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xv | |
| About the Authors |
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xvii | |
| Acknowledgments |
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xix | |
| Companion Social Media Site |
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xxi | |
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1 | (60) |
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3 | (18) |
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3 | (1) |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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Introducing the book itself |
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7 | (3) |
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7 | (1) |
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Get out of your comfort zone |
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8 | (1) |
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8 | (1) |
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Reflect on it: Keep a diary, blog or vlog |
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9 | (1) |
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10 | (1) |
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Coming to university: Hopes and fears |
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10 | (2) |
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Activity: Quick quiz: Get ready to study |
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12 | (1) |
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Six steps to successful study |
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13 | (4) |
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14 | (1) |
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14 | (1) |
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Study techniques can be learned -- good students are made, not born |
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14 | (1) |
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Overview is vital -- everybody needs the big picture |
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15 | (1) |
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Creativity is essential -- and can be developed |
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15 | (1) |
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Communicate effectively -- have something to say |
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16 | (1) |
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Emotions rule -- how to survive and thrive |
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16 | (1) |
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Review -- without reflection there is no learning |
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17 | (1) |
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17 | (1) |
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18 | (1) |
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Activity: The successful student checklist |
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18 | (3) |
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2 How to Learn, How to Study |
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21 | (26) |
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21 | (1) |
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Activity: Past learning experiences |
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22 | (1) |
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23 | (2) |
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24 | (1) |
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Creative and multimodal learning |
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25 | (5) |
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26 | (1) |
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27 | (1) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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Activity: Learn how to learn |
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30 | (1) |
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Activity: View video and make notes |
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30 | (1) |
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Studying: When, where and how |
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30 | (7) |
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30 | (1) |
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Organisation and time management |
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31 | (1) |
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32 | (1) |
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Make the space work for you |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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35 | (1) |
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35 | (1) |
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35 | (1) |
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The virtual learning environment |
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36 | (1) |
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Independent and interdependent learning |
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36 | (1) |
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A beginner's guide to taking control of your studies |
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37 | (2) |
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39 | (1) |
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Activity: The time sponge |
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40 | (1) |
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40 | (1) |
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Activity: 1) Write a learning contract and 2) Fill in your timetables |
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41 | (6) |
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3 How to Survive and Thrive |
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47 | (14) |
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47 | (1) |
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Introducing positive thinking |
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48 | (5) |
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Feel the fear... and do it anyway |
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48 | (1) |
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Why do we experience fear? |
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49 | (1) |
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Promote your wellbeing: Reframe fear |
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50 | (2) |
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52 | (1) |
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Keep going: Say it, write it, do it |
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52 | (1) |
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53 | (4) |
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54 | (1) |
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Personal and/or academic tutor |
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54 | (1) |
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Subject librarian (academic liaison librarian) |
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55 | (1) |
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Learning and writing development |
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55 | (1) |
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56 | (1) |
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56 | (1) |
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57 | (1) |
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Activity: Positive things to do at university |
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57 | (4) |
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Part Two The Survival Kit |
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61 | (92) |
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4 How to Enjoy Academic Reading |
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63 | (14) |
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63 | (1) |
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Reading: Engaging with key ideas and people |
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64 | (2) |
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66 | (1) |
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Activity: A beginner's guide to reading |
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66 | (2) |
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An active reading strategy: QOOQRRR |
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68 | (2) |
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68 | (1) |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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Question: Why am I reading this now? |
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69 | (1) |
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Read -- actively and interactively |
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69 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (2) |
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A quick note on plagiarism |
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72 | (1) |
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Activity: Make reading fun |
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73 | (2) |
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75 | (2) |
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5 How to Make the Best Notes |
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77 | (14) |
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77 | (1) |
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Activity: Brainstorm: What's the point of making notes? |
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78 | (1) |
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Notemaking is active learning |
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79 | (1) |
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A beginner's guide to ideal notes |
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80 | (1) |
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81 | (1) |
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The problem with linear notes |
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81 | (1) |
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82 | (1) |
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83 | (2) |
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85 | (1) |
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85 | (2) |
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86 | (1) |
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A beginner's guide to pattern notes |
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87 | (1) |
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88 | (1) |
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88 | (1) |
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89 | (1) |
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89 | (1) |
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Activity: First lecture questions |
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90 | (1) |
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6 How to Be Analytical and Critical |
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91 | (12) |
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91 | (1) |
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92 | (2) |
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It's all about critical thinking |
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93 | (1) |
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Activity: Practising critical thinking |
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94 | (1) |
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95 | (2) |
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Critical questions for reading and writing |
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97 | (3) |
