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Overall, the outcomes appear balanced. They cover understanding, application, and evaluation rather than only technical knowledge. One useful lesson for me from writing the session plan was that broad module outcomes are helpful for direction, but they need to be broken down into more specific objectives if they are to guide activities, feedback, and assessment within an individual tutor session.

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The overall purpose is clear: by the end of the module, students are expected not only to understand machine learning methods, but also to apply them and evaluate predictive models in finance-related contexts. In my session plan, these broader aims are made more concrete through session objectives focused on interpreting metrics, comparing models, and justifying model choice.

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The language is generally clear and action-oriented, especially where the outcomes use verbs such as develop, apply, recognise, and evaluate. However, the broader module outcomes are necessarily quite general, so they need to be translated into more specific session-level objectives for teaching purposes.

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They are all relevant, but for this particular tutor session Outcomes 2 and 4 seem most central, because the session focuses on interpreting evaluation outputs, comparing models, and justifying model choice in context.

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There are four broader module outcomes, which seems a reasonable number. They are broad enough to capture the main aims of the module without becoming overly detailed.

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Understand machine learning methods and their role in finance and banking decision-making

Apply appropriate analytical approaches to extract and interpret information from data for financial decision-making

Recognise the broader applications of machine learning in banking and finance

Evaluate the performance and reliability of predictive models

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Students are evaluated orally and in writing to demonstrate their communication skills, so the four learning outcomes build and strengthen the final result. However, the structure of the module, which is explained in the syllabus, goes into more detail about the weekly content and objectives per class.

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Yes, I think that both the learning outcomes and the title of the module itself are quite clear for the learner, as the main purposes are stated.

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Yes, the learning outcomes are intentionally broad to allow for a versatile approach to each topic, ensuring that accents, culture, communication, and key figures are treated as an integrated whole.

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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They are all interrelated but the main purpose is to improve communication, so number 3 is the most important.

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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There are 4 learning outcomes for this module. I think is a good number as these outcomes provide a comprehensive overview of the dialectal diversity of Global Spanish by integrating four interconnected pillars: accents, culture, communication, and contemporary and historical figures.

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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Dialectal Diversity in the Spanish-Speaking World: A Comparative Study

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By the end of this module, students will:

1. Identify as many accents and idiomatic expressions as possible from the Spanish-speaking world.

2. Understand the cultural and historical differences of each Spanish-speaking region, including architecture, arts, music, politics, and even gastronomy.

3. Communicate more effectively with the entire Spanish-speaking world.

4. Learn about historical and contemporary figures from each region and discipline.

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By the end of this module, student will be able to:

1.Define bulk density in their own word

2.Explain the significance of bulk density for soil health, root growth, and water movement

3.Collect soil sample using core sampler for field sampling

4.Calculate bulk density using correct formula and units

5.Interpret bulk density result  to determine soil condition ( compacted vs. good structured soil) and

6.Classify soil as low, medium, or high bulk density and identify whether the soil is suitable for root growth

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Yes, the learning outcomes are clear and straightforward. I think the student can understand it easily.

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I believe each outcome is equally important, as one outcome lays the foundation for the others.

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There are 6 outcomes in total. The module includes lectures and tutorials on field sampling and lab analysis. In addition, we have calculations. In all, it is a well-balanced outcome

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Business in Society (HRM10730)

Overall, the learning outcomes appear balanced and cover a range of knowledge and skills. They focus not only on understanding the topic, but also on applying ideas and developing critical thinking. They also highlight independent study and group work, which are important at university level. Therefore, the outcomes seem appropriate and achievable for students.

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Business in Society (HRM10730)

I think the purpose is quite clear for the students, the outcomes specify what students should be able to understand, apply, and demonstrate by the end of the module.

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Business in Society (HRM10730)

I think the language is generally clear and concise. Most outcomes use straightforward wording and active verbs, making them easy to understand for students.

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Business in Society (HRM10730)

I feel that all of these learning outcomes are important because they address different aspects of learning. The first outcome focuses on understanding the current external environment and key trends shaping the relationship between business and society. Outcomes two and three relate more to applying theoretical knowledge to real-world social, environmental, and ethical issues. Outcomes four and five emphasize students’ independent learning and critical thinking skills, both individually and collaboratively. Together, they provide a balanced development of knowledge, application, and academic skills.

