critical thinking university of leeds

‘Critical Thinking at University: An Introduction’ on the top 100 Free Online courses of all time.

Online course review website Class Central released their 2019 compilation of the  Top 100 Free Online Courses of All Time  and the University’s online course on Critical Thinking skills made it to the top 100!

With more than 13,000 MOOCs from almost a thousand universities globally, it can be overwhelming to know which courses are high quality.  The top online courses of all time ranking is based on thousands of reviews written by learners.

The top course from the University of Leeds is ‘ Critical Thinking at University: An Introduction’ and it aims to develop vital critical thinking skills for students studying at university level.

The course is part of the  academic skills courses portfolio  at the University of Leeds aiming to improve skills required for academic study.

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Timeline of critical thinking at university, this timeline provides examples of how critical thinking develops from year 1 to 3 at university..

Year 1 at university provides core modules that create the building blocks for your learning. You will be introduced to the core concepts in your discipline and build a broad knowledge base.

Scroll down to learn more

During Year 1 you will be working at Level 1 to:

• have an accurate and thorough grasp of key ideas, theories and ways of investigating your subject-area
• make good use of reading and other materials suggested by your tutor; ask questions and evaluate the material that you are working with
• exercise some independence as a learner – planning and undertaking your studies without close direction from tutors.

A biology student may be introduced to immunology, microbiology, genetics and cell biology. They may have the opportunity to develop critical thinking undertaking experimental techniques, data collection, analysis and interpretation.

A law student will be provided with a firm foundation in key legal areas such as contract and criminal and constitutional law. They may have the opportunity to develop their critical thinking skills by discussing and reflecting on different aspects of the criminal and legal processes. They may also consider different political and cultural contexts in which criminal law operates.

In Year 2 you build on this base of knowledge through more in-depth core modules. You can choose modules that are of specialist interest to you and you will become more adept at applying your knowledge in different contexts. You will start to work and research more independently.

During Year 2 you will be working at Level 2 to:

• make informed use of the language, concepts and theories of your academic discipline/s as tools for investigation and analysis
• engage with a wider, more complex and challenging range of sources than at Level 1, including appropriate material that you have identified on your own initiative
• undertake a more sophisticated and searching analysis of a topic that shows recognition of the context, complexity and subtlety of different perspectives, including your own
• exercise greater independence as a self-directed learner who is able to research a subject without close direction from tutors.

In mechanical engineering, opportunities to develop your critical thinking skills might involve being part of a group design project. The purpose of the project could be to design an autonomous electric-powered buggy to travel over a bumpy course and stop on a bulls-eye.

In politics, you may explore globally significant topics such as foreign aid. You would need to critically examine the key concepts, definitions and motivations underlining these practices and the actual impact they have.

In your final year, you will have a chance to undertake your own independent research project. This is where you can really demonstrate those critical thinking skills that you have developed over your time at university. You will have the opportunity to identify a research question or area of study of interest to you, and dedicate an extended period of time delving into a topic. Here you will be able to test hypotheses, design new products, create art work, deliver a performance, make radio documentaries or short films.

During Year 3 you will be working at Level 3 to:

• be fluent in using the language, concepts and theories of your academic discipline/s as tools for investigation and analysis
• engage with a wide range of complex and challenging sources including appropriate material that you have identified on your own initiative
• undertake sophisticated and searching analysis of a topic that engages with the context, complexity and subtlety of different perspectives, including your own
• devise your own research question, select appropriate methodologies, analyse and present your findings for at least one independent research project.

In media and communication studies, you may have the opportunity to work independently to produce a detailed specification for a new media project. This could be an app or animation involving pitching well-researched ideas in written and verbal form; implementing prototypes; presenting the ideas at key stages and critically evaluating the produced work.

In English you may undertake an in-depth analysis of a novel or series of novels. This would require developing your own evidenced-based arguments in response to a research question that you have devised. Such a project offers the opportunity to further develop skills in critical thinking; independent working; planning and organisation; analysis; and flexibility of thought. It also allows you to use your knowledge and research skills.

