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ARCH41460

Academic Year 2026/2027

Dissertation (Taught) (ARCH41460)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Jess Beck
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

During this module you will develop your own independent master's dissertation research project, progressing through key stages of research design, including identifying a clear research question, selecting an appropriate dataset and methodology, and drafting a proposal. We will address topics that are foundational for conducting academic research, including constructing research questions, developing strategies for time management, identifying and planning for potential obstacles, understanding research ethics, and summarising your work in a presentation to an academic audience. The module structure will incorporate lectures, small group discussion, and interactive activities. Module assignments are designed to scaffold the process of research design, including the development of a project abstract, presentation, and proposal. The overall aim of this Spring-trimester module is to provide the research skills necessary to design and develop students' master's dissertations, which will be undertaken during the summer module ARCH41470 Dissertation (Research).

Please note that no Generative AI content is allowed in the final submission for assessments in this module.

About this Module

Learning Outcomes:

Upon completing this module, you will have:

1) Learned how to identify and develop an academic research question
2) Designed a feasible independent research project
3) Publicly delivered a formal research presentation to an academic audience
4) Learned to prepare for and overcome the challenges inherent in carrying out research

Please note that no Generative AI content is allowed in the final submission for assessments in this module.

Indicative Module Content:

Discussion and creation of a topic for dissertation research, and a plan for carrying out that research. Topics will include: ethics, defining your research interests, structure of a viable research plan, time management. Much of the fundamental feedback will come via assignments and one-on-one meetings with the module coordinator. Peer group feedback, where possible, will play a coaching vs advisory function.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

50
Autonomous Student Learning

60
Lectures

15
Total

125

Approaches to Teaching and Learning:
– Lectures on approaches to research design, i.e. developing a research question, locating appropriate references, identifying key methodology, etc.
– Scaffolded approach to development of student dissertation project including project abstract and initial bibliography, project presentation, and project proposal

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Initial Proposal: Describes scope of proposed project, approach and initial bibliography. Approximately 500 words, excluding bibliography. Feedback provided by MC. Week 3 Pass/Fail Grade Scale Yes
20
 Yes
Assignment(Including Essay): Project Presentation: Individual five-minute presentations of proposed research. All SoA Staff & PhD students invited to attend presentation days. In-person feedback provided during Q&A. Week 6, Week 7, Week 8 Pass/Fail Grade Scale Yes
20
 Yes
Assignment(Including Essay): Project Proposal: 2,500 words, excluding references in bibliography. Week 9 Pass/Fail Grade Scale Yes
60
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Claire Cave Lecturer / Co-Lecturer
Dr Ryan Lash Lecturer / Co-Lecturer
Assoc Professor Helen Lewis Lecturer / Co-Lecturer
Mr Conor McDermott Lecturer / Co-Lecturer
Dr Brendan O'Neill Lecturer / Co-Lecturer
Dr Anita Radini Lecturer / Co-Lecturer
Assoc Professor Jessica Smyth Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 12:00 - 13:50
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