GECW4021 is a student-orientated course for College students in Year 2, 3 or 4 (but with initial preparation in the preceding spring term), in which students in small groups will select a topic ideally of interdisciplinary nature; conduct field, survey or literature research; make a presentation and submit a written report.

GECW4021, taken in the second, third or fourth year of attendance, is part of the capstone experience in which students have the opportunity to synthesise their academic skills beyond the limits of the major programme, engage with a real-life issue of relevance to society, analyse the factors, constraints and options, and present their findings in a cogent, reasoned and persuasive manner. The expected learning outcomes are

• an appreciation of some of the wider issues in society (either local, regional, national or global), and an interest and ability to engage with these issues in a mature and scholarly manner (V, K)
• a rudimentary ability to conduct research on such broad issues not related to the major subject, and basic knowledge of research methodology (S, K)
• the willingness and ability to work in a team with members drawn from different backgrounds (V, S)
• an appreciation of plural values and conflicting choices in society, and a recognition that all choices involve consequences (V)
• the ability to collect and analyse data, to synthesise ideas and to present arguments in both oral and written forms, at a level appropriate to a university graduate (S)

K = knowledge; S = skill; V = value

• in the preceding term (Y1/2/3, T2): a small number of lectures on methodology; formation of teams; selection of topics; preparation of project proposals for approval
• in the summer: conducting research and prepare progress report
• in the relevant term (Y2/3/4, T1): oral presentation; tutorial participation and preparation of written report

Assessment

[1] This component is intended to assess the progress by stages, whereas the outcome of the research will be assessed through the oral presentation and written report.

[2] These components will be graded on an individual basis, whereas the other components will be graded principally on a group basis, although there may be minor individual adjustments if there are significant differences in the quality of the work of the different team members.

[3] This component refers to participation in the tutorial discussions in those sessions when the student in question is not in the group that is making the presentation. The assessment will not be based simply on the degree of participation, but on its quality and contribution.

[4] These components will be graded first on a team basis, and then adjusted individually on the basis of each student’s contribution.