Module: Shaping Global Leaders

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Shaping Global Leaders
Module Code	GC1LD (ITS) / ISS1002 (Banner)
Faculty	FEC/FHSS	School	L&G/Electronic Engineering
Module Co-ordinator	Iain McMenamin
Module Teachers	-
NFQ level	6	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

Rationale: This Assessment Skills and Competences module begins the student’s journey to develop personal agency and self-direction to become a leader of the future. The use of an e-portfolio captures the learnings from activities across all ASCs in the Global Challenges programme. This nurtures the important skill of self-reflection, allowing students to learn from their experiences, working on individual projects and also reflecting on their role within a team, taking into consideration the feedback from others. Shaping Global Leaders requires a range of transversal skills and this ASC incorporates some of the DCU Futures modules including Career Visioning and the Discover Programme.

Learning Outcomes

1. Communicate effectively using visual, symbolic, mathematical and/or language skills in various narrative modes to diverse audiences.
2. Apply critical self-reflection skills in a way that demonstrates use of the skill beyond the Assessment of Skills and Competences.
3. Effectively combine information and knowledge from diverse disciplines to propose sustained positive contributions towards global challenges, demonstrating new ways of thinking and leading.
4. Organise and manage themselves and their activities responsibly, being able to work effectively and ethically as individuals and with others as members of a team, participating in peer assessment and learning.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	73	73hrs of workshops (contact)
Independent Study	99	99hrs independent study (non-contact)
Directed learning	78	78 directed learning from the associated Faciliated Learning Outcomes(not set)
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Plan
Maintaining the e-portfolio aids with self-awareness and self-reflection, which is needed for developing effective leadership skills. The e-portfolio also brings together learnings from the assessments that are carried out in other Assessments of Skills and Competences (ASCs) in the programme. This ASC includes the students organising an event to communicate an issue related to a global challenge with different audiences. Students will develop their own ideas for the type of event, working in groups to organise the university wide event, and design creative artefacts (e.g. infographics, video presentations) to promote their event. The event will take place in the SPRINT week in Semester 2. In Semester 1, students will Storyboard their ideas to get feedback on their proposed plan. Students will have a range of learning opportunities to prepare for their event – skills that will be of great use in many professional work environments. Workshops on storytelling, creative thinking and writing will introduce students to the art of providing a narrative to which their target audience can relate. Students will revisit these communication strategies in semester 2, in the context of creating infographics. A guest lecture will be the basis for a continuous reflection on ethics and professional integrity. A field trip will provide the starting point for students to reflect on what leadership is, when and how it works and fails, and how it can be inclusive. A great team-building and learning opportunity will be the 2-day trip to visit Cloughjordan eco-village. We will analyse and discuss different approaches to energy systems transitions, their local application, and the types of inclusive leadership and collective decision-making in local, regional and national settings. E-portfolio The E-portfolio underpins the assessment of this ASC, this will facilitate reflective opportunities ● Self-reflection – through writing. Students learn and practice how to critically reflect on their assumptions, experiences, feedback, thoughts and emotions. Group reflections, i.e., on how to initiate and manage change will be critically assessed. ● Detailing evidence of roles across the group, peer learning and peer evaluation ● Learning how to give feedback and importantly how to use/reflect on feedback ● Identifying the attributes of effective team members, Team building and group work activities are integral to the programme, developing group contracts, keeping minutes of meetings, ensuring good communication within the team ● Reflecting on what success would look like ● Reflecting on Ethics and Responsibility, towards people and the environment Associated Facilitated Learning Outcomess Project Planning and Management Politics and Global Development DCU Futures Transversal skills: DCU Discover programme Career visioning (Semester 2) The purpose of the career visioning support is to help students to make decisions that will enhance their capabilities and potential as graduates and citizens in a global workplace In year 1 career visioning is supported by a combination of an in-person seminar and online resources. Early in Semester 2 there is a 2 hour seminar with DCU Careers Services. This is then followed up with 3 hours of self-directed learning. To assess this there is an on-line quiz in loop and a self-reflection activity to be recorded in the e-portfolio.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Group project	Global Challenges Event: In groups organise a university wide event, and design creative artefacts to communicate (e.g. infographic, recorded presentation) with different audiences (e.g. a professional, and members of the public).	40%	n/a
Group presentation	Storyboard as a visual tool - presentation of the organisation and plan of the Global Challenges Event in Sem 2 sprint week	5%	n/a
Portfolio	E-Portfolio providing a reflective opportunity, including: Plan of how they organised university wide event; Artefacts developed to communicate complex global challenge issues to diverse audiences; Self reflections (reflection log with guidance); Evidence of ability to use peer feedback to inform practice; and Experience and evidence of group work and role(s) (including discussion on collaborative digital tools and skills used).	55%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Other Resources

None

Part of new Global Challenges programme, the structure and language of which does not map easily onto Coursebuilder.