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Business in Society (HRM10730)

I think 5 LO for this module is an appropriate number of learning outcomes. Business in Society is a broad subject area that covers several different themes. If there were too few outcomes, the learning content might not be sufficiently comprehensive. However, too many outcomes could place an excessive burden on students and make them difficult to achieve within the timeframe of the module. Therefore, having around 4–6 learning outcomes seems like a reasonable and balanced choice.

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Business in Society (HRM10730)

By the end of this module, you should be able to:

1. Describe and assess the key trends that impact the relationship between business and society today.
2. Explore a range of social, environmental, and ethical issues, and analyze the role of business in addressing them.
3. Understand and apply various theoretical approaches to morality and ethics within a business context.
4. Display critical thinking skills in written work by constructing well-supported arguments based on a broad range of academic literature.
5. Work independently and in groups as a scholar by reading widely and engaging with diverse academic sources.

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By the end of this course, you should be able to:

1. Develop research designs that allow for the causal estimation of relevant parameters

2. Apply the appropriate causal inference techniques including the latest methods to your own research

3. Critically assess the limitations of each method, in particular identification assumptions and inter-pretation

4. Communicate research results appropriately in written and oral format

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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I think the module provides a broad and engaging introduction to sustainability, covering foundational concepts, technical topics, and global frameworks. I appreciate the active and enquiry-based teaching approaches, which encourage collaboration and problem-solving. However, I feel the absence of a clear module purpose makes it harder to see how all the topics connect to the intended learning outcomes and graduate attributes. The assessment feedback strategies are strong, combining individual, group, online, and peer feedback, which should support student learning effectively. In my view, explicitly linking the module content, learning outcomes, purpose(s), and feedback approaches would make the module’s structure and aims clearer and help students understand how their learning is being assessed and developed.

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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I noticed that the module does not explicitly state its overall purpose and instead moves straight into the approaches to teaching and learning. I think having a clear purpose would help frame the module’s direction and show what it aims to achieve beyond simply covering content. The indicative module content is insightful, but quite broad. It spans foundational concepts like sustainability and the Anthropocene, technical areas such as renewable energy and green buildings, and global frameworks including the SDGs and IPCC. Without an explicit purpose, it is harder to see how these diverse topics connect to the intended attributes and the learning goals of the module.

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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In principle, from what I have read and understood, learning outcomes within a module should carry equal importance because each outcome contributes to the overall learning experience and should be assessed accordingly. However, I personally see the third outcome of this module "Evaluate how to apply the principles of sustainability across a range of sectors of environmental management, climate, energy, transport and economics" as the most significant because it requires synthesis rather than simple understanding (evaluation and application). It also draws on knowledge from the previous outcomes. To me, this outcome reflects the deeper, integrative thinking that sustainability education is meant to foster, especially in developing the ability to connect concepts across sectors.

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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Verbs such as “consider” are vague and difficult to measure, which makes the outcomes feel more like teaching intentions than clear, assessable module outcomes.

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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Florence E. S Silalahi (23201926)

I think the learning outcomes are solid but not quite ideal yet. They cover the essential ground for an introductory sustainability module, including key principles, indicators, and sectoral applications. This foundation is strong. Besides, I think sustainability education should emphasize systems thinking and critical analysis, yet the current outcomes focus more on content than on skills or mindset development. Including one additional outcome that highlights analytical or systems thinking would strengthen the module. I would recommend four learning outcomes in total, as 3–5 outcomes are generally considered ideal for an undergraduate introductory module.

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Learning Outcomes:

On completion of this module the learner will/should be able to;
* Consider the principles, terminology and main issues of sustainability and its importance to human society
* Discuss the development and implementation of sustainability indicators to measure progress in achieving sustainable development
* Evaluate how to apply the principles of sustainability across a range of sectors of environmental management, climate, energy, transport and economics.

