Appendix 1
Nicol, D. and Macfarlane-Dick, D.“ Formative Assessment and Self- Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education, 31( 2006): 199 – 218.
Oblinger, D. and Oblinger, J. Educating the Net Generation. Boulder, Co: Educause, 2005.
1. A critical awareness of the ways in which violence functioned as a mechanism of social control and political power in early America
2. An understanding of how state and non-state actors used violence to secure their social and political agendas Oxford Brookes University.“ Inclusive Teaching.” Available at https:// www. brookes. ac. uk / OCSLD / Consultancy / Inclusive-teaching /. Accessed 7 June 2017.
Porter, S. and P. Umbach, P.“ Analyzing Faculty Workload Data Using Multilevel Modeling.” Research in Higher Education 2( 2001): 171-196.
Sterling, S.“ The Future Fit Framework.” Higher Education Academy, 2012. Available at https:// www. heacademy. ac. uk / system / files / future _ fit _ 270412 _ 1435. pdf, 8. Accessed on 16 Jan 2021.
Taylor, G. The Student’ s Writing Guide for the Arts and Social Sciences. Cambridge: Cambridge University Press, 1989.
UK 2010 Equality Act. Available at http:// www. legislation. gov. uk / ukpga / 2010 / 15 / contents. Accessed 1 June 2017.
3. An insight into how individuals expressed agency and resistance within institutions of power
4. A comprehension of how the politics of race, gender and sex were manipulated to justify the use of violence 5. An awareness of the importance of cultures of violence in the formation, and eventual fracture, of the American body politic in the nineteenth century 2. Disciplinary and professional skills: On completion of this module the student will have had the chance to: 1. Investigate and evaluate the use of primary and secondary sources in historical analysis
2. Undertake interpretation, analysis and presentation of historical material University of Sheffield Centre for Inquiry-based Learning in the Arts and Social Sciences. Available at https:// www. sheffield. ac. uk / ibl / cilass. Accessed on 5 June 2017. Waterfield, J. and West, B.,“ Inclusive Assessment HEA.” York. Available at www. heacademy. ac. uk / resources / detail / subjects / psychology / Inclusive _ Assessment. Accessed on 2 June 2017.
Waterfield, J. and West, B.“ Inclusive Assessment in Higher Education: A Resource for Change.” The Student Staff Partnership for Assessment Change and Evaluation, Higher Education Funding Council for England, 2006. Available at www. plymouth. ac. uk / pages / view. asp? page = 10494. Accessed 1 June 2017.
Appendix 1
Learning Outcomes
1. Knowledge and understanding: On completion of this module the student will have acquired:
3. Utilise analytical skills to engage with, and assess, historical debates
4. Locate current debates within an appropriate historical context 3. Transferable skills: On completion of this module, students will have enhanced their ability to: 1. Communicate ideas and arguments cogently and effectively in written and spoken form
2. Work independently to deadlines 3. Engage with and summarise / synthesise a considerable body of published work 4. Assess and evaluate debate and arguments
5. Conduct independent research
6. Find information from a variety of sources
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