Research and Study Skills for University Study Student Guide Level 3 International Foundation Diploma for Higher Education Studies (L3IFDHES) Research and Study Skills for University Study Student GuidePage 2 of 87 Research and Study Skills for University Study Student Guide Modification History Version Date Revision Description V1.0 February 2024 For release © NCC Education Limited, Read More
Visit the URL and place your order with us. Fill basic details of your research paper, set the deadlines and submit the form.
Chat with our experts to get the best quote. Make the payment via online banking, debit/credit cards or through paypal. Recieve an order confirmation number.
Sit back and relax. Your well written, properly referenced research paper will be mailed to your inbox, before deadline. Download the paper. Revise and Submit.
Research and Study Skills for University Study Student Guide
Level 3 International Foundation Diploma for
Higher Education Studies (L3IFDHES)
Research and Study Skills for University Study
Student GuidePage 2 of 87
Research and Study Skills for University Study Student Guide
Modification History
Version
Date
Revision Description
V1.0
February 2024
For release
© NCC Education Limited, 2024
All Rights Reserved
The copyright in this document is vested in NCC Education Limited. The document must not be
reproduced by any means, in whole or in part, or used for manufacturing purposes, except with the
prior written permission of NCC Education Limited and then only on condition that this notice is
included in any such reproduction.
Published by: NCC Education Limited, Adamson House, Towers Business Park, Wilmslow
Road, Didsbury, Manchester M20 2YY, UK.
Tel: +44 (0) 161 438 6200 Fax: +44 (0) 161 438 6240 Email: info@nccedu.com
http://www.nccedu.comTitle Here
Page 3 of 87
Research and Study Skills for Uni Study – Student Guide.docx
CONTENTS
Module Overview and Objectives …………………………………………………………………… 6
Learning Outcomes and Assessment Criteria…………………………………………………. 7
Syllabus……………………………………………………………………………………………………….. 8
Related National Occupational Standards …………………………………………………….. 10
Resources ………………………………………………………………………………………………….. 11
Pedagogic Approach…………………………………………………………………………………… 11
6.7 Lectures………………………………………………………………………………………………………. 11
6.8 Tutorials………………………………………………………………………………………………………. 11
6.9 Private Study ……………………………………………………………………………………………….. 11
Assessment ……………………………………………………………………………………………….. 12
Further Reading List……………………………………………………………………………………. 12
Topic 1:
Getting Ready for Study………………………………………………………………………………. 13
1.1 Learning Objectives ………………………………………………………………………………………. 13
1.2 Timings……………………………………………………………………………………………………….. 13
1.3 Private Study ……………………………………………………………………………………………….. 14
1.4 Tutorial Notes ………………………………………………………………………………………………. 18
1.4.1 Tutorial Exercises……………………………………………………………………………….. 18
1.4.2 Review of Private Study Exercises………………………………………………………… 19
Topic 2:
Learning and Skills Audit…………………………………………………………………………….. 26
2.1 Learning Objectives ………………………………………………………………………………………. 26
2.2 Timings……………………………………………………………………………………………………….. 26
2.3 Private Study ……………………………………………………………………………………………….. 27
2.4 Tutorial Notes ………………………………………………………………………………………………. 31
2.4.1 Review of Private Study Exercises………………………………………………………… 31
2.4.2 Tutorial Exercises……………………………………………………………………………….. 31
Topic 3:
Gathering Information – Sources and Reading ……………………………………………… 37
3.1 Learning Objectives ………………………………………………………………………………………. 37
3.2 Timings……………………………………………………………………………………………………….. 37
3.3 Private Study ……………………………………………………………………………………………….. 38
3.4 Tutorial Notes ………………………………………………………………………………………………. 40
3.4.1 Tutorial Exercises……………………………………………………………………………….. 40
3.4.2 Review of Private Study Exercises………………………………………………………… 41
Topic 4:
Gathering Information –Lectures and Tutorials …………………………………………….. 43
4.1 Learning Objectives ………………………………………………………………………………………. 43
4.2 Timings……………………………………………………………………………………………………….. 43
4.3 Private Study ……………………………………………………………………………………………….. 44
4.4 Tutorial Notes ………………………………………………………………………………………………. 45
4.4.1 Tutorial Exercises……………………………………………………………………………….. 45Title Here
Page 4 of 87
Research and Study Skills for Uni Study – Student Guide.docx
4.4.2 Review of Private Study Exercises………………………………………………………… 48
Topic 5:
Using Critical Thinking and Reasoning…………………………………………………………. 50
5.1 Learning Objectives ………………………………………………………………………………………. 50
5.2 Timings……………………………………………………………………………………………………….. 50
5.3 Private Study ……………………………………………………………………………………………….. 51
5.4 Tutorial Notes ………………………………………………………………………………………………. 53
5.4.1 Tutorial Exercises……………………………………………………………………………….. 53
5.4.2 Review of Private Study Exercises………………………………………………………… 55
Topic 6:
Planning for an Assignment ………………………………………………………………………… 57
6.1 Learning Objectives ………………………………………………………………………………………. 57
6.2 Timings……………………………………………………………………………………………………….. 57
6.3 Private Study ……………………………………………………………………………………………….. 58
6.4 Tutorial Notes ………………………………………………………………………………………………. 61
6.4.1 Tutorial Exercises……………………………………………………………………………….. 61
Topic 7:
Academic Writing ……………………………………………………………………………………….. 63
7.1 Learning Objectives ………………………………………………………………………………………. 63
7.2 Timings……………………………………………………………………………………………………….. 63
7.3 Private Study ……………………………………………………………………………………………….. 64
7.4 Tutorial Notes ………………………………………………………………………………………………. 66
7.4.1 Tutorial Exercises……………………………………………………………………………….. 66
Topic 8:
The Nature and Process of Research – 1……………………………………………………….. 67
8.1 Learning Objectives ………………………………………………………………………………………. 67
8.2 Timings……………………………………………………………………………………………………….. 67
8.3 Private Study ……………………………………………………………………………………………….. 68
8.5 Tutorial Notes ………………………………………………………………………………………………. 70
8.5.1 Tutorial Exercises……………………………………………………………………………….. 70
8.5.2 Review of Private Study Exercises………………………………………………………… 71
Topic 9:
The Nature and Process of Research – 2……………………………………………………….. 72
9.1 Learning Objectives ………………………………………………………………………………………. 72
9.2 Timings……………………………………………………………………………………………………….. 72
9.3 Private Study ……………………………………………………………………………………………….. 73
9.4 Tutorial Notes ………………………………………………………………………………………………. 74
9.4.1 Tutorial Exercises……………………………………………………………………………….. 74
9.4.2 Review of Private Study Exercises………………………………………………………… 74
Topic 10:
Developing a Presentation…………………………………………………………………………… 75
10.1 Learning Objectives ………………………………………………………………………………………. 75
10.2 Timings……………………………………………………………………………………………………….. 75
10.3 Private Study ……………………………………………………………………………………………….. 76
10.4 Tutorial Notes ………………………………………………………………………………………………. 77
10.4.1 Tutorial Exercises……………………………………………………………………………….. 77Title Here
Page 5 of 87
Research and Study Skills for Uni Study – Student Guide.docx
10.4.2 Review of Private Study Exercises………………………………………………………… 77
Topic 11:
Examinations and Revision …………………………………………………………………………. 78
11.1 Learning Objectives ………………………………………………………………………………………. 78
11.2 Timings……………………………………………………………………………………………………….. 78
11.3 Private Study ……………………………………………………………………………………………….. 79
11.4 Tutorial Notes ………………………………………………………………………………………………. 81
11.4.1 Tutorial Exercises……………………………………………………………………………….. 81
11.4.2 Review of Private Study Exercises………………………………………………………… 81
Topic 12:
Module Summary and Assignment ………………………………………………………………. 82
12.1 Learning Objectives ………………………………………………………………………………………. 82
12.2 Timings……………………………………………………………………………………………………….. 82
12.3 Private Study ……………………………………………………………………………………………….. 83
12.4 Tutorial Notes ………………………………………………………………………………………………. 84
12.4.1 Tutorial Exercises……………………………………………………………………………….. 84Overview
Page 6 of 87
Research and Study Skills for University Study Student Guide
This unit aims to strengthen and build students’ specific study skills to enable them to maximise their
learning potential and make the most of the opportunities that become available, both in the academic
setting and the workplace. It will provide students with the skills needed to succeed at university.
Students will have the chance to reflect, to analyse their own study habits, and identify ways to improve
their overall effectiveness. They will learn the skills necessary to get the most from lectures and
sources of information, conduct independent research, write academic assignments, and give formal,
oral presentations. The approach will encourage you, as the student, to reflect, be accountable for
your critical thinking and reasoning as well as to study, practise and write based on research and
evidence.
These skills generally fall into three sections which form the basic process of producing academic
work: sourcing information, analysing, and organising the information and data, and using this to
produce academic work, make presentations or take examinations.
The module focuses on building and mastering these skills, with a heavy focus on the practical
considerations of studying. In this way, students will become more familiar, and comfortable with, what
is expected of them in university study. The overarching need is to develop knowledge and skills in
research, critical thinking and reasoning, and writing.