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98 | (1) |
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98 | (1) |
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First break the question down |
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98 | (1) |
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Use the paragraph questions |
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99 | (1) |
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100 | (1) |
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100 | (3) |
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103 | (14) |
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103 | (1) |
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104 | (1) |
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Without reflection there is no learning |
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105 | (1) |
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The reflective learning diary |
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105 | (2) |
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A beginner's guide to reflective learning |
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107 | (2) |
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Reflective learning prompts |
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108 | (1) |
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Reflection on practice learning |
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109 | (6) |
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110 | (1) |
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Assessing experiential learning |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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Schon's model of experiential learning |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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And finally -- your projects |
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114 | (1) |
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115 | (1) |
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115 | (2) |
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8 How to Get On in Groups |
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117 | (18) |
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117 | (1) |
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Building a group identity |
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118 | (3) |
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118 | (1) |
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119 | (1) |
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Study groups and personal learning networks |
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120 | (1) |
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Thriving in assessed group work |
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121 | (4) |
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121 | (1) |
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Building a compassionate pedagogy |
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122 | (1) |
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123 | (1) |
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Advantages and disadvantages of group work |
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123 | (1) |
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124 | (1) |
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Activity: Take control of group work |
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125 | (1) |
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A business-like approach to group work |
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126 | (3) |
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126 | (1) |
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127 | (2) |
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A beginner's guide to group work |
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129 | (2) |
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131 | (1) |
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131 | (1) |
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Activity: Use the ten steps to success approach -- with an observer |
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132 | (3) |
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9 How to Become an Excellent Digital Scholar |
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135 | (18) |
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135 | (1) |
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Covid-19 changed everything: We are all digital now |
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136 | (1) |
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137 | (3) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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Virtual or augmented reality |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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Become a digital success: Work out loud |
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140 | (5) |
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Virtual learning environments |
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141 | (1) |
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142 | (1) |
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143 | (1) |
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144 | (1) |
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Using your digital devices for research |
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145 | (3) |
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Using your library e-resources |
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146 | (1) |
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147 | (1) |
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Evaluate your online sources |
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147 | (1) |
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Digital assessments and coursework |
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148 | (3) |
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150 | (1) |
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151 | (1) |
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Activity tips: How to make the digital work for you |
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151 | (2) |
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Part Three The Big Assessment Toolkit: Assessments -- How to Excel |
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153 | (108) |
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10 University Assessment and How to Succeed |
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155 | (24) |
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155 | (1) |
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Understanding and passing your course |
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156 | (2) |
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156 | (2) |
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158 | (3) |
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Formative and summative assessment |
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159 | (1) |
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Formative assessment is developmental |
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159 | (1) |
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Summative assessment is final |
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160 | (1) |
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160 | (1) |
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Activity: Dealing positively with feedback/forward |
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161 | (1) |
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Understanding assignment formats |
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162 | (4) |
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162 | (1) |
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163 | (1) |
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163 | (1) |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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164 | (1) |
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The project - or problem based learning |
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164 | (1) |
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164 | (1) |
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164 | (1) |
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165 | (1) |
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165 | (1) |
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The annotated bibliography |
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165 | (1) |
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Ten steps to assignment success |
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166 | (4) |
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166 | (1) |
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Targeted research and active reading |
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166 | (1) |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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Review, revise and edit: Struggle to write |
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168 | (1) |
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168 | (1) |
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168 | (1) |
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Getting it back: Think first |
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169 | (1) |
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Getting it back: What the tutor said |
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169 | (1) |
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Activity: Talk yourself through an assignment question |
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170 | (2) |
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Overcoming writing blocks |
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172 | (2) |
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Some positive writing strategies |
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173 | (1) |
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Activity: Free writing for assignments |
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174 | (2) |
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176 | (1) |
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176 | (1) |
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177 | (2) |
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11 How to Reference and Avoid Plagiarism |
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179 | (8) |
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179 | (1) |
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Reading, referencing and preventing plagiarism |
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180 | (3) |
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It is all about referencing |
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182 | (1) |
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Activity: Some reasons for plagiarising |
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183 | (1) |
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184 | (1) |
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Activity: Use your index cards or online referencing tools |
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185 | (2) |
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12 How to Write Great Essays |
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187 | (18) |
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187 | (1) |
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187 | (2) |
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188 | (1) |
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189 | (5) |
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190 | (1) |