Indicative Module Content:

*Introduction to the Module.
*Introduction to the concept of sustainability, sustainable development and its practical implications
*Understanding natural systems, environmental processes
*Understanding the Anthropocene .
*Measuring SDGs
*Sustainability Planning; National, Local, Regional
*Renewable Energy Planning
*Global Climate Change and Green House Gasses
*IPCC: evidence for climate change and climate action plans
*Green Buildings
*Indoor environmental quality
*Food and Agriculture
*Water: Sources and consumption
*Sustainable Transport Policy and Planning
*Sustainability Economics: Challenges and Economics

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This module introduces the principles of sustainability and its measurement, and provides a broad overview of the major sustainability challenges in water, climate, energy, food and pollution. As part

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Learning Outcomes

1. Describe key components of research process and research design;
2. Explain and critically examine the difference between quantitative and qualitative research strategies and research methods;
3. Prepare and design a research project on a research topic of your choice.

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The purpose of the learning outcomes are clear. The use of action verbs like 'Describe', 'Explain' and ' Prepare' lets the learner know what is expected of them. They are also very specific and focus on the learner. The last outcome is measurable as it will be indicative if the learner has achieve the said outcomes.

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Yes, the learning outcomes are clear and straight to the point.

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The first learning outcome provides the foundation for learners to be able to build on the other two outcomes. Its nearly impossible to achieve other outcomes without comprehension of the first outcomes.

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This module has 3 outcomes. 3-5 outcomes is ideal for learners to gather what is meaningful and not too many to lose focus. Given the duration of the module, lets say we have 4 months for 15 learners, then 3 outcomes are realistically possible to teach, practice and assess each outcome.

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Research Design in Introduction to Sustainability (SUST10010)

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Research Design in Introduction to Sustainability (SUST10010)

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Florence E. S Silalahi (23201926)

Learning Outcomes:

On completion of this module the learner will/should be able to;
1. Consider the principles, terminology and main issues of sustainability and its importance to human society
2. Discuss the development and implementation of sustainability indicators to measure progress in achieving sustainable development
3. Evaluate how to apply the principles of sustainability across a range of sectors of environmental management, climate, energy, transport and economics.

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Learning Outcomes:

On completion of this module the learner will/should be able to;
* Consider the principles, terminology and main issues of sustainability and its importance to human society
* Discuss the development and implementation of sustainability indicators to measure progress in achieving sustainable development
* Evaluate how to apply the principles of sustainability across a range of sectors of environmental management, climate, energy, transport and economics.

Indicative Module Content:

*Introduction to the Module.
*Introduction to the concept of sustainability, sustainable development and its practical implications
*Understanding natural systems, environmental processes
*Understanding the Anthropocene .
*Measuring SDGs
*Sustainability Planning; National, Local, Regional
*Renewable Energy Planning
*Global Climate Change and Green House Gasses
*IPCC: evidence for climate change and climate action plans
*Green Buildings
*Indoor environmental quality
*Food and Agriculture
*Water: Sources and consumption
*Sustainable Transport Policy and Planning
*Sustainability Economics: Challenges and Economics

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This module introduces the principles of sustainability and its measurement, and provides a broad overview of the major sustainability challenges in water, climate, energy, food and pollution. As part

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Yes I believe these objectives are well written, clear and succinct. Perhaps the third LO could be slightly clearer as it states understand the anatomical relationships between bones of the skull, which is quite a broad statement. Hence micro outcomes could be derived from this LO

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I would say the first is more important as the second and third follow on from this and understanding this outcome is paramount to understanding the rest.

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ANAT20010: Clinical Human Anatomy III Station 1: Bones of the Neurocranium and Viscerocranium

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ANAT20010: Clinical Human Anatomy III Station 1: Bones of the Neurocranium and Viscerocranium

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This station of this practical has three learning outcomes which I feel is a good number to cover during the 20 minutes allocated to this station.

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ANAT20010 Clinical Human Anatomy III: Station 1: Bones of the Neurocranium and Viscerocranium

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ANAT20010 Clinical Human Anatomy III: Station 1: Bones of the Neurocranium and Viscerocranium

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Learning Objectives

•Identify the bones of the neurocranium and viscerocranium.

•Recognize the major cranial sutures, fossae, and landmarks.

•Understand the anatomical relationships between bones of the skull.

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The Making of Modern Ireland Module Outcomes

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The Making of Modern Ireland Module Outcomes

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1) Demonstrate knowledge and critical understanding of modern Irish history;

2) Assess the historiography of modern Ireland;

3) Present aspects of the historical debate on Irish history orally and engage in

discussions;

4) Demonstrate familiarity with key documents and other primary sources;

5) Write scholarly essays appropriate for a First Year student of History.