Lectures
Journals &
Articles
Libraries
Essays & Reports
Oral presentations
Analysing
Organising
Synthesising
Internet
Sources
Textbooks
ExamsTitle Here
Page 7 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Learning Outcomes:
The Learner will:
Assessment Criteria:
The Learner can:
requirements of study at this
level, and the skills needed to
succeed.
1.1 Recognise and demonstrate independent learning abilities
appropriate to Higher Education.
1.2 Identify the main components of study skills.
1.3 Identify their own strength and development areas in study
and presentation skills.
1.4 Use effective time management when studying.
1.5 Set SMART goals when studying.
informtion effectively from a
variety of appropriate
sources.
2.1 Identify information sources of appropriate quality for
academic study.
2.2 Identify the key information from a range of different sources.
2.3 Read, interpret and summarise unfamiliar content.
2.4 Record notes of key points when listening to information
being given.
2.5 Critically review and use their notes to summarise accurately
information gained.
2.6 Use their notes to present a summary to others.
thinking both to analyse and
to construct arguments.
3.1 Understand the key concepts and principles of critical
thinking and reasoning.
3.2 Use critical and analytical thinking when reading and writing.
3.3 Develop criteria for evaluating an argument or a line of
reasoning in a piece of writing.
3.4 Develop criteria for evaluating the evidence in a piece of
writing.
3.5 Identify and draw valid conclusions.
3.6 Construct their own arguments with clarity, precision and
persuasion.
academic work appropriate
for this level.
4.1 Describe the common steps in producing academic work.
4.2 Create a plan to meet the requirements of an academic
assignment.
4.3 Develop sections of an assignment towards a final draft.
4.4 Check and evaluate own work against given
criteria/requirements.
4.5 Explain the role of referencing and plagarism
4.6 Demonstrate correct referencing in an academic
essay/report.
4.7 Apply learnng from assessment feedback to academic work
nature, and elements of
research.
5.1 Explain the role of theory, values, and ethical and political
considerations in research.
5.2 Develop a strategy for a research project/report.
5.3 Describe and apply the essential elements of research:
literature review, devising research questions, preparing a
proposal, research methods, ethics, data collection and
analysis, and writing up findings.
5.4 Explain different methods of data collection.
5.5 Select and apply appropriate data collection methods.Title Here
Page 8 of 87
Research and Study Skills for Uni Study – Student Guide.docx
5.6 Discuss the difficulties and obstacles in research.
academic work to others.
6.1 Present key concepts and ideas in a logical and persuasive
way.
6.2 Select appropriate information for a specific audience and
purpose.
6.3 Design and use effective visual aids.
6.4 Deliver presentation at appropriate pace and volume.
6.5 Establish eye contact and engage the audience.
6.6 Make use of effective emphasis and summary.
Syllabus Content
No.
Topic title
Proportion
Course coverage
1
Getting Ready
for Study
1/12
Lectures: 8 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
goals.
Learning Outcome: 1
2
Learning and
Skills Audit
1/12
Lectures: 6 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
Learn
development needs – activity
Learning outcome: 1
3
Gathering
Information –
Sources and
Reading
1/12
Lectures: 8 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
books, journals
Learning outcomes: 1,2,3
4
Gathering
Information –
Lectures and
Tutorials
1/12
Lectures: 8 hrs
Page 9 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Tutorials: 2 hrs
Private study: 6.73
hrs
Learning outcomes: 1,2
5
Using Critical
Thinking
1/12
Lectures: 10 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
reasoning
evaluating arguments.
Learning outcomes: 1,3
6
Planning for an
assignment
1/12
Lectures: 6 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
Assignment Planning – Using Marking and
feedback.
Learning outcome: 2,3,4
7
Academic
Writing
1/12
Lectures: 8 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
‘sufficient’ detail
Learning outcome: 3,4
8
The Nature
and Process of
Research – 1
1/12
Lectures: 8 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
approaches; ‘good’ research, ‘messiness of
research
criteria
research questions
Learning outcome: 4,5,
9
The Nature
and Process of
Research 2
1/12
Lectures: 9 hrs
Tutorials: 2 hrs
qualitative data
Page 10 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Private study: 6.73
hrs
collection
Learning outcome: 5
10
Developing a
Presentation
1/12
Lectures: 7 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
audience.
Learning outcome: 6
11
Examinations
and Revision
1/12
Lectures: 8 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
Learning outcome: 1
12
Module
Summary and
Assignment
1/12
Lectures: 9 hrs
Tutorials: 2 hrs
Private study: 6.73
hrs
Learning outcome: All
The UK National Occupational Standards describe the skills that professionals are expected to
demonstrate in their jobs in order to carry them out effectively. They are developed by employers and
this information can be helpful in explaining the practical skills that students have covered in this
module.
Related National Occupational Standards (NOS)
Sector Subject Area: IT Users 6.2
Related NOS: ESKIICF2 FSI2:2 P3-5 Access, search for, select and use Internet-based information
and evaluate its fitness for purpose.
ESKIINT3 P8-10 Use browser tools to search effectively and efficiently for information from the
Internet.
Sector Subject Area: Business and Administration (2013)
Related NOS: CFABAA617 Develop a presentationTitle Here
Page 11 of 87
Research and Study Skills for Uni Study – Student Guide.docx
CFABAA623 Deliver a presentation
CFASAD111 Plan and manage own workload.
Lecturer Guide:
This guide contains notes for lecturers on the organisation of each topic, and
suggested use of the resources. It also contains all the suggested exercises
and model answers.
PowerPoint Slides: These are presented for each topic for use in the lectures. They contain many
examples which can be used to explain the key concepts. Handout versions of
the slides are also available; it is recommended that these are distributed to
students for revision purposes as it is important that students learn to take their
own notes during lectures.
Student Guide:
This contains the topic overviews and all the suggested exercises. Each student
will need access to this and should bring it to all the taught hours for the module.
Suggested Learning Hours
Guided Learning Hours
Private Study
Unsupervised
Assessment
Others
Total
Lecture Tutorial Seminar Laboratory
Supervised
Assessment
95
24
0
0
0.25
10
71
200
The teacher-led time for this module comprises lectures and tutorials. The breakdown of the hours is
also given at the start of each topic.
6.7 Lectures
Lectures are designed to introduce students to each topic; PowerPoint slides are presented for use
during these sessions. Students should also be encouraged to be active during this time and to
discuss and/or practice the concepts covered. Lecturers should encourage active participation and
field questions wherever possible.
6.8 Tutorials
Tutorials provide tasks to involve group work, investigation, and independent learning for certain
topics. The details of these tasks are provided in this guide and in the Student Guide. They are also
designed to deal with the questions arising from the lectures, laboratory sessions and private study
sessions.
6.9 Private Study
In addition to the taught portion of the module, students will also be expected to undertake private
study. Exercises are provided in the Student Guide for students to complete during this time. Teachers
will need to set deadlines for the completion of this work. These should ideally be before the tutorial
session for each topic, when Private Study Exercises are usually reviewed.Title Here
Page 12 of 87
Research and Study Skills for Uni Study – Student Guide.docx
This module will be assessed by the means set out in the table below that is collectively worth 100%
of the total module mark. These assessments will cover the learning outcomes and assessment
criteria given above. Sample assessments are available through the NCC Education Virtual Learning
Environment (http://vle.nccedu.com/login/index.php) for your reference. These assessments will
cover the learning outcomes and assessment criteria given above.
Assessment type [duration] [total marks]
Coverage of ILOs and AC
Weightage
Global Assignment – Research proposal
[out of 75 marks]
Covers ILOs 1-5
75%
Local Exam – Research proposal presentation [15 minutes]
[out of 25 marks]
Covers ILOs 1-6
25%
A selection of sources of further reading around the content of this module must be available in your
Accredited Partner Centre’s library. The following list provides suggestions of some suitable sources:
Edition, Bloomsbury Academic
Edition, Bloomsbury Academic.Topic 1
Page 13 of 87
Research and Study Skills for University Study Student Guide
Topic 1:
Getting Ready for Study
1.1 Learning Objectives
This topic provides an overview of what needs to be done to get ready for study at university level
On completion of the topic, students will be able to:
Identify the main components of study skills
Recognise the study requirements of Higher Education
Understand the significance of independent study
Set SMART goals for study
Use effective organisation and time management when studying
Create a personal study schedule
1.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursTitle Here
Page 14 of 87
Research and Study Skills for Uni Study – Student Guide.docx
1.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in each lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: – What does ‘independent study’ suggest to you?
Below, are words and phrases showing responses that people sometimes have to the idea of
independent study. Highlight those that resonate most with you and any other words or phrases that
seem relevant.Title Here
Page 15 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Other words or phrases relevant to you (list them)
Reflect on what your selection suggests about your attitude towards independent
study. Write down your thoughts.
Freedom
Being
trusted
Being in
control
Free
time!
Having
more
choice
Enjoyment
Less
guidance
Having space
to think
It’s up to me to
make the most
of my time!
Isolation
Flexibility
Boredom
Anxiety
Fear of
failure
Taking
responsibility
Trust in
myself
A chance to set
up my own
study group
I need to
make time
for study
Time for
a coffee!
Not enough contact
with teaching staff
Self-reliance
Time-wasting
Being treated
as an adult
Time management
Loneliness
Stress
Hard to
focus
Great!
Uncertainty
about what
I am
supposed
to be doing
Time to focus on
my assignments
Oh no!
Maturity!
