Studying at York
Becoming a Social Researcher - SOC00013C
- Department: Sociology
- Credit value: 20 credits
- Credit level: C
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
This module aims to equip you with the skills to better understand the social world. It will also serve as an introduction to studying at university, helping you to cultivate the skills needed to find and evaluate information, develop your own arguments, and convey them in a range of formats. It’s the beginning of your journey of self development at University, in which you will be encouraged to reflect upon your own motivations and strengths. The module presents you with theories, tools and techniques to enhance your ability to work in small groups, manage projects and give you the opportunity to develop and practise the skills needed to become a successful social researcher.
Module learning outcomes
Articulate how to make the most of teaching and learning at university and the different assessment styles that are used within the Sociology Department, in order to perform to the best of your ability.
Develop research skills to find, evaluate and incorporate appropriate materials into your work, from academic materials to media in different formats.
Implement a range of communication styles for different purposes and audiences, including critical writing and oral presentations using your own creative endeavours.
Develop reflective practices to foster greater self awareness of your strengths, motivations and areas for improvement.
Apply good practice of teamwork and project management
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
For formative work: practice poster design. Feedback will focus on improving students’ skills. The formative assessment provides practice for the summative tasks which are in line with LO 1,2,4,5.
For summative work: portfolio consisting of individual reflection and poster design. Students will receive an overall mark and grading according to clearly defined criteria for assessing skills and knowledge demonstrated in the production of a poster presentation in line with LO 1,2.3. They will also receive written feedback showing areas in which they have done well and those areas in which they need to improve that will contribute to their progress.
Indicative reading
Giampapa, F. (2011) The politics of "Being and Becoming" a researcher: Identity, power, and negotiating the field. Journal of Language, Identity, and Education, 10(3): 132-144.
Abbott, A. (2016) The demography of scholarly reading. The American Sociologist,47(2/3): 302 – 318.
Miriam, S. and Edge, J. (2017) Be(com)ing a reflexive researcher: a developmental approach to research methodology. Open Review of Educational Research, (1): 4: 33 – 45.