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PG DIP ULT
Library Project Library Project Assignment
Brief:
The final part of the PG Diploma stage consists Each student will decide on the exact focus of
of a library-based education project. This builds their project, although it should fulfil the following
on the preparatory work done in the two taught requirements:
weeks, through independent study and on the two
previous essays. The library project is an individually • Have a teaching and learning focus.
negotiated assignment in an area of interest and • Demonstrate an ability to search, integrate
relevance to each student.
and accurately cite generic, disciplinary-
Much of the work on this project will be through specific and level-specific educational
independent study but there will be specific seminars literature.
and individualised tutor support to guide students. • Make connections between this educational
Summative examination is by submission of a report literature and teaching practices in their
of 4500-7700 words. This library-based research discipline through analysis, synthesis and
project carries a tariff of 20 ECTS credits. personal reflection on practice.
Progress Review Seminars Also see Library Project mark sheet for assessment
criteria, which you should read carefully when
planning and developing your assignment.
Two half-day Progress Review Seminars will be held Word limit: 4500-7700 words
to provide students with additional guidance and
support for researching and writing their Library Below is a list of past titles to indicate the range and
Project on: type of library project options. It is not meant to be
prescriptive or limiting and students are encouraged
• Tuesday 05 April 2016 (13:30-16:30) to be creative in their selection; a range of topics will
• Thursday 02 June 2016 (13:30-16:30) be considered.
Intended Learning Outcomes: Students are encouraged to phrase their title as a
question which is researchable through the literature,
There are no separate learning outcomes associated as this will help to structure the project appropriately.
with the library project, rather this is an extended However, this is a guideline and not a requirement.
activity where students can demonstrate and
reinforce the intended learning outcomes associated Some previous library project titles:
with the whole taught component (Week One and
Week Two) and the wider PG Diploma. • From threshold concepts to transformative
learning: Cognitivist perspectives on how
philosophy could enrich physics teaching.
• How effective is self-reflection and peer
feedback in formative assessment to enhance
student learning in medical education? An
analysis through the lens of Kolb’s learning
60 EDU © Imperial College London 2015-16