Time to
pursue my
own study
I can then
avoid study
if I want to!
Abandoned
by my tutors
Being well-organised
A good time
to spend in
the library
Getting
more done!Title Here
Page 16 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Consider whether your attitude towards independent study is likely to help or hinder
your academic success. What could you do to improve it?
Exercise 3: Standing in the future
Our imaginations are extremely powerful. You can use this to help direct your energies. For example,
picture yourself 5 or 10 years into the future where you have been successful in your own terms –
those you set in the class activity.
Make some notes from this reflection for discussion and further consideration in the tutorial.
Exercise 4: Set your priorities.
Following up on your work during the lesson, practice setting priorities using the planner below.
Decide the best order for completing tasks depending on such considerations as:
travel routes or people involved)
You can use or adapt the chart below to help you work out your priorities.
The rating system
Column A: Importance. Rate how important it is for you to do this task at all. (6 = not important; 10 =
essential.)
Column B: Urgency. If this is to be done at all, how essential is it that you do it soon? (1 = must be
done at once; 5 = it can wait.)Title Here
Page 17 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Column C: Balance the scores. Subtract the score in column B from that in column A. The highest
scores in column C are the most likely to be priorities. However, double check to see if that is really
the case.
Decide on the order
guide.
diary.
Monitor completion
Priority organiser
Complete/copy the organiser below.
Priority organiser
List of things to do
A
Importance?
(scale 6-10)
B
Urgency?
(scale 1-
5)
C
(A-B)
D
Order
of
priority
E
Start
by…
F
End
by…Title Here
Page 18 of 87
Research and Study Skills for Uni Study – Student Guide.docx
1.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
1.4.1 Tutorial Exercises
Exercise 1: – Organisation Time Management Activity
Ask students to reflect on how they organise themselves and how organised they are. This can include
managing class materials and notes, maintaining a good environment for study and managing digital
media, and finding time for study.
Ask students to complete the activity on the handout – ‘How well do I manage my time now?’ (T1
T1)
now?
Please refer to the resources provided for information about how to be more organised see
‘https://www.savethestudent.org/extra-guides/how-to-be-organised-in-6-easy-steps.html
Exercise 2: Calculating Study Time
Work individually and fill in the blank table below to calculate where to plan study time.
This will help you to focus on your existing commitments and to see where you have blocks of time
available to concentrate on your studies.
Instructions
Think carefully about how your week is planned. Think about the activities that you’re already
committed to during the week and the amount of time each takes.
others you may have to the table.
activities. Leave blank any that aren’t relevant on particular days.
For each activity, add up the number of hours you’ve entered and fill the total in the final column on
the right.
Add up the amount of time you’ve entered in each column and add it to the Total committed hours row
at the bottom of the table – this is your commitments for that day.
Once you have a total, you need to take this away from 24. So, if your total amount of hours adds up
to 12, you would calculate, 24 – 12 (your committed hours). That gives you 12 free hours for study for
that day.Title Here
Page 19 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Add up all the figures in the Time allocated for study row to get your total for the week.
Study time calculator grid
Activities
Mon
Tues
Wed
Thu
Fri
Sat
Sun
Weekly
Work hours
Travelling time
Family time
TV/Screen time
Socialising
Housework
Shopping
Exercise/Health
Eating
Sleeping
Hours in the day
24
24
24
24
24
24
24
168
Total committed
hours
Time available for
study
1.4.2 Review of Private Study Exercises
From Private Study Exercise 1:Title Here
Page 20 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Ask students if they have any queries regarding the content of the topic or structure of the module and
answer questions as appropriate.
From Private Study Exercise 2:
Ask students to share their independent study work in pairs/small groups (according to numbers) and
compare and contrast the results.
De-brief the results using the document ‘Recognise the challenges and risks associated of
Independent study’ (Supporting Material T1 PS)
Page 21 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Appendix
T1 L1 – Success as a student: what lecturers say
From (Cottrell, 2019 p12)Title Here
Page 22 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T1 L3 – Independent study: benefits, challenges, risks
As independent study is core to most courses in higher education, learning to do this effectively is
essential. A good starting place is to consider how you will manage its challenges and risks.
Benefits
Challenges
Risks
More control over your
study time
tasks take.
Forgetting things that must be
done.
More control over your
‘spare’ time
your CV, gaining skills and
experience to further your
employability and career.
between ‘spare’ time and
independent study time.
socialise and enjoy yourself.
a wider range of attributes that
will benefit you when applying
for jobs or promotions.
rather than in a balanced menu
of activity.
More choice about when
and where to study
times, for you, for diverse study
activities.
you to study without
interruption.
More choice about how
you study
best when undertaking different
study tasks.
learning and achieving your
goals.
helps you to learn best.
than developing new, more
effective ones.
More responsibility for
your own successes
learning and to address these.
your own performance and
grades.
feedback and to learn from
mistakes.
barriers to learning.
your performance.
guides to future improvement.
More choice about how
much energy you devote
to topics that interest you
broad set of superficial interests
and too much depth in a narrow
range of topics.
interests.
topics that interest you at the
expense of those needed to
complete the programme.
narrow a range of topics.
There isn’t a teacher
looking over your shoulder
all the time
guidance.
supposed to do.Title Here
Page 23 of 87
Research and Study Skills for Uni Study – Student Guide.docx
pursuing solutions to problems
on your own.
help and to ask for it.
available, or not using it.
solve problems yourself.
More control over choice
of topics
to a coherent programme of
study that interests you and
meets your goals.
together well, or that do not
contribute towards your goals.
Based on Cottrell (2019) The Study Skills Handbook, 5th edition, Bloomsbury PublishingTitle Here
Page 24 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T1 L4 – What would success look like for me?
Use the following questions to help you to plan. Check off ✓ all items that apply to you. Then highlight
those that are most important to you.
I would feel I had made a success of university/ college if:
Career
__ I gained a qualification that enabled me to develop my career.
__ I developed skills which helped me find a good job.
__ I made full use of the opportunities available.
__ I took on positions of responsibility that helped my CV.
__ I made good contacts that helped my career.
Transformational experience
__ I learnt more about who I am as a person.
__ I became a different person because of my experience.
__ I developed a range of skills and qualities that improve my life.
__ I developed in personal confidence.
__ I developed a broader understanding of the world.
__ I met and learnt from people I wouldn’t have met otherwise.
Subject and qualifications
__ I learnt a lot about a subject that really interested me.
__ I got a good class of degree.
__ I stretched myself intellectually.
__ I developed academically.
Life and personal
__ I really enjoyed myself.
__ I made good friends.
__ I developed new interests that enrich my life.
__ I learned to manage myself as an effective adult.Title Here
Page 25 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T1 L4a – How well do I manage my time now?
For each of the items below, circle the response which best fits you. Then note in ‘Action’ the strategies
that could help you fine-tune any areas in which you want to improve. Share with a colleague.
Item Do I …
Response
Action
1 have a good sense of why time management
is important for students?
Yes No
Don’t
know
2 usually know where I should be and at what
time?
Yes No
Don’t
know
3 usually turn up on time to where I need to be? Yes No
Don’t
know
4 keep good track of all the things I need to do? Yes No
Don’t
know
5 have an accurate sense of where my time
goes?
Yes No
Don’t
know
6 use breaks and blocks of study time
creatively, to help me study effectively?
Yes No
Don’t
know
7 know how many study hours are expected for
my course?
Yes No
Don’t
know
8 know how many hours I am expected to
spend across the year in different kinds of
study?
Yes No
Don’t
know
9 prioritise effectively the things I most need to
do?
Yes No
Don’t
know
10 use a planner or diary effectively?
Yes No
Don’t
know
11 know when all assignment deadlines and/or
exams fall?
Yes No
Don’t
know
12 map out in my planner how I will organise
my work so as to meet all deadlines?
Yes No
Don’t
know
13 use my time online effectively?
Yes No
Don’t
know
14 know how to manage distractions?
Yes No
Don’t
know
15
use time management strategies
effectively?
Yes No
Don’t
know
16 have time for myself and to relax?
Yes No
Don’t
know
Reflection
now?
Based on an example from Cottrell (2019) – The Study Skills Handbook, London: Red Globe PressTopic 2
Page 26 of 87
Research and Study Skills for University Study Student Guide
Topic 2:
Learning and Skills Audit
2.1 Learning Objectives
This topic introduces students to the subject of ‘learning’ and the actions that help them to identify
their own strength and development areas in study and presentation skills.
On completion of the topic, students will be able to:
2.2 Timings
Lectures:
6 hours
Private Study:
6.7 hours
Tutorials:
2 hoursTitle Here
Page 27 of 87
Research and Study Skills for Uni Study – Student Guide.docx
2.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Lecturers’ Notes
Students have copies of the private study exercises in the Student Guide. Answers are not provided
in their guide. They are expected to also use private study time to review the content of this unit.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: – Formal or informal?
Make a note of at least six examples of your own learning that you can think of, in your learning journal.
Note down your thoughts.
Reflection
Reviewing the different ways that you learn can help you see both how much you have learned
already, and the kinds of learning you prefer. The next part of the exercise looks at this in a bit more
detail. Title Here
Page 28 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Identify your personal learning formula
Draw a ring around those factors below that you consider contribute to your performing at your best
(whether you always enjoy that approach to learning most). There may be many or just a few. Add in
any others that you consider relevant to you.Title Here
Page 29 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Exercise 3:
Your Study Skills Action Plan
Bring together your thoughts about your responses to activities, reflections and self-evaluations. Use
these to develop an action plan to collate your thoughts and priorities for action.