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The `body' as argument -- the paragraph as dialogue |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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193 | (1) |
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How to prepare and write an essay |
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194 | (4) |
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A beginner's guide to essay writing |
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196 | (2) |
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It starts with the question |
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198 | (1) |
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Activity: Thinking around an essay question |
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198 | (1) |
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More ways to think about the question |
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198 | (1) |
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Activity: Thinking about `instruction words' |
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199 | (2) |
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SWOT it: Using feedback/forward |
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201 | (1) |
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201 | (1) |
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202 | (1) |
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202 | (1) |
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Activity: Use the essay checklist |
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203 | (2) |
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13 How to Produce Excellent Reports |
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205 | (20) |
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205 | (1) |
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206 | (4) |
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207 | (3) |
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210 | (2) |
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210 | (1) |
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Research projects and dissertations |
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211 | (1) |
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211 | (1) |
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212 | (2) |
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212 | (1) |
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212 | (1) |
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213 | (1) |
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What's my paradigm: Choosing your methodology and data gathering method |
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214 | (4) |
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Transparency, justification, creativity and analysis |
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216 | (1) |
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217 | (1) |
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Getting students started: How we do it |
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218 | (2) |
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220 | (1) |
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Activity: Different reports, their implications and the questions to ask |
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221 | (4) |
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14 How to Devise and Deliver Excellent Presentations |
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225 | (16) |
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225 | (1) |
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226 | (4) |
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227 | (1) |
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227 | (1) |
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228 | (1) |
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It's a scholarly convention |
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229 | (1) |
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Why do we set presentations? |
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230 | (2) |
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231 | (1) |
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How to succeed in presentations: The four Ps |
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232 | (3) |
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232 | (1) |
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232 | (1) |
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Practise, practise, practise |
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233 | (1) |
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Present: Performance tips and tricks |
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234 | (1) |
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Activity: Get creative with your presentations |
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235 | (1) |
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Group presentations: Essential things to do |
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236 | (1) |
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236 | (2) |
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237 | (1) |
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237 | (1) |
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238 | (1) |
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239 | (1) |
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Activity: Use the presentation checklist |
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239 | (2) |
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15 How to Revise for and Pass Exams |
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241 | (20) |
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241 | (1) |
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What are exams and why do we set them? |
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242 | (3) |
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`How long should the answer be? I'm dyslexic and write slowly' |
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242 | (1) |
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`I've got a really bad memory: How can you learn a whole year's work in three weeks?' |
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243 | (1) |
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`I know I'm unusual but... I really love exams and hate coursework' |
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244 | (1) |
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`What if I fail? It will all have been wasted!' |
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245 | (1) |
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How to develop your memory |
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245 | (5) |
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Short- and long-term memory |
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245 | (1) |
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Activity: How we learned in primary school |
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246 | (1) |
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Learning does not happen by accident |
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247 | (1) |
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247 | (1) |
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Take control: See it, hear it, say it, do it |
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248 | (1) |
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249 | (1) |
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250 | (5) |
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251 | (1) |
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252 | (1) |
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252 | (1) |
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252 | (1) |
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253 | (1) |
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253 | (2) |
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255 | (3) |
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Use the paper -- use your time |
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255 | (1) |
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Think smart -- think positive |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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257 | (1) |
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What examiners like to see |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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258 | (1) |
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Activity: Use the exams checklist |
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259 | (2) |
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Part Four The Employability Kit |
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261 | (24) |
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263 | (22) |
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263 | (1) |
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Improve your prospects -- build your CV |
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264 | (5) |
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265 | (1) |
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How to write a bad application |
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266 | (1) |
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267 | (1) |
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Going on to further study |
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268 | (1) |
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Making the most of university |
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269 | (6) |
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A Dean of Students' open letter to new students |
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269 | (1) |
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270 | (1) |
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What the head of department says |
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270 | (1) |
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What the peer-learning programme leader says |
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271 | (1) |
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What the student ambassador leaders say |
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272 | (1) |
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273 | (1) |
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What the surprised academic said |
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273 | (1) |
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And finally -- a message from the careers service |
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274 | (1) |
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Employability modules and transferable skills |
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275 | (4) |
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276 | (3) |
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Activity: Are you reflecting? |
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279 | (1) |
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Recognition, entrepreneurship and knowledge exchange |
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|
280 | (2) |
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280 | (1) |
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The anchor institution and knowledge exchange |
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281 | (1) |
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282 | (1) |
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Activity: What to do right now |
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|
283 | (2) |
| Bibliography and Further Reading |
|
285 | (6) |
| Index |
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291 | |