Developing Critical Thinking Skills Through Semi- Structured Debate

Critical thinking skills are a central component of teaching and learning in higher education institutions, and utilising the skills and experience debating can be an engaging way to develop these skills in our students.   

What did you do? Why did you do it?     

Critical thinking skills are a central component of teaching and learning in higher education institutions. Countless models have been produced to teach and encourage students to engage with topics, ideas, sources, and evidence critically to develop and hone their skills, and it is a core component of teaching across the institution. The Learning Development Team, based in the library, supports academic colleagues to embed these skills into the curriculum and offer students practical guidance to develop these skills. We are constantly seeking new and innovative ways to encourage students to engage with their learning critically, and in March 2023, I worked with colleagues in the School of Education to develop a critical thinking workshop centred on the idea of developing skills through a semi-structured debate.    

It has been established in the academic literature that encouraging debate among students can develop communication and collaboration skills, as well as their awareness and application of critical thinking (Davis; Zorwick; Roland; and Wade, 2016). Some students are exposed to this approach during their schooling, perhaps in extra-curricular settings or within the classroom. However, for many undergraduate students, including some international students, developing and engaging in a debate is a new activity. For the purpose of this pilot, we were keen to see if preparing for and engaging in an oral debate would allow students to surface and articulate the skills required for critical thinking. In particular, the ability to consider an idea from multiple perspectives; recognise the complexity of these perspectives; acknowledge the value of different views and offer counter arguments; and communicate in a clear and succinct way.  

The workshop, delivered to a cohort of second-year undergraduate students, was designed to support the students’ module assessment which required students to write an ‘argumentative essay’. In a session prior to the workshop, the assessment was outlined and explained to students with a scaffold provided demonstrating the need for a strong central argument and a position to be taken. Students were then told about the plan for the workshop and provided with a prompt statement that would be used in the workshop. They were asked to do some initial research and reading around the prompt but were not told the position (for/against) they’d be required to argue.  

At the beginning of the workshop, students were separated into two groups and allocated ‘for’ or ‘against’ the prompt they had prepared and given 20 minutes to prepare their initial arguments. To support this, students were provided with ‘evidence’ packs from which they could draw statistics, quotes and other points of evidence, as well as a template to complete to ensure they presented an argument with a point, some evidence, and expansion as they had been advised for their essays.   

Given the time constraints students were encouraged to first establish their key argument before using the diverge/converge approach to find necessary evidence and further develop their points. This approach involved students working individually or in small sub-groups for a short period of time before coming back as a group to finalise their presentation. This allowed students to examine more of the evidence and think more deeply within the short timeframe.     

After 20 minutes, the groups were then asked to designate two ‘presenters’ to summarise the group’s position. Each group was given 5 minutes to present while the other groups listened and made notes. After all groups had presented, they were given a further 5 minutes to prepare their rebuttal. This involved selecting one aspect to challenge based on their knowledge of the evidence. Once the rebuttals were presented a free discussion followed, facilitated by teaching staff.   

What was the impact of your practice and how have you evaluated it?

This was the first time we had tried this form of workshop and activity with students in the module and we asked them at the end of the session what skills they felt they had developed. The students identified many of the outcomes we had desired including understanding how to form a rebuttal, use evidence to support an argument, and consider ideas in a more nuanced way. While we cannot attribute attainment in the assignment purely to this activity, students reported on the end of module feedback that they were more confident in writing their ‘argumentative essay’ as a result of the session and would like to do the activity again in other modules. We are pleased with these positive comments and will be looking to incorporate the use of semi-structured debate in other modules within the school.  

How could others benefit from this example?     

There is an ever present need to instil the importance of critical thinking within our students, and encouraging debate within the classroom and in assignments is a promising and rewarding approach to take. This approach also supports students to develop cultural literacy and embrace different perspectives which complements work being completed across the institution. I am keen to hear from colleagues about best practice in this area or those who are interested in giving something similar a try !   

Dr Emily Webb, Academic Learning Advisor, [email protected]

Do you have an example of your practice to share?