Date:
Summary of my current strengths, skills and qualities: what I have achieved so far
Summary of what I need to work on, develop or improve
My priorities: what I am going to do, when, and howTitle Here
Page 30 of 87
Research and Study Skills for Uni Study – Student Guide.docx
How will I know that I have improved? (E.g. what changes would I expect in my work, in
myself, or in the attitudes of others?)
Repeat later in the year!Title Here
Page 31 of 87
Research and Study Skills for Uni Study – Student Guide.docx
2.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
2.4.1 Review of Private Study Exercises
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.
From Private Study Exercise 2:
Ask students to share the first part of their private study work in pairs/small groups (according to
numbers) and compare and contrast the results.
2.4.2 Tutorial Exercises
Exercise 1: Quiz
Explain: This quiz (See slides 25 and 26) will help you review your learning on this topic.
Exercise 2:
Conclude the tutorial and the topic by impressing on students that they should now have an action
plan for helping them to develop their study skills.
Encourage students to review this as they work through the remainder of the unit, reflecting on their
study and adapting their plan accordingly.Title Here
Page 32 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T2 L1 – Learning how to Learn
Read the notes of two students in the early stages their new course.
Tim wrote:
There was a preliminary essay that was due before the course started. To be honest, I was nervous.
It took me ages – I kept changing the words round repeatedly. I wasn’t feeling at all confident because
I haven’t written an essay of this type and level before. I started to panic because I only had a couple
of evenings put aside to do it. I thought that if I kept on writing, I’d get there in the end. It wasn’t
productive and, to be honest, I had no idea of what I was trying to do.
Now that I’ve thought about it, I can see that I was trying to write the essay without planning how I was
going to do it. I didn’t approach it systematically at all – that’s why I couldn’t get started. It was a useful
‘learning curve’ though. When I got the feedback, it was obvious that I hadn’t answered the question!
In fact, I hadn’t really read it! I just focused on the topic.
I assumed that I was no good at writing essays; I’d done well at school. It’s taken me a while to work
out what happened, but I’ve learned that good essays don’t just ‘happen’.
Sue’s notes were different:
I was reading one of the set books and studying graphs – trying to interpret the information, especially
that needed to answer my first assignment. I read it repeatedly; I thought I understood it but was not
sure. There was so much information, I thought ‘I’ll never remember all this.’ It all seemed to be
important. If I try to understand basic principles rather than try to remember all the details I might do
better, and valuable study time will be more effective.
What do these examples tell you about ‘learning to learn?Title Here
Page 33 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T2 L5 – Study skills Priorities
Column A – Already have the skill? – Decide & ✓ whether each statement is generally true of you
Column B – Needed? – How important is it to you? Rate from 6 to 10. (6 = not needed. 10 = essential.)
Column C – Ability? – Rate how good you are at this skill now. (Scale 1 = very weak, 5 = excellent.)
Column D – Priority: Subtract the score in column C from that in column B (B – C). Items with the
highest scores in column D are likely to be priorities.
Study skills statements
I have effective strategies for …
A
This is
true ✓
B
Needed?
(6–10)
C
Ability?
(1–5)
D
Priority?
(B–C)
Self-management
Engagement: taking an active part in
shaping your learning and success.
Autonomy: being able to think for yourself
& make good choices to direct your own
study.
Managing your mindset: adopting the
right attitudes to drive your success and
inspire you.
Enhancing personal performance:
looking to improve further, using feedback,
data, observation and reflection.
Personalising learning: identifying and
applying approaches that work best for
you.
Time-management: using time to best
effect; ensuring your work is submitted on
time.
Well-being and self-care: balancing
study, work and life; managing stress.
Managing your learning environment:
coping with the broader learning context.
Self-reflection: thinking meaningfully
about the consequences of your actions
and your study, well-being and future.
Academic Skills
Research Skills
Finding information: searching for
information and knowing what is availableTitle Here
Page 34 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Reading large amounts at speed
Using multiple sources of information
Making helpful notes of what you
observe, hear, read and think – and using
them well
Organisational skills: sorting, storing
and retrieving information for re-use;
planning tasks well
Using numerical data: collecting,
analysing and presenting.
Thinking Skills
Decision making: sound decisions about
the material to select and draw on for your
work
Memory skills: developing strategies for
recalling information easily and
accurately.
Critical thinking: evaluating the quality of
sources of information; developing a
strong line of reasoning based on
evidence; interpreting material, data and
theories.
Creative problem-solving and
synthesis: drawing on diverse knowledge
and skills to create new ways of looking at
an issue or to find new solutions.
Understanding: making sense of
increasingly complex and difficult data and
concepts, including problems without
clear-cut answers.
‘Thinking about thinking’: thinking
meaningfully about the quality and
effectiveness of your thinking.
Understanding academic conventions
Higher Education as a learning
community.
Your academic discipline: the specialist
area of learning that underpins your
course.
Foundation concepts in the discipline –
its core theories and ideas.
Knowledge: how this is constructed and
advanced in your subject Title Here
Page 35 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Evidence as the basis of your argument.
Sound methodologies, relevant to the
subject, used to establish the evidence
base.
Specialist terminology used in the
discipline.
Academic integrity, including the use of
reputable, correctly attributed sources,
and avoiding plagiarism.
Ethical awareness, as relevant to
context.
Written and other communication skills
Precision: using words and data
accurately and succinctly, and keeping to
word limits
Structure and clarity: organising your
ideas and using a clear line of reasoning
Style and format
for
essays, reports, case
studies, dissertations and other
assignments
Audience awareness: for written, spoken
and electronic communication
Citing and referencing sources correctly
Subject discipline: using the style, format
and conventions used in your subject
People Skills
Turn-taking: taking an active part, without
dominating or letting others take over
Contributing constructively in class,
seminars, or in online discussions
Peer feedback: giving and receiving
constructive criticism
Making presentations, to a group or as
part of a group
Collaborative team working and small
group work, face to face and/or using
video links or social networking Title Here
Page 36 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Cultural competence: interacting
sensitively and confidently with a diverse
range of people; adapting well to new
groups
Supporting others, encouraging them
and sharing ideas without cheating or
collusion.
Task Management Skills
Producing set items such as essays,
reports, portfolios, presentations, case
studies, applying methodologies,
conventions and styles relevant to the
discipline
Managing the process of taking a task
through from start to finish
Meeting given requirements such as the
assignment brief, marking criteria, ethical
standards, deadlines and word limits
Following appropriate protocols and
guidance for your subject, such as for
practical or technical skills
Using specialist equipment and
resources relevant to your course and
circumstances, or using apps designed to
support study
Project management of larger, more
complex tasks such as research projects,
dissertations, exams, field work and end of
year shows.
Combining skills
The skills are outlined here, for clarity, as if they were separate categories. In practice, you would
combine many skills from each category for most study tasks.
For example, you cannot easily separate out basic research tasks, such as searching for information,
from the process of thinking through what is relevant for a given assignment or from critical thinking.
Similarly, meeting assignment briefs can mean integrating almost all of the skills outlined above.
As you develop through your course, you will integrate a wide range of skills fluidly, without noticing
that you are doing so.
Now turn to the Action Plan. Repeat later in the year!Topic 3
Page 37 of 87
Research and Study Skills for University Study Student Guide
Topic 3:
Gathering Information – Sources and Reading
3.1 Learning Objectives
This topic provides an overview of sources for gathering information and reading in research and
study.
On completion of the topic, students will be able to:
3.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursTitle Here
Page 38 of 87
Research and Study Skills for Uni Study – Student Guide.docx
3.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2 – Making the most of Library Services
The starting place for most research or assignment preparation is the library. Your university, HE
institution’s library or a large public library is likely to offer a wide range of services.
Visit (in-person or virtually) and find out whether and where the following are available:
Support and resources for using the library and for finding material online.
Materials from your reading list.
Subject specialist librarians for maths, computing etc.
Silent areas, study rooms, group workspaces, reference sections, chat areas.
Books, papers, and academic journals – in print and/or on-line.
Specialist collections for my subject (if so, which ones? How do I access them?)
Printers, copiers, laminators, binding facilities.
Videos, audio slide, from microfilm to digitised.
Accessible resources for students who need them.
Facilities for making audio and visual aids for presentations.
Access to resources and help off-campus.
How does the library catalogue work.
If any of these is not available there, where will you access them?
NB: Add other items to this list that you need to investigate. Remember: the ‘visit’ may be to a
building, virtual, or both!
Exercise 3: – Self-evaluation How useful are your notes?
For each of these set of statements, indicate your rating along the line (..✓…), depending on how far
each is a good description of your own notes. Have a folder of your notes to hand to check.
Use this self-evaluation to consider ways you might improve your notes in future.
