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HIS30550

Academic Year 2026/2027

Research Skills Seminar (HIS30550)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Assoc Professor Conor Mulvagh
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The prime objective of this module is to prepare students to write a dissertation. Students will be required as part of the module to arrange three meetings with their dissertation supervisor during the trimester, each one tied to the three assessments required on the module. The module will focus on three areas of dissertation preparation: 1, the dissertation Proposal; 2, the survey of secondary source literature; and 3, the identification of the key primary source material for the topic. Every student needs to identify a topic, and then focus that topic so that it is coherent and workable. Likewise, every student needs to identify and analyse primary source materials, work with secondary literature, and develop a methodology. In this module, students will begin this process by working as a group and with their individual supervisors.

About this Module

Learning Outcomes:

By the end of this module students should have
- a clear description and understanding of the topic of their dissertation
- an deep awareness of relevant primary and secondary materials
- an awareness of appropriate methodology
- an established working relationship with their supervisor

Indicative Module Content:

1. Introduction: module outline / Dissertation Proposal requirements
2. Dissertation Proposal, framing your research question
3. Primary and Secondary Sources
4. Conducting a literature review
5. Dissertation structure and layout
6. Data management, word processing, and formatting a minor dissertation
7. Discussion of Presentation preparation requirements
8. Reading week (no lecture or seminars in week 8 in this module (consult your other modules to see if the same applies)
9. Class presentations
10. Class presentations
11. Class presentations
12. Class presentations

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. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

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. Advanced Beginner

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. Competent

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. Competent

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. Advanced Beginner

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. Competent

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. Not addressed

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

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

22
Project Supervision

3
Specified Learning Activities

50
Autonomous Student Learning

50
Total

125

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through fortnightly two-hour seminars and three individual meetings with each student's personal supervisor. The seminars focus upon individual active / task-based learning by means of class debates, discussion and student presentations. Advanced research, writing and citation skills are developed through three written assignments focused upon developing the student dissertation topic. Autonomous learning is advanced through student-led debate and discussion.

Generative AI may not be used for assessments in this module. If you have any concerns about what is included in the remit of generative AI, please consult with your Module Coordinator.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
ENG30970 - Dissertation Research Methods, SLL30230 - Research Skills


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): a 2,000-word literature survey which overviews, discusses and assesses the existing secondary sources on the topic Week 14 Graded No
40
 No
Assignment(Including Essay): A 1,000 word dissertation proposal which covers the key areas of a proposal, including aims & objectives; research questions;
secondary source overview; Primary sources; methodology		 Week 5 Graded No
20
 No
Assignment(Including Essay): An in-class powerpoint presentation outlining their key secondary and primary sources for their dissertation. Week 9, Week 10, Week 11, Week 12 Graded No
20
 No
Participation in Learning Activities: Students are assessed on their contributions in seminars. Week 1, Week 2, Week 4, Week 6, Week 7, Week 9, Week 10, Week 11 Graded No
20
 No

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
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on the in-term written assignments is given in writing on the returned hard-copy. Feedback on the end-of-semester assignment is given by appointment in one-to-one meetings.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 12:00 - 13:50
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