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For this particular module the students are supposed to do their calculations by hand. This may seem trivial as in research all calculations are done using software. I think it should be explicitly stated that students need to do this to get a full understanding of where the numbers are coming from.

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Yes it is clear that by the end of this module the student should be able to choose the correct statistical method for the data and carry out the appropriate test.

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I think the LO's are pretty clear. There could be some confusion with LO 3: Conduct an appropriate statistical analysis for research designs with K = 2/K > 2 levels of the independent variable, as the students may not understand what K represents. I think it's important to go through the LO's during the first lecture to clarify anything the students don't immediately understand.

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The first LO is perhaps the most important because each successive LO only makes sense once you understand the previous one.

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Learning Outcomes:

On completion of this module students should be able to:
1. Identify and critique common research designs.
2. Specify methods of analysis appropriate to different research designs.
3. Conduct an appropriate statistical analysis for research designs with K = 2/K > 2 levels of the independent variable.
4. Carry out appropriate multiple comparison analyses when necessary.
5. Prepare an appropriate interpretation of the findings from statistical analysis that demonstrates a critical understanding of the material.

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There are 5 learning outcomes for this module. I think this is a good number as having too many LO's can feel daunting to a student (especially those who fear maths!). I think the ideal number should be between 3 and 6.

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It is interesting to me how some of the more STEM-focused subjects shown here have quite specific, technical LOs while in the humanities they tend to be a bit more abstract. Because so much of our work is about developing the ability to critically interpret ambiguous situations or objects (texts, events, etc.), it is hard to design LOs that will reflect each students' experience with the material outside of broad points like writing an essay. This is particularly true for my module which covers around two and a half centuries of history full of events and themes that were both contentious at the time and in retrospect. At the same time, as a tutor, this gives me a lot more freedom to arrange my classroom according to my tastes than it seems like lab demonstrators are able to do. I can take the time to have more thematic discussions with my students around the material to help them approach it with more sophistication, versus having to limit myself to a narrow range of acceptable topics on, for example, cell metabolisms. It's strange to see how the same kind of work, teaching in smaller sessions where students can more directly engage, can take so many different forms.

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For some of my module's learning objectives, like number five, it is quite clear what students are intended to do (write an essay.) This is qualified by having the achievement be appropriate to their experience level, which leaves more room for interpretation. Learning objectives like one and four about earning a certain level of familiarity with a subject are more broad, particularly since the classroom activities are more focused on developing an understanding of how historiography works and what historians do. Some of this is covered by the lectures, but many of my students have mentioned how they do not find them instructional as much as a frustrating overload of information. It is unclear how I can resolve this as a tutor.

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Some of the learning objectives on my module are more clear, or at least direct, than others. Because they are focused on the skills each student should develop, it has been easy for me to explain to students which LOs relate to each activity in class, providing a bit of transparency. However, my coordinator used some more technical jargon in some of the LOs which I have had to explain to my students (particularly those from other disciplines), such as 'historiography' and 'critical understanding.' Providing more clarity around the LOs has been important because many students have had trouble understanding their lit review mid-term assignment (drawing on one, two, and five.) There is friction between how the module was designed for history students but predominantly taken by non-history students.

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In terms of student's overall experience with the module, each LO contributes something unique. However, for my day to day work as a tutor, the first three modules are more directly relevant. As far as I am aware, my job is to get students to talk about the material and, by the end of class, have a deeper understanding of it. Because of this, the LOs focused on developing an understanding of the texts, their contexts, and being able to express those through conversation and debate take priority in each session. However, the goal of getting the students to be able to give these analyses is for them to develop a more thorough discussion in their essay, so five is tied in with the rest of them as well.

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The module I teach on has five learning outcomes. The intention of this first year module is for students to develop skills that they'll apply later on as they continue taking classes with the school of history. Because of this, each LO addresses a specific skill that the module provides students with opportunities to practice. Outcomes three and five are quite similar, looking at different ways students' share their analysis of the past. Outcome four seems to be an extension of one and three, and I am not entirely sure why it was separated as such. The LOs are directly related to the tasks students' engage with during the module, but there's clearly room to add a bit more focus or specificity.