Strengths
Rating
Weaknesses
1 Easy to take in at a glance
………………… Not easy to use at speed Title Here
Page 39 of 87
Research and Study Skills for Uni Study – Student Guide.docx
2 Contain the information I need
………………… Don’t contain what I need
3
Make sense when I come back to them after a
few days/weeks
…………………
Don’t make much sense to me when I come
back to them
4 Most of the information is relevant
………………… Contain lots of irrelevant material
5 All points are completed and followed up if
needed
………………… Lots of points incomplete or not followed up
6 Everything is clear
………………… Notes are jumbled/confused
7 Inviting to look at and read again
………………… Messy or uninviting
8 Laid out in ways that assist recall
………………… No features to help recall
9 Selective, drawing out only key points, themes,
issues, debates
…………………
Not selective; I include material I don’t need
and won’t use
10 Well-structured
………………… No apparent structure
11 Significant points stand out
…………………. Not easy to spot important points
12 Succinct/concise
…………………. Too wordy
13 Well-abbreviated
………………… Poor use of abbreviations
14 All written in my own words (apart from
quotations/references)
…………………
Chunks copied from books, articles, internet,
class, etc.
15
My own words are clearly set apart from
quotations
…………………
Easy to confuse my words with quotations or
copied text
16
Sources of information are given clearly,
accurately, precisely
………………… Vague about where exactly I got the
information
17 All pages are numbered or labelled
systematically and helpfully
…………………
Pages are not numbered systematically and
helpfully
18
Sets of notes are labelled and stored so they are
easy to find in future
………………… Sets of notes are poorly organised and
labelled; hard to find
19 Good contents list or index helps me find
information speedily
…………………
I don’t have a good contents list or index to
help me
20 Easy for me to use them and learn from them …………………
Difficult for me to use them and learn from
them
Reflection – Improving your notes
Think about the outcome of your review and consider the following:
Based on Cottrell (2019)Title Here
Page 40 of 87
Research and Study Skills for Uni Study – Student Guide.docx
3.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
3.4.1 Tutorial Exercises
Exercise 1: ‘Stop-Review’ Practice
Explain that the ‘stop-review’ technique may also help you with your reading. This involves
reading in short bursts and using questions to review what you have just read.
Use a chapter from the book or the article you have chosen to practice the technique. If you don’t
have one ready, access o0ne on-line. Use the questions listed below or write more appropriate
questions of your own as you read it to practice the technique.
Stop after you have read a couple of paragraphs and use your questions to guide you as you make
notes. Then read on using the same technique.
Review the practice.
Exercise 2: – Making notes with confidence
Ask students to read the following approaches that two students use to making notes. Sonja and Adil
are two students who used to have great difficulties making notes. Here are their accounts of how
they tackled their difficulties, with help from a study-skills tutor.
Sonja
There are two things which I find difficult about making notes.
Firstly, I am not very confident about using my own words – the book always seems to say things
better. It is very tempting to use nearly the same words as the book. I imagine that I will rewrite them
in my own words later – but then I don’t have the time, or I forget which bits are taken from the book,
and end up with the words of the book in my essay without even realising.
The second thing I find difficult is working out what to take notes about, especially keeping to
essentials. I worry in case I miss out information I will need in the future. I can end up with 10 sides of
notes from reading only a few pages. It takes ages and there is too much to even look at a second
time. When I came to revise for my first exams, I had too many notes to revise – there were simply
too many to read, never mind learn. Title Here
Page 41 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Now I spend more time thinking and planning before I even touch a book. I try to work out what
information I want. I draw a mind-map with everything I already know, and what I need to find out. If I
have an essay, I do a rough plan really early – before I start reading – to get the shape in my head.
I always start with the easiest book – just to get a picture of what it is all about. With other books, I
use the contents page and headings to work out where information is. At this stage I don’t write much
except something like ‘AI – key concepts: p. 248 and pp. 265–9’ – or I annotate the book.
When I have more idea of what I am looking for, and where that information is, I take more detailed
notes. Sometimes, I do this by writing a question and putting the information as an answer. When I
am not sure if I want some information, I just write a few lines onto the Notes app, saying where I can
find that information later if I really need it.
Adil
It’s taking notes in lectures that I find hardest as I either day drift off and forget to note anything, or I
type notes up as I go and make far more notes than I need. It’s hard to keep track of what is being
said and to select out important points at the same time.
I find it helps if I prepare before the lecture. I browse the topic online and look over the chapters
quickly. If something looks complicated, I work out, if I can, what it is about before the lecture. I make
notes in advance, or just make a list of the things I have information on already. I make a list of the
questions I still need answers to. I don’t need to make loads of notes in class then. We sometimes get
podcasts of lectures and I listen to the bits of these that I think will be most useful.
Reflection
These are just two approaches to dealing with note-making.
3.4.2 Review of Private Study Exercises
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.
From Private Study Exercise 2:
Ask students to review in small groups (3/4), their experience of investigating the library and its
facilities.Title Here
Page 42 of 87
Research and Study Skills for Uni Study – Student Guide.docx
T3 L3.1
Are these credible sources?
Based on – www.academic-englishuk.com/credible-sources
research. Why?
www.academic-englishuk.com
___________________________________________________________________________
COPYRIGHT of www.academic-englishuk.com/credible-sources
Credible sources
Credible sources are generally texts that can be trusted and authoritative. These would be texts with
support in terms of reliable evidence (facts, data, statistics) and often referring to previous work by
academic authors. The most common credible sources are scholarly journals, conference papers and
books because these have been peer-reviewed (read and approved for publication by other
authors). However, there are good websites that can be used generally ending in .gov / .edu / .ac.
Two types of sources Primary and Secondary. A primary source is main primary source this can be
raw data, records and key facts. A secondary source draws on the primary data and analyses it.
Key questions when evaluating source material
Is there an author? Date?
Is there evidence? Where is it from? Sourced?
Is there a reference list? And in-text referencing?
G
e
n
e
ra
l
l
y
,
t
h
e
r
e
s
h
o
u
l
d
n
’t
b
e
g
l
os
s
y
p
ic
t
u
r
e
s
o
r
a
d
v
e
rt
i
si
n
g
.
It should
b
e
w
r
i
t
t
e
n
i
n
a
n
a
c
a
d
e
m
ic
fo
r
m
a
l
s
t
y
le
a
n
d
qu
i
t
e
d
if
fi
c
u
lt
t
o
read.
Is this a credible source?
Source
Yes No Not
sure
Why?
Topic 4
Page 43 of 87
Research and Study Skills for University Study Student Guide
Topic 4:
Gathering Information –Lectures and Tutorials
4.1 Learning Objectives
This topic provides an overview of Gathering Information through Lectures and Tutorials
On completion of the topic, students will be able to:
4.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursTitle Here
Page 44 of 87
Research and Study Skills for Uni Study – Student Guide.docx
4.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: Develop your note-taking skills.
As with all skills, that of note-taking will not be acquired overnight. You will need to work at it!
You could do this by practising taking notes from one of the main news broadcasts on radio or
television or from a podcast.
If you do this over a week or so, this will give you the chance to experiment with different layouts.
Why not share this activity with a colleague and compare notes?
Exercise 3: Team roles survey
We naturally adopt or prefer particular roles when working in teams. Some of us might be drawn to
leadership roles, others might prefer to work quietly in the background. T
This survey will give you some insight into the roles that you tend to adopt when working in teams.
There are 7 main roles that we tend to adopt:
Evaluator, Ideas Person, Leader, Compromiser, Summariser, Recorder, Encourager.
You’re likely to adopt elements of each role when working in teams, some might be stronger than
others and your role might change depending on the context. You’ll find out more about each role at
the end of the survey.
As you complete each question, think about teams that you were a part of such as project groups,
committees, trusts, sports teams, clubs or any other community groups. Please complete all 28
questions. Your results will appear at the end of the survey and can be emailed to you.
https://auckland.au1.qualtrics.com/jfe/form/SV_bgBL7qMzWtK70MdTitle Here
Page 45 of 87
Research and Study Skills for Uni Study – Student Guide.docx
4.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
4.4.1 Tutorial Exercises
Exercise 1: Using A Mind Map
Take the notes from the study skills lecture (and any additional reading you have done) on time
management.
Prepare an outline mind map that you might use for this session.
For example, you might decide to group the words and phrases into classifications such as:
Compare your work with a colleague. What are the strengths and limitations of each?
Exercise 2: Quiz
Ask students to work in small groups (3/4) and prepare answers to the Check Your Understanding
questions. (Slide 46)
Check Your Understanding – Questions
techniques of taking notes?
Exercise 3: Active Listening
Group-work activity: NASATitle Here
Page 46 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Team Building Activity: NASA Problem Solving Activity: Survivor on the Moon
Objective: This activity is designed to show the advantages and disadvantages of
working in a group to solve a problem.
Procedure:
You are a member of a space crew originally scheduled to rendezvous with a mother ship
on the lighted surface of the Moon. Due to mechanical difficulties, however, your ship
crash-landed on a lighted spot some 320 kilometres from the rendezvous point. During
landing, much of the equipment aboard was damaged, and since survival depends on
reaching the mother ship, the most critical items available must be chosen for the trip.
Below are listed the 15 items left intact and undamaged after landing. Your task is to rank
them in terms of their importance to your crew in allowing them to reach the rendezvous
point. Place the number 1 by the most important item, the number 2 by the second most
important, and so on, through number 15, the least important.
