Student-Led, Individually-Created Course (SLICC) in Health in Social Science (CLPS11106)
Course Outline
| School | School of Health in Social Science |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Student-Led Individually Created Course |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course uses the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed experiential learning https://sliccs.ed.ac.uk/. For the SLICC, students will plan, propose, carry out, reflect on and evaluate a piece of work from their own contexts. As such, it offers a highly flexible yet supported approach, where students develop their own defined experience or series of related activities and experiences with a theme, to address their own specific academic and professional demands. As a participating student, undertaking a SLICC will enable students to create a learning experience which is unique to their own needs, experience and academic and professional aims. Student will demonstrate their learning and academic achievement against learning outcomes in a defined experiential learning and assessment framework. |
| Course description |
The SLICC requires students to propose, develop and manage their own learning experience (e.g., project, programme of study, policy, workshops, etc) within a supported learning and assessment framework that will enable them to evidence how they have achieved the learning outcomes of the course. It offers students autonomy and flexibility to address their own learning requirements, and academic and professional needs. This course is taught entirely online.
Students' self-designed learning experience is required to adhere to a defined learning and assessment framework that supports and enables them to self-direct and manage their own learning experience. Within this structure however, students have real autonomy and flexibility regarding the topic or theme, content of study and nature of their experience, provided their proposal is academically feasible, and is approved by their tutor.
The SLICC may, for example, be based upon a particular extra-curricular learning opportunity such as an internship, work experience, pro-bono activity, community engagement, volunteering, or indeed may be entirely self-directed. In agreement with their own programme, the SLICC could also be based on a student's wider co-curricular range of activities in which they engage to support their main course of study, and how these contribute to their wider development. Students will be able to use their existing practice and activities in real time to reflect and use in their SLICC, either practical (e.g., NGO, school, community centre, etc.) or theoretical (e.g., developing a hypothetical course, training workshop etc).
These may include their learning and its usage and application, from what would otherwise be co- or extra-curricular activities. It may focus on a theme of professional and/or personal interest relevant to content of their MSc programme. In relation to the MSc CYP OL programme the theme would focus on child and young people mental health relevant to developmental psychology, or another yet relevant disciplinary or interdisciplinary-based theme or application, for example introducing/redefining a policy at their place of employment targeting at promoting EDI; a series of evidence-based community-engagement workshops to promote an inclusive and empathic mindset to increase sense of belonging in young people from a minority background; reflecting on their practice and training, how it relates to the learning as part of the MSc programme and how it influences their academic and professional practice; developing of a taught course relevant to child development and mental health that would align to the student's vocational interest but is not offered at the MSc programme, to mention a few.
The focus on reflective practices as part of the SLICC supports students' future skills and employability, including contributing as a training skill set for subsequent lifelong learning and accreditation approach. The SLICC requires students to propose, develop and manage their own learning experience (e.g., project, programme of study, policy, workshops, etc) within a supported learning and assessment framework that will enable them to evidence how they have achieved the learning outcomes of the course. It offers students autonomy and flexibility to address their own learning requirements, and academic and professional needs.
Reflective practice also provides the pedagogical assessment rationale for a more AI-robust assessments, compared to traditional essay writing, as reflective project reports are based on complex and multi-layer timeline reflections that are not AI-able. Thus as part of the SLICC students write a series of reflective blogs supported by references that are feed and curated into the final reflective project report by critically reflecting on empirical and theory literature, resulting in an authentic assessment that has a strong AI-robustness rationale.
The steps in undertaking a SLICC are as follows:
1) Identifying a suitable opportunity within which to undertake their learning experience;
2) Writing a draft proposal and submit to their tutor/advisor for approval;
3) Self-directing and managing their own learning experience, initially by defining their learning activities within the SLICC Proposal framework, which provides five generic learning outcomes that students then take ownership of;
4) Actively and regularly reflecting upon and document their experience with evidence and use that as a basis for writing their self-critical 'Interim Reflective Project Report', and subsequently their 'Final Reflective Project Report', with reference to their own defined Learning Outcomes;
5) Formatively self-assessing and submitting their 'Final Reflective Project Report' for summative assessment by their tutor.