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The outcomes of the module Introduction to Classical Mythology present a clear picture of the approaches covered in the module. They do not necessarily give insight into specific topics of Greek and Roman Mythology, which will be analysed in the module, apart from the 'Introduction' part of the title, which suggests a general overview. However, it is clear that the module is not only dealing with an overview of Classical mythology but also seeks to integrate mythology into its social and historical context, both in antiquity and in post-antiquity times, as well as concentrating on the academic approaches towards myth. Finally, it is clear that active academic research and critical thinking are expected of the student to complete the module.

Some ambiguities might be present, considering the structure of the module and its division into lectures and tutorials, but that is something which shall be communicated to the students at the beginning of the module.

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The general purpose is clearly stated.

However, the structure and division into lectures and tutorials do need a proper mention and clarification. This shall be made clear by the end of the first session.

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Given that this module is often taken by first-year students (or as an elective), the wording might seem somewhat complex to those with limited academic experience. However, the general idea of the outcomes is clear, and by the end of the first session, the students will be able to develop a clear understanding of the structure and intended outcomes.

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All of the module's outcomes have their individual importance. They are linked to each other and develop from the multi-faceted nature of the module's topic.

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There are 6 outcomes, a number which might initially seem high. However, many of these often arise from the same activities. The module's division into several thematic topics in mythology allows for continuous and simultaneous discussions that address many of the selected outcomes on a weekly basis. Some are given special attention in the tutorials, where the work is more hands-on.

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Outcomes:

1. ability to identify key figures and themes in Classical Greek and Roman mythology

2. becoming familiar with a plethora of primary (literary and material) sources and their critical analysis

3. understanding the roles of myth in ancient social, political and religious contexts

4. becoming aware of theoretical approaches to comparative mythology and the challenges inherent in interpreting myths

5. developing knowledge and appreciation of the wide reception of Classical myth in post-antiquity

6. researching a specific topic and communicating the results in writing in an organised and coherent manner

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FDSC20020 -Nutritional Energy Metabolism (Lab) 

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FDSC20020 -Nutritional Energy Metabolism (Lab) 

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The main aim of the module is to introduce students to how living cells (animal and plant) can extract energy from highly reduced organic molecules. This module would contribute towards the development of the following competencies that are core to a student's development as a professional in Food Science:

1. Understanding the role of enzymes in energy metabolism and toxicology.

2. Understanding the structure and properties of food components, including water, carbohydrates, proteins, lipids, other nutrients and food additives.

3. Knowledge of the chemistry of changes occurring during processing, storage and utilization.

4. Knowledge of the principles, methods and techniques of qualitative and quantitative physical, chemical, and biological analyses of food and food ingredients.

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The overall purpose of the module and what students are expected to understand by its completion are clearly stated. However, the specific outcomes for the lab sessions are not defined well enough. Including a brief outline of the analytical skills that students will develop would make the module description more comprehensive.

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The learning outcomes are straightforward and easy to understand. However, it would be helpful to have the specific outcomes for the lab sessions defined a bit more clearly.

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All the learning outcomes outlined in this module, across both lectures and labs, are important and closely interconnected. Each lab session supports the development of essential research skills.

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The lecture and tutorial component of this module includes four learning outcomes, and there are four lab sessions in total, which seems like a well-balanced structure.

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For the lab sessions, students are expected to carry out experiments based on the provided handouts. It would be beneficial to include a discussion on reagent preparation and experiment design to further strengthen their laboratory skills.

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I feel like while some outcomes may refer to very specific elements(e.g. Develop an ethics application and a feasible research proposal. ), some might remain a bit more "meta" and appear vague (e.g. critically reflect on your development as researchers).

This may be addressed directly by giving concrete examples throughout the practicals.

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1. Think critically about published psychological research

2. Critically reflect on their own development as researchers

3. Consider a range of techniques for the collection, analysis, and reporting of research.

4. Develop an ethics application and a feasible research proposal.

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The purpose of the lab practicals may seem vague at first as it refers to research as a whole. But in doing the practicals since the focus is on bridging theory,concepts and ideas with concrete, tangible, practice, I believe that the purpose becomes clearer throughout.