Box of matches
Food concentrate
50 metres of nylon rope
Parachute silk
Solar-powered, portable heating unit
Two .45 calibre pistols
One case of dehydrated milk
Two 50 kg-tanks of oxygen
Stellar map of Moon’s constellations
Self-inflating life raft
Magnetic compass
Fifty litres of water
Signal flares
First-aid kit including injection needles
Solar-powered FM receiver/transmitter
Instructions
Individual Activity: review the list and record your individual ranking of each item on
the worksheet overleaf. All items MUST BE numbered. You have …. minutes to complete
this.
Group Activity: As a group, make a separate priority list of items to take with you,
ranking items on the worksheet overleaf. All items MUST BE numbered. You have ….
minutes to complete this
Error Scores: Your module tutor will give you the NASA rankings so that you can
calculate your individual and team error scores.
NB: At least one observer will be monitoring your group performance in order to give you feedback
later on. Title Here
Page 47 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Observers should turn to the following observation feedback sheet.
Observation Feedback Sheet (make notes in preparation for feedback)
Did you observe?
Feedback on activity
Observer’s feedback to team
Whole group discussion on team activity
How did your team operate in order to complete the task?
Which, if any, team roles were demonstrated?
Personal Reflection:
Not everyone enjoys team games, some prefer to work things out for themselves. Were you a
willing observer or would you have preferred to have got stuck into the decision making with Title Here
Page 48 of 87
Research and Study Skills for Uni Study – Student Guide.docx
everyone else? We all have preferred learning styles, and some tasks lend themselves more
naturally to identifiable preferences.
4.4.2 Review of Private Study Exercises
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.Title Here
Page 49 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Appendix
T4 L1 – Do you get the most from lectures?
Identify the value for you.
Consider which of these benefits of scheduled sessions (such as lectures, group work, etc.) are of
value to you ✓.
see how new material adds to the picture.
and issues; to help me when interpreting assignment titles and anticipating potential exam
questions; to gain a sense of what I am supposed to know.
research, practice and thinking; for ideas to inspire my own investigations into the topic.
understand and recall course material.
avoid the anxiety of feeling I might have missed something essential.
questions and comments of others; these add to my understanding of how the issues can be
conceptualised.
working in groups and teams, and communicating through discussion.
gain from being part of a learning community.
my sense of connection to the course, which helps me engage further and enjoy it more.
Reflection:
indirectly?
Page 50 of 87
Research and Study Skills for University Study Student Guide
Topic 5:
Using Critical Thinking and Reasoning
5.1 Learning Objectives
This topic provides an overview of critical thinking and reasoning.
On completion of the topic, students will be able to:
5.2 Timings
Lectures:
10 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 51 of 87
Research and Study Skills for Uni Study – Student Guide.docx
5.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1: Critique Your Thinking
To begin to think about your thinking, make a list of any problems you believe currently exist with your
thinking. Try to be as explicit as possible. The more problems you identify the better. For each
problem you identify, complete the following statements:
Consider your thinking in these domains of your life: at work, in personal relationships, in teaching, in
intimate relationships, as a reader, as a writer, in planning your life, in dealing with your emotions, in
figuring out complex situations. Complete these statements:
List at least three areas for each of the above.
Right now, I believe my thinking across all domains of my life is of ______________ quality. I based
this judgment on _________________.
Exercise 2: Evaluating What You Read Adapted from: CAPLITS Centre for Professional Literacies)
analysis.
literature, developing a ‘critical eye’ in the process.
for the purpose of their argument?Page 52 of 87
Research and Study Skills for Uni Study – Student Guide.docx
ideas and views?
Research and Study Skills for Uni Study – Student Guide.docx
5.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
5.4.1 Tutorial Exercises
Exercise 1: Thinking About Your Opinions (See slides 51 and 52)
Read the extracts below and consider how far you agree or disagree with the view of the authors.
I have been teaching for over 30 years. During that time, one sees many, many students, and it
amazes me how different they have been over time, and the inequality continues to grow. Compared
with the students in the 70s, today’s students are uneducated and unfit for HE.
(Based on www.joannejacobs.com/2009/02/unfit-for-a-college-education/#comments)
Students today do not write merely to obtain good grades. They write to shake the world. Moreover,
they are writing more than previous generations in history. Popular beliefs that Google is making us
stupid and Facebook is frying our brains are totally inaccurate. New technologies are leading new
ways of being literate.
(www.chronicle.com/blogPost/Bad-Student-Writing-Not-So/7853/)
Write down your ideas on the following questions.
generations?
Exercise 2: Crime and Punishment
In 1984, at the age of 19, Doris Drugdealer was arrested for selling $400 worth of heroin to an
undercover police officer in Michigan. She received a 10–20-year prison sentence for this crime. After
serving about 8 months of her sentence, she decided that she could not tolerate prison and with the
help of her grandfather, plotted an escape. She used a work pass to walk away from prison. In May,
2018, after 34 years, Doris was captured again by detectives who matched fingerprints from her
driver’s license to her prison records.
Doris said that in 1974 she was a “stupid little …hippie-ish girl…a pothead.” During the 34 years that
Doris evaded prison, she worried every day that she would be caught. While looking at a sunset, she
would marvel at her freedom and wonder if the past would catch up with her. She was very careful to
lead the life of a model citizen and even volunteered for Common Cause, an organisation that
promotes government ethics and accountability. She married an executive and had three children and
lived a comfortable life in an upper middle-class neighbourhood. She never told her family about her
past. Her husband of 23 years stated that he loved his wife as much as the day they were married Page 54 of 87
Research and Study Skills for Uni Study – Student Guide.docx
and that she was a “person of the highest integrity and compassion” and had dedicated her life to
raising her children. She taught her children to be responsible citizens and to avoid drugs. Her
husband said that the arrest “was the next worst thing to having a death in the family.” Doris worried
about the effect of her arrest on her son who had just graduated from high school and her older
daughters. A neighbour commented that it would not be useful to society to send Doris back to prison.
Undercover drug officers believed that Doris had connections to “higher ups” in the drug world and
was a teenage leader in a 1980’s drug ring. They found $600 in her apartment, paraphernalia for
cutting heroin and pictures of her with other drug dealers. Doris described herself as a recent high
school graduate who was strapped for cash, working at a minimum wage job and driving a $400 car.
She said that every day of her life she regretted getting herself into this situation. She was extradited
back to Michigan to serve her original prison term. Her family and friends submitted a plea for
clemency to the governor of Michigan. Should the governor grant her clemency?
Based on excerpts from “Former Fugitive Drawing Sympathy” and “Captured Fugitive Now Waiting
for Extradition, and to Learn Fate” from the San Diego Union Tribune, May 1 and 2, 2008
Use your critical thinking to analyse this situation. Use the Critical Thinking Worksheet that
follows for your analysis. There will then be a group discussion.
Critical Thinking Worksheet: Crime and Punishment
Use the summary of the news article on crime and punishment to answer the questions below.
Discuss the issues with a group of students in your class and then write your reasonable point of view.
Research and Study Skills for Uni Study – Student Guide.docx
view? Why? Include a brief description of your values.
5.4.2 Review of Private Study ExercisesPage 56 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Topic 5 – Activity Sheet (Student Copy)
Rochborough Health
Outdoor play has beneficial effects for children in terms of both their health and their levels of social
interaction. According to clinical trials carried out by Rochborough’s Health Council Advisory Body in
September this year, children who played outside for over fifty days in the year had a 20% higher
lung capacity, and 30% lower incidence of asthma and bronchial conditions than children who
played indoors. Children who played outdoors also reported having more friends than those who
played indoors.
A survey of 30 families by Rochborough Social Amenities Committee found that parents were more
likely to let their children play outdoors if they had their own gardens or if there were supervised play
areas nearby. Mr Arkash of Milton Road said his children did not feel safe playing on the Children’s
Meadow on the outskirts of Rochborough as his son had been frightened by a fox there in the past.
His little son looked quite tearful as his father spoke. ‘He often cries because he has nowhere to
play,’ said his father. Supervised play areas can be expensive to provide. However, only 18% of
homes in Rochborough have gardens. Therefore, to improve the health of all its children,
Rochborough needs to provide more supervised outdoor play areas.
Rochborough Playcouncil Newsletter
Based on Cottrell (2019)
Questions
5.Identify the conclusion in the ‘Rochborough Health’ passage
Page 57 of 87
Research and Study Skills for University Study Student Guide
Topic 6:
Planning for an Assignment
6.1 Learning Objectives
This topic provides an overview of Planning for an Assignment
On completion of the topic, students will be able to:
6.2 Timings
Lectures:
6 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 58 of 87
Research and Study Skills for Uni Study – Student Guide.docx
6.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: – How good am I at managing writing tasks?
For each item below, select ✓ the boxes that apply. Then rate how well you perform the skill currently
(9 = excellent, 1 = weak/ needs a lot of work). Use your evaluation to decide priorities for improvement.
Do I know how to…
Yes
I just
need
practice
Not
sure
No
Rating
1 envision the writing process as a
whole?
☐
☐
☐
☐
2 get started/ overcome writer’s
block?
☐
☐
☐
☐
3 use assignment titles/ questions
effectively?
☐
☐
☐
☐
4 write using expected academic
conventions?
☐
☐
☐
☐
5 organise my thoughts for writing?
☐
☐
☐
☐
6 plan a piece of writing?
☐
☐
☐
☐
7 organise and structure my writing?
☐
☐
☐
☐
8 write good paragraphs?
