Course Catalogue

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Service Learning is a teaching strategy that bridges knowledge obtained at university with real-life problems in the community. Here specifically the aim is to teach students various learning strategies from Cognitive Psychology.

15 hours of teaching sessions over ten weeks (one hour in weeks 1, 9 and 10, three hour sessions in weeks 2, 3, 4 and 5). There is also a 3 hour placement during week 6 to 8.

Successful completion of level 3H psychology single honours

None

Reflection report (3000 words) that will ask students to review the literature of the strategies that they have implemented, provide a detailed description of the tutorials, and reflecting on how their implementations connect with the literature.

Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non-Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below.

The aim of this Service Learning course is to teach students a range of successful learning strategies from Cognitive Psychology and discuss theoretical explanations. This is the learning component. During the service part, student will create and deliver how-to-study tutorials for pupils. These tutorials can take different formats from in-person tutorials, to podcasts, or online, live videos. This is done to foster creativity in students.

By the end of this course students will be able to:

■ evaluate a range of learning strategies from Cognitive Psychology and their theories and obtain a critical understanding of empirical findings and the research methods used to obtain the findings.

■ translate research findings/theory into applicable learning strategies fostering thinking about implementation, challenges, practical issues on how to teach other people.

■ enhance science communication, presentation, and team-working skills through in-class presentations and delivery of tutorials to pupils in the schools.

■ reflect on the service experience to gain awareness of their role and the role of others in the success of an implementation through application of knowledge in the 'real-world', building resilience.

■ Exercise autonomy on how they design their tutorials for pupils and how they present research findings to their peers; building confidence.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.