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While the outcomes are clear and easy to understand, some might be more vague than others (e.g., 2)

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The outcomes are sort of interconnected with each other as in each are intrinsically linked. Therefore no outcome is more salient than the others.

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There are 4 main outcomes with suboutcomes usually accompaying them.

I think it is less overwhelming to keep a smaller number.

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The seventh learning outcome focusing on professionalism is arguably a more important one than having underlying knowledge, in the context of the overall aim of the medical degree . Functioning in a team is a core part of working in healthcare but, as demonstrated in this case, the goals and training opportunities in this area are often haphazard and vague.

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The students are assessed based on the lab report they submit after every practical class. Through this , we understand their skills of interpreting the results and also their basic writing skills . However, an addition of mid-term or end-term practical exam would enable the student and the instructor to understand the practical skill sets they have actually developed through this module.

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Yes the purpose of the laboratory experiments is clearly stated and tells the learned what they should be able to do and the skills they will develop after finishing this module.

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Yes the outcomes are very clear, concise and very easy to understand

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All the learning equally outcomes are important since they focus on different skillset the students need to learn .

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Lab reports are written and assessed for the module. However, it does not demonstrate the students practical skills rather the technical knowledge e.g., on the how to use the spectrophotometer etc.

Should there be other ways of assessing this rather than a written report?

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There are total 5 learning outcomes - from 5 lab classes .It is a good number since every lab class a learning outcome.

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1 Accurately pipette , use a pH meter and spectrophotometer

2) Completion of risk assessment reports and understand the basics of molarity and dilutions to be used further.

3) 1 Accurately pipette accurately, use a pH meter and spectrophotometer

2) Complete risk assessment reports

3) Gel electrophoresis -to understand protein separation .

4)Isolation of DNA from cells

5) Using TLC to quantify the lipid content of milk and also measure the total TAG content.

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The purpose is clear in the first 6 outcomes, and reflects what the students have to produce in assessment. The 7th outcome regarding participation in tutorials does not have a clear purpose. The word "participation" is vague and wouldn't leave students with an idea of what is expected of them in tutorials. Neither attendance nor participation are monitored and the majority of students would not meet this outcome.

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The outcomes are grouped into the three pillars the medical school curriculum is based around; skills, knowledge and attitudes/professionalism. They might have been listed in a different order previously though, outcomes 1(i) and 1(ii) refer to "these infections" without making it clear what they are referring to. They are mostly succinct, but outcome 2(ii) has three elements and the wording doesn't make complete sense.

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Principles of Infection - Are some more important than others?

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Principles of Infection - Are some more important than others?

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In terms of how they are assessed, yes. The students would be expected to demonstrate that they have achieved the first 6 outcomes in the end-of-semester exams. The 7th outcome, about participation in tutorials, is not recorded or assessed in any way.

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Principles of Infection - How many outcomes?

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Principles of Infection - How many outcomes?

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There are 7 outcomes, grouped into 3 categories. I think 7 is probably a reasonable number, many sources seem to say 4-6 is ideal, and 9-10 or more is too many. 7 or 8 appears to be a grey area, the number may be appropriate depending on the context of the module.

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Principles of Infection - Module Outcomes

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Principles of Infection - Module Outcomes

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At the end of this module the student will be able to:
1. Improve clinical skills by:
i. Describing the clinical presentation and interpretation of laboratory data which may identify these infections.
ii. Discussing the management and prevention of these infections.

2. Improve biomedical knowledge by:
i. Listing the major bacterial, viral and fungal pathogens.
ii. Describing the structure and virulence factors utilised by these pathogens in infectious diseases and describing the major infections caused by these pathogens.
iii. Listing the main groups of antimicrobials used for treatment of infections and describing the mechanism of action of these agents.
iv. Describing the principles of antibiotic resistance.

3. Improve professional and personal skills by:
i. Participation in group based interactive tutorials

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POL20020 Comparative Politics - Learning outcomes

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POL20020 Comparative Politics - Learning outcomes

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Module learning outcomes

By the end of the module, students will be able to:

1. Explain and evaluate the comparative method in political research

a) including why we use comparison, and the key strengths and limitations of the comparative approach.

2. Describe and analyse cross-national variation in political institutions

a) explaining how and why countries differ in major domestic political institutions (e.g., executives, legislatures, electoral systems, courts, parties, participation, media/civil society) and why these differences matter for political outcomes.