☐
☐
☐
☐
9 link ideas together?
☐
☐
☐
☐
10 write a persuasive argument?
☐
☐
☐
☐
11 provide critical analysis?
☐
☐
☐
☐
12 use academic writing styles?
☐
☐
☐
☐
13 use reflection in writing?
☐
☐
☐
☐
14 draft, edit and proof-read?
☐
☐
☐
☐
15 present my writing?
☐
☐
☐
☐
16 write an essay?
☐
☐
☐
☐
17 write a report (e.g., for research
projects)?
☐
☐
☐
☐
18 write a case study?
☐
☐
☐
☐
19 cite my sources?
☐
☐
☐
☐
20 use feedback to improve my
marks?
☐
☐
☐
☐Page 59 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Based on Cottrell (2019)
Reflection – Improving your written assignments
these.
Exercise 3: – Process Words
This activity will help you identify which words and phrases relating to the process, the assignment is
expecting you to follow. It will also help you understand exactly what each word is asking you to do.
Instructions:
you to do.
Meaning
Process word
give the exact meaning of a word or phrase, perhaps examine different
possible or often-used definitions
determine the value of, weigh up – see also Evaluate
look at evidence / arguments for and against and weigh them up in terms
of their value
set in opposition in order to bring out the differences – you may also note
that there are similarities.
explain the reasons for / clarify / give reasons for
resolve into its component parts, examine critically or minutely.
look for and show the similarities and differences between examples,
perhaps reach a conclusion about which is preferable and justify this
give a detailed account of
give details about how and why something is so.
look for differences between
make a judgement backed by a reasoned discussion of the evidence
involved, describe the merit of theories or opinions or the truth of
assertions.Page 60 of 87
Research and Study Skills for Uni Study – Student Guide.docx
explain, then give two sides of the issue and any implications.
give reasons for a point of view, decisions, or conclusions, and mention
any main objections or arguments against
give a clear, short description, explanation or account, presenting the
chief factors and omitting minor details and examples – see also Outline
find some points of common ground between two or more items and
show where or how they are different.
look in detail at this line of argument.
give the main features or general principles of a subject, omitting minor
details and emphasising structure and arrangement
make an appraisal of the worth / validity / effectiveness of something (but
not so that it is your personal opinion and give evidence from course
materials – see also Assess
present in a brief, clear way.
make clear and explicit, and give carefully chosen examples.
Process words
Research and Study Skills for Uni Study – Student Guide.docx
6.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
6.4.1 Tutorial Exercises
Exercise 1:
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.
From Private Study Exercise 2:
Ask students to review in small groups (3/4), their responses and thoughts.
Exercise 2: Writing Style
Ask students to work in pairs/small groups and to compare the following two styles of writing.
The first is conversational:
Mount Pepé is going up – it’s going to take everything with it when it goes. And I mean everything
– villages, farms, trees, the lot. It’s frightening to think of how powerful a volcano can be. Think of
the damage they cause! Remember Pompeii and Mount Etna!
The second is in a general academic style:
In order to assess whether it is necessary to evacuate the villages on Mount Pepé, three main
factors need to be taken into consideration. The first, and most important, of these is the element
of safety. According to seismic experts currently working on the volcano, there is likely to be a
major eruption within the next ten years (Achebe, 2018). According to Achebe, the eruption is
likely to destroy villages over a radius of 120 miles (Achebe, 2019, p. 7).
Notice the differences between the two examples. For each piece, consider questions such as these.
Research and Study Skills for Uni Study – Student Guide.docx
Exercise 3: Converting text to a more impersonal style
An impersonal style is often preferred for academic writing. This is because the reader will normally
be more interested in the ideas themselves rather than the person writing, and use of an impersonal
style allows these to be highlighted. To achieve an impersonal style in your formal writing, you can
use the passive voice.
Review the text below and edit it to produce a more formal style. Then compare your version with the
sample answer.
The cause of the economic crisis of the Sudan, according to Wohlmuth (1994), is the development
path chosen since independence and this has escalated since the 1970s. However, the conditional
loans, and then the Structural Adjustment Programs (SAPs) which the World Bank and the
International Monetary Fund (IMF) have offered to the Sudan, could not help it to stabilise its
economy. On the contrary, these have produced negative impacts on the economy and the standard
of living. Furthermore, the liberalisation policy declared in 1993/4 has had negative impacts as well.
According to a study by Gadir (1994), more than 90% of Sudanese are living below the poverty line
due to the government lifting support from services such as education, health and major goods. The
government has also failed to pay salaries for Primary and Secondary school teachers. In some
states, the authorities have closed schools for two years, due to lack of money and a shortage of
resources.
Hint: This text extract is from a student essay. It could be made to sound more impersonal and
objective. Improve it by rewriting parts of it and using a mixture of active and passive forms.Topic 7
Page 63 of 87
Research and Study Skills for University Study Student Guide
Topic 7:
Academic Writing
7.1 Learning Objectives
This topic provides an overview of Academic Writing
On completion of the topic, students will be able to:
7.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 64 of 87
Research and Study Skills for Uni Study – Student Guide.docx
7.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: “I didn’t reference the source because…”
Below are six statements that might be made by students for not referencing a particular source in a
coursework. They all start with “I didn’t reference the source because…” Six likely lecturer responses
are shown. Match the likely lecturer response to the student statement. Choose the most likely
response number in the right-hand column below.
Student Statements
Response
the bibliography.
can contribute to these, and no particular author is named.
website, which are there for the whole world to see and use.
I changed most of words in the article to my own.
everyone in class was given a copy.
website.
Match each statement shown above with the appropriate tutor response from the list below.
originator of the source, which can be a name of an organisation, or other source.
This enables readers to find and use the sources for themselves, if required.
learn or examine the methodology for the research and data collection.Page 65 of 87
Research and Study Skills for Uni Study – Student Guide.docx
secondary sources. A primary source, in this example, would be the originator of the theory.
Secondary sources may not always be reliable. However, if you do use a secondary source,
it needs to be properly referenced.
referenced. By doing this you acknowledge the part another person has played in the
development of your own ideas.
reader’s understanding of terms you have used in your assignment and so needs to be
properly referenced.Page 66 of 87
Research and Study Skills for Uni Study – Student Guide.docx
7.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
7.4.1 Tutorial Exercises
Exercise 1:
From Private Study Exercise 1:
Ask students if they have any queries regarding the content of the topic and answer questions as
appropriate.
From Private Study Exercise 2:
Ask students to review in small groups (3/4), their responses and thoughts.
Exercise 2: – The Assignments
The second tutorial slot should be given over to review progress on the assignments, take
questions of clarification and provide further briefing or support as necessary.Topic 8ic 8
Page 67 of 87
Research and Study Skills for University Study Student Guide
Topic 8:
The Nature and Process of Research – 1
8.1 Learning Objectives
This topic and the next provide an overview of The Nature and Process of Research.
On completion of the topic, students will be able to:
questions, research methods, ethics, data collection and analysis, and writing up findings.
8.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 68 of 87
Research and Study Skills for Uni Study – Student Guide.docx
8.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: Ethical Implications
Look at your research topic mind map or plan and the research statement or question Did you consider
ethics? Regardless, of your answer:
chosen topic. Write your notes in the space provided below.
Discussion
This activity should add the ethical dimension to the research topic, which might have been missed in
your outline of the project topic and aim(s). It also encourages you to reflect on the specific ethical
risks of your own research. There are risks associated with much research (e.g. stress can be induced
by an interview or questionnaire questions) and it is important to consider them before finalising the
research proposal.
Exercise 3: Topic and Research Questions
Make notes on the following questions:
Discussion Page 69 of 87
Research and Study Skills for Uni Study – Student Guide.docx
This activity helped you to focus further on your research aims. What you wrote will guide you towards
the development of your research questions. As we saw in the lecture, research questions can contain
several elements. You should now note down possible research questions for your project. You might
have only one question or possibly two. You do not need too many questions because you need to
be realistic about what you can achieve in the project’s time frame.Page 70 of 87
Research and Study Skills for Uni Study – Student Guide.docx
8.5 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
8.5.1 Tutorial Exercises
Exercise 1: Choosing a Topic
If you have an idea of a topic for your project, take five minutes to think about the possible perspectives
from which it can be investigated. Having done this, take a sheet of paper and write the topic in the
middle of the page. Alternatively, if you are still uncertain about the topic you want to investigate, you
might want to think about the role of the HR practitioner and the various activities associated with this
role. As you consider the various aspects of the role of HR practitioner, you may realise that one of
these can become your chosen topic.
Starting from this core idea, now draw a mind map or a spider plan focusing on your chosen topic.
Discussion:
Mind mapping gives you a way to illustrate the various elements of an issue or topic and helps to
clarify how these elements are linked to each other. A map is a good way to visualise, structure and
organise ideas.
Exercise 2: Hypotheses
As discussed in the lecture, some reports, especially in science subjects, include a hypothesis rather
than a research question or statement.Page 71 of 87
Research and Study Skills for Uni Study – Student Guide.docx
The hypothesis states what you expect will happen or what you are likely to find to be the case in
your research. It is formulated before you start the research. For example:
The hypothesis is a theoretical assumption and should be a logical one based on your knowledge of
the subject. Your research tests your hypothesis to see whether it can be supported by the evidence.
