Curricular information is subject to change.
At the end of this module, students will be able to:
- Define clear and articulate research questions;
- Construct appropriate and coherent arguments;
- Identify and analyse relevant primary and secondary sources;
- Demonstrate their ability to work independently, under academic supervision;
- Present their work in coherent, polished and professional manner
| 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 |
| Goal Name | Description | Coverage |
|---|---|---|
| Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | 1 |
| Student Effort Type | Hours |
|---|---|
| Project Supervision | 6 |
| Specified Learning Activities | 170 |
| Autonomous Student Learning | 200 |
| Total | 376 |
Not applicable to this module.
| Description | Timing | Component Scale | % of Final Grade | ||
|---|---|---|---|---|---|
| Thesis/Dissertation: Students complete an 8,000-word dissertation, working with a supervisor. They have a minimum of 6 formal supervisory meetings during the academic year. | Week 14 | Graded | No | 100 |
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.
| Remediation Type | Remediation Timing |
|---|---|
| Repeat | Within Two Trimesters |
• Feedback individually to students, on an activity or draft prior to summative assessment
Feedback is provided individually to students on chapter drafts or on one draft of the entire thesis. Feedback is provided in written form and verbally in one-to-one supervisions. In semester 1, the student will commence work with their assigned supervisor. During pre-arranged one-on-one meetings, the student will discuss specific areas of focus for their research with the supervisor. These will include the drafting of the required assignments for the Research Skills module, which includes a Research proposal, preparation of a literature review, and identification of relevant primary sources. The supervisor will provide individual feedback to students suggesting further avenues of investigation, and the research topic will be refined between the student and supervisor. During supervisory meetings students will be provided with individual feedback on contextual literature and primary sources. During semester 2 students will be given individual feedback on written work provided it is submitted in due time. Students should receive six supervisions in total, the first three linked to the research skills seminar