The steps identified above each require a significant amount of thought and input and will ultimately form part of a 'time-based' e-portfolio of reflective evidence, which students will curate and use in the assessment of their SLICC. Undertaking a SLICC, student will not only develop the content of their learning experience but also produce an agreed portfolio of outputs. Students must evidence what they have learned and, importantly, where they demonstrate how they have met the learning outcomes for the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Students must have successfully completed a minimum of 40 taught credits at Postgraduate Taught level. |
Information for Visiting Students
| Pre-requisites | Students must have successfully completed a minimum of 40 taught credits at Postgraduate Taught level. |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2025/26, Available to all students (SV1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 10,
Online Activities 30,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative Assessment and Feedback «br /»
Student will be given detailed formative feedback within 2 weeks for the following:«br /»
(a) Project proposal the stage of planning and reflecting on what they wish to do for and achieve during their project (Semester 1); and«br /»
(b) Interim reflective project report. This permits students to reflect and act on this feedback before submission of the 'Final Reflective Project Report' (Semester 2). The 'Interim Reflective Project Report' is in the same structured format as the 'Final Reflective Project Report', so this formative feedback aligns directly with the final summative assessment, to enable students to improve and develop their summative assessment. «br /»
(c) Students will also be asked to offer a 'self-assessment' using the SLICC marking criteria and rubric, to help students develop their assessment literacy.«br /»
«br /»
Summative Assessment«br /»
'Final Reflective Project Report' (3,000 words) which curates what can be very extensive reflective evidence from multiple reflective blogs that are collected in the SLICC workbook; 100%. |
| Feedback |
The SLICC framework requires that students use the generic learning outcomes to articulate their learning in their own defined project, reflect frequently using a blog, and collect and curate evidence of their learning in an e-portfolio. They receive relevant formative feedback 1) on their 'Project Proposal', where they define their own learning within the SLICC learning outcomes framework, and 2) on their 'Interim Reflective Project Report', which is essentially a draft of their 'Final Reflective Project Report'. They will then receive summative feedback on that 'Final Reflective Project Report', which amounts to 100% of their assessment. All this feedback is with the guidance of an academic tutor. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- (Analysis) Student will be able to demonstrate how they have actively developed their critical understanding of the complexities, challenges and wider implications of their chosen specialist issue for SLICC.
- (Application) Student will be able to draw on and apply a range of relevant skills and approaches relevant to their MSc programme in order to engage effectively and critically their chosen issue for the SLICC, identify where they need to improve these and/or develop new ones.
- (Recognising and developing skills) Student will be able to demonstrate how they have critically developed personal and intellectual autonomy.
- (Recognising and developing mindsets) Student will be able to demonstrate how they used experiences and knowledge to develop a critical mindset towards their chosen issue through the SLICC.
- (Evaluation) Students will be able to evaluate and critically reflect upon their approach, learning, development, and practices addressing their chosen issue throughout the SLICC.
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Reading List
The Reflective Journal, B Bassot, Palgrave. 2nd Ed.
Reflective Writing (Pocket Study Skills), K Williams & M Woolliams, Palgrave Macmillan Education.
The Reflection Toolkit https://reflection.ed.ac.uk/
SLICC Resource Pack https://edin.ac/sliccs-resource-pack
Success in Groupwork (Pocket Study Skills), P Hartley & M Dawson, Palgrave Macmillan Education.
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Additional Information
| Graduate Attributes and Skills |
Undertaking a SLICC will enable each student to develop their abilities in self-critical reflection, organisation and time-management, self-assessment, evaluation of standards and competencies achieved, application of prior learning in a defined context, and provide opportunities to further develop analytical and presentation skills.
The focus on reflective practices as part of the SLICC supports students' future skills and employability, including contributing as a training skill set for subsequent lifelong learning and accreditation approach for mental health and clinical practitioner training.
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| Additional Class Delivery Information |
Course is taught entirely online. |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Laura Cariola
Tel: (0131 6)51 4194
Email: laura.cariola@ed.ac.uk |
Course secretary | Ms Katie Killeen
Tel: (01316) 513969
Email: kkilleen@ed.ac.uk |
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