3. Engage with and communicate contemporary comparative politics research demonstrated through the module assessments, especially the ability to:

a) identify and clearly articulate research questions in peer-reviewed scholarship

b) summarise and evaluate methodology (data + analytic approach)

c) present and interpret key findings/results

d) compare and contrast scholarly arguments and contributions

e) communicate this work effectively in oral and written formats.

Transferable skills - Across the tutorial presentation and essay work, students develop:

1. Critical thinking / analytical reasoning

2. Teamwork and collaborative planning (small-group research and presentation)

3. Written communication (structured academic writing with proper referencing)

4. Oral presentation skills (clear, well-organised delivery; use of slides to support argument)

5. Research capability (sourcing and evaluating peer-reviewed literature; engaging with evidence)

Tutorial learning outcomes

1. Work effectively in a small group to plan and deliver an assessed task

2. Identify and justify appropriate peer-reviewed comparative politics research relevant to a lecture topic

3. Clearly identify and articulate research questions from the selected articles

4. Explain and summarise research methodology used in comparative politics scholarship

5. Accurately present and interpret research findings/results from academic articles

6. Compare and contrast two pieces of research

7. Communicate academic work professionally in an oral presentation

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Mostly yes, but it would be even clearer if the outcomes explicitly signal: what students will produce (a comparative research-based group presentation) and what "good" looks like (accurate RQ/method/findings; meaningful comparison; referenced properly)

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They’re mostly clear, but they could be cleaner and more outcome-ish.

Some read more like steps in a task (“identify two articles”, “summarise method”) than a capability.

Verbs like “engage with” can be a bit vague unless you say what that means in practice

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Yes. There are outcomes that are basically the point of tutorials, and then outcomes that enable the students to get there. But they all work together towards the learning goals of the module.

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So at the moment we’ve got 7 tutorial learning outcomes (based on what tutorials ask students to do for the group presentation).

7 does make it feel a bit like a rubric turned into outcomes. I think it would be better if it was 4-6 to make them more readable, memorable, and usable week-to-week.

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Yes, the language is short and concise, delivering the outcome of the classes in a clear and simple manner

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There are 5 learning outcomes, which is a good amount as there will be a total of 5 lab classes, therefore, 1 outcome per class

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The learning outcome for each lab classes are important to one another as all classes teaches different skills

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Yes, the outcomes are very clear, stating what the learner should be able to do after the lab classes

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I currently have 5, however they all focus around number 3. Which in my opinion is the most important.

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The module's outcomes follow a logical sequence, with the previous outcomes serving as the foundation for the latter outcomes. Therefore, I do not think there are some more important outcomes than others, considering the students need to navigate their studying process along the logical sequence of the outcomes.

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There could be more focus generally on the importance of students ability to communicate what they have learned in the module beyond the general scope of academic writing/research.

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Language:

Yes, I believe they are written in a generally clear manner. There is no overuse of jargon, however the structuring of outcome 2 could be more refined - the sentence is almost backwards.

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Yes, the language is succinct and easily comprehended. However, there is probably too much repetition with the words "understand" and "evaluate"

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Yes, it is. The main purpose of this module—learning both theoretical and practical knowledge of friendly urban street planning—is easy for students to grasp.

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On completion of this module, students should be able to:

1.    To become familiar with concepts foundational to urban design discipline and methods used in public space and public life observation.

2.    To recognise and categorise placemaking approaches applied to transit space projects.

3.    To understand the challenges and critiques related to placemaking projects including specific case studies in urban settings.

4.    To collaborate with others in the analysis of placemaking projects that engage different stakeholders and affect sustainable urban transitions.

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We have 7 learning outcomes.

From wider reading it seems there are several suggestions, some saying 3-5, others 4-7?

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I believe the first and third objectives are more important, as this serves as an introduction to concepts they may not be familiar with. If they can achieve these outcomes, it will enable them to apply statistics in other projects.

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1) To be able to pipette accurately, use a pH meter and spectrophotometer

2) Complete risk assessment reports

3) Perform protein mixture separation using gel electrophoresis

4) Isolate DNA from cells and calculate the amount of DNA isolated

5) Assess lipid content of milk using TLC and measure total TAG content