You design your research to ensure that you test your hypothesis in an objective way. You cannot
‘prove’ a hypothesis, but you can disprove it if your evidence does not support it. Alternatively, it may
provide evidence to support it – under the particular conditions of your own research and on that
occasion.
depression.
weeks would reduce sleep disturbance as a symptom of clinical depression in women aged
30-40.
8.5.2 Review of Private Study ExercisesTopic 9
Page 72 of 87
Research and Study Skills for University Study Student Guide
Topic 9:
The Nature and Process of Research – 2
9.1 Learning Objectives
This topic continues the overview of The Nature and Process of Research
On completion of the topic, students will be able to:
questions, research methods, ethics, data collection and analysis, and writing up findings.
9.2 Timings
Lectures:
9 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 73 of 87
Research and Study Skills for Uni Study – Student Guide.docx
9.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2:
newspapers are often presented in a way that supports the journalist’s viewpoint, while
presentations in academic articles tend to be less prone to bias because of the peer-review
process. In all cases, you should think about why a particular graph format is shown, whether
it is an aid to your understanding and how it might be improved, as this will help your own
technique.
similar spreadsheet available to you, and finding out what it offers will help you to choose the
most appropriate chart and presentation for your purposes. It will also be useful to learn how
to move charts from the spreadsheet to the word-processing software within your ‘office’ suite.
in the use of cell borders and lines, and you will probably be expected to adopt the style evident
in text and journal articles in your area. If in doubt over a specific example, ask a tutor. Page 74 of 87
Research and Study Skills for Uni Study – Student Guide.docx
9.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
9.4.1 Tutorial Exercises
Exercise 1: -Questionnaire Technique
What is wrong with the questions below?
Exercise 2: Appendices
Look at these statements, are they true or false
9.4.2 Review of Private Study Exercises
0-20 20-40 40-60
Yes/No
Page 75 of 87
Research and Study Skills for University Study Student Guide
Topic 10: Developing a Presentation
10.1 Learning Objectives
This topic provides an overview of Developing a Presentation.
On completion of the topic, students will be able to:
10.2 Timings
Lectures:
7 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 76 of 87
Research and Study Skills for Uni Study – Student Guide.docx
10.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: Reflection: Presenting to an audience
Score 5 if the statement is completely true, 4 if mostly true, 3 if it is neither true nor untrue, 2 if it is not
very true, and 1 if it is totally untrue)
I have lots of experience in giving presentations.
—–
The presentations I give are usually very well received.
—–
I always think carefully about what I need to communicate, and
how best to do it to any particular audience.
—–
I am good at thinking of how to use visual aids to reinforce my message.
—–
I am confident in using PowerPoint to produce effective slides.
—–
I have experience of preparing poster presentations and they are well-received.
—–
TOTAL
___
If your score is 25 or above, this may not be a priority area for development – assuming your
assessment of your skills is accurate.
and add the outcome to your personal development plan.
How aware am I of my audience when I make a presentation or give a formal talk?
Which techniques suggested in this Topic would help me to interact better with my audience?
Which three things would be most useful to try out first? Page 77 of 87
Research and Study Skills for Uni Study – Student Guide.docx
10.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
10.4.1 Tutorial Exercises
Exercise 1: Presenting my research
Show the short clip as a refresher of some of the key elements of presenting effectively
https://digitalmedia.sheffield.ac.uk/media/Delivering+a+Presentation/1_jap9phww
Exercise 2: Practice ‘Presentations’
The aim is to give each student a chance to talk to a small group of their fellows for 5 mins, without
interruption, about a hobby or area of interest to build their confidence.
NB How you run this tutorial will depend on your own preferences and local conditions. Use Slide 63
to prepare your brief. Explain to students there will be a further chance to practice in Topic 12.
Ideally students will work in groups of 4/5 at a table and take it in turns to speak for 5 minutes on about
a hobby or area of interest. At the end they should take two questions
After each presentation, the student should seek feedback – One thing that went well; one thing to
change.
This may run as a talk given at the table (with slides on tablet or hard copy) or as a ‘Poster
Presentation’ with students presenting a mock-up of a ‘final’ presentation.
10.4.2 Review of Private Study ExercisesTopic 11
Page 78 of 87
Research and Study Skills for University Study Student Guide
Topic 11: Examinations and Revision
11.1 Learning Objectives
This topic provides an overview of Examinations and Revision
On completion of the topic, students will be able to:
11.2 Timings
Lectures:
8 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 79 of 87
Research and Study Skills for Uni Study – Student Guide.docx
11.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Exercise 2: Preparing for exams: checklist
the subject.
Research and Study Skills for Uni Study – Student Guide.docx
If you spotted any gaps, follow up on these straight away. Decide how you will approach them drawing
on material in this book. Consider any help and support you might need from others. Build these into
your Action Plan.
Exercise 2: Improving revision strategies – reflection
In what ways have your past revision strategies and your approach to exams helped or hindered your
exam success?
What can you change or improve for your next set of exams?
Resource
https://blog.intostudy.com/studying/exams-revision/5-of-the-best-free-apps-to-help-you-revise/Page 81 of 87
Research and Study Skills for Uni Study – Student Guide.docx
11.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
11.4.1 Tutorial Exercises
Exercise 1: Planning answers (Tutor Brief)
Aim – To build confidence in recalling material from across the course and planning an exam response.
mount on the wall.
question. Concentrate on looking at the key areas, key theories and models, examples etc. so
they start to flesh out a response.
additional material.
Take photos of the output for circulation.
Exercise 2: Allocating Time – in Exams
You have a 2-hour exam (120 minutes), in which you must answer 10 short- answer questions from
a list of 20.
Work with a partner to determine how would you allocate the time.
11.4.2 Review of Private Study ExercisesTopic 12
Page 82 of 87
Research and Study Skills for University Study Student Guide
Topic 12: Module Summary and Assignment
12.1 Learning Objectives
This topic provides an overview of the module and the assignment.
On completion of the topic, students will be able to:
12.2 Timings
Lectures:
9 hours
Private Study:
6.7 hours
Tutorials:
2 hoursPage 83 of 87
Research and Study Skills for Uni Study – Student Guide.docx
12.3 Private Study
The time allocation for private study in this topic is expected to be 6.7 hours.
Exercise 1:
Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.
Read up on the areas that were discussed in the lecture/each lesson, either in the recommended
textbooks or online, to enhance your learning.
Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.
Activity 2:
Prepare for the practice presentationPage 84 of 87
Research and Study Skills for Uni Study – Student Guide.docx
12.4 Tutorial Notes
The time allowance for tutorials in this topic is 2 hours.
12.4.1 Tutorial ExercisesPage 85 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Grade Descriptors and Comments
Level 3
Fail
(0-29%)
Referral
(30-39%)
Pass
(40-59%)
Merit
(60-69%)
Distinction
(70-100%)
Provides basic
interpretation
and evaluation
of relevant
information and
ideas to
complete tasks
and address
well defined
problems.
Provides limited
interpretation
and evaluation
of relevant
information and
ideas to
complete tasks
and address
well defined
problems.
Provides
consistent
interpretation
and evaluation
of relevant
information and
ideas to
complete tasks
and address
well defined
problems.
Provides critical
interpretation
and evaluation
of relevant
information and
ideas to
complete tasks
and address
well defined
problems.
Provides
consistently
critical
interpretation
and evaluation
of relevant
information and
ideas to
complete tasks
and address
well defined
problems.
Demonstrates
basic ability to
review
effectiveness of
methods,
actions and
results
Demonstrates
limited ability to
review
effectiveness of
methods,
actions and
results
Demonstrates
adequate ability
to review
effectiveness of
methods,
actions and
results
Demonstrates
sound ability to
review
effectiveness of
methods,
actions and
results
Demonstrates
comprehensive
ability to review
effectiveness of
methods,
actions and
results
Can basically
identify, select
and use
appropriate
skills, methods
and procedures
to reach basic
solutions
In a limited way,
can identify,
select and use
appropriate
skills, methods
and procedures
to reach limited
solutions
Can adequately
identify, select
and use
appropriate
skills, methods
and procedures
to reach
appropriate
solutions
Can soundly
identify, select
and use
appropriate
skills, methods
and procedures
to reach well
explained and
appropriate
solutions
Can coherently
identify, select
and use
appropriate
skills, methods
and procedures
to reach well
explained and
highly
appropriate
solutions
Has basic
awareness of
different
perspectives or
approaches in
the area of
study
Has limited
awareness of
different
perspectives or
approaches in
the area of
study
Has adequate
awareness of
different
perspectives or
approaches in
the area of
study
Has sound
awareness of
different
perspectives or
approaches in
the area of
study
Has
comprehensive
awareness of
different
perspectives or
approaches in
the area of
study
Uses basic
investigation to
inform basic
actions/
conclusions
Uses limited
investigation to
inform limited
actions/
conclusions
Uses
appropriate
investigation to
inform actions/
conclusions
Uses detailed
investigation to
inform actions/
conclusions
Uses thorough
and detailed
investigation to
inform well
explained
actions/
conclusions
Command words (verbs) – Level 3
Command words are the words and phrases used in assessment tasks (e.g., exams,
assignments and so on) that tell students how they should answer the question.Page 86 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Command words/Process VerbsPage 87 of 87
Research and Study Skills for Uni Study – Student Guide.docx
Evan John