Academic checklist

How have you embedded student literacies into your course?

Reflect on each of these questions and consider where and when these are included within the delivery of the curriculum. Also consider what support is available from the broader institution to most efficiently build student capacity within your course. At the programme level, you should additionally consider how these are revisited at each level of study in adherence with the scaffolded curriculum. The most effective way to build capacity is through coherent programme-level strategies, however, this checklist is a valuable reflective resource for individual module leaders.

How do you advise students about how much time they should be spending on the course, and what they should be doing when not in taught sessions?
How do you prepare students for effectively taking responsibility for their own learning?
How do you make it clear to students that it is their responsibility to ask for support and where they can find that support? Additionally – How do you make sure that students feel entitled to seek support when they need it?
How do you explain how students will be assessed across the programme? Why those assignments have been chosen and how they will receive feedback (particularly how this might be different to their pre-university experiences)?
Is there an explanation of what assignments are summative and which are formative, and what the purpose and value of the formative assessments are?
How do you help students to understand and effectively utilise marking criteria / rubrics to improve their work? - e.g. peer-review of exemplar docs.
Are students provided with a toolkit and/or guidance to help them do each of the specific assignment types well? Additionally – how are students guided to these toolkits at the specific points in time that they need to use them?
Are students provided with a toolkit and/or guidance to help them find, understand, and utilise the feedback they will receive throughout the course? Additionally – How do you embed opportunities for self-reflection into your course so students can build this capacity?
How do you structure feedback to maximise its impact?
How do you know what the career aspirations of your students are? How do you support students in building awareness of what their options are and how they may best achieve the?
How do you work with wider institutional support (e.g. careers services) to ensure that students are aware of the high-quality careers advice that is available to them and build student career management literacy?
Who has responsibility for providing individual guidance on career opportunities and maximizing employability.
How do you help students reflect on how they have developed as people and professional, and have confidence in their ability to articulate their competencies to prospective employers?