If you are interested in submitting an article to the TIPS Blog find out  how to submit here , or contact the TIPS Editors at  [email protected]

EPQ online resources

Not sure how to start your research project? Are you wondering how and where to begin choosing your topic? The EPQ can feel a daunting task but we're here to help! From refining your question, to note making and managing your time, explore our bitesize films for tips, tricks and techniques to develop the essential study skills needed for your academic essay.

5 top tips for your research project

Critical thinking, time management, writing a research question.

Reading Critically Online

In this workshop, we will explore what it means to read critically, and apply a critical thinking model to help you question your reading. Finally we will reflect on how the model applies in your disciplinary context.

Learning outcomes:

• Explain the purpose and importance of critical thinking and reading for research  
• Use a critical thinking model to engage in active critical reading
• Consider the usefulness of the critical thinking model to your discipline 

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Click Start courses

Explore the online courses created by the University of Leeds and top global organisations to help you develop digital skills for your education and career. 

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Technical skills

Learn essential technical skills to prepare for your career in software development.

An Introduction to Programming using Python

Maximise your employability, by learning the basics of coding in Python.

What you'll learn:

• To describe what computer programming is and its purpose.
• How it enables the creation and execution of computer programs. 
• What algorithms are and their significance in programming.
• How to create programs that accept user input, display output, and utilise essential programming constructs such as if statements, loops, and functions. 

University of Leeds 8 hours to complete. Week 1: Programming Fundamentals in Python Week 2: More advanced concepts/functions e.g., conditional loops (if statements) Assessments: 9 quizzes, 1 assignment

Working with Integrated Development Environments

Integrated Development Environments (IDEs) are vital in increasing developer productivity and learning to work with them will help you create impressive software projects.

• Describe the purpose and benefits of using IDEs in software development and recognise how they improve productivity and streamline coding processes.
• Summarise the capabilities of IDEs, including managing projects, and utilising features (the terminal, debugger) and extensions in tools like VSCode.
• Compare and contrast different IDEs, distinguishing between language-ambiguous IDEs and language-specific IDEs.

University of Leeds 7 hours to complete. Week 1: What is an integrated development environment? Week 2: Using IDEs Assessments: 6 quizzes, 1 assignment

Working with Version Control

Explore the basics of version control and learn how to use it in software development projects.

• Describe the meaning and purpose of version control, understanding its role in managing and tracking changes in software development projects.
• Identify the benefits for developers when using version control. 
• Learn to generate/ utilise SSH keys, use basic Git commands, access public repositories, set up project boards, and use issue trackers.
• Leverage GitHub markdown language for formatting text and bios. 

University of Leeds 8 hours to complete. Week 1: Introduction to version control Week 2: Documenting with Markdown Week 3: Using GitHub Projects and Issue Tracker Assessments: 6 quizzes, 1 assignment

Foundations of Software Testing and Validation

Gain a comprehensive understanding of industry-standard software testing and validation techniques and learn how to design and implement effective test cases.

• Describe various types of software testing and identify their advantages and disadvantages.
• Explain the significance of software testing in the software development process, recognising when and why testing should be employed.
• Apply knowledge of testing techniques to design effective test cases, evaluate their effectiveness, and generate comprehensive testing plans.

University of Leeds 5 hours to complete. Week 1: Foundations of software testing and validation Week 2: Test design techniques and validation Assessments 6 quizzes, 1 assignment

An Introduction to Logic for Computer Science

This course is designed to equip you with a solid understanding of the fundamental principles of logic and their relevance in the field of computer science.

• Learn to articulate how logic plays an important role in computer science.  
• Apply techniques to derive solutions for modelled problems.

University of Leeds 7 hours to complete. Week 1: Propositional logic Week 2: Modelling with logic Assessments: 7 quizzes, 1 assignment

Fundamental Skills in Engineering Design 

Understand the key principles and techniques of engineering design that will help you develop your skills in this field.

What you'll learn

• Describe the engineering design process and apply techniques used in the design process.
• Demonstrate an informed decision-making process.

University of Leeds 6 hours to complete. Week 1: Understanding engineering design. Week 2: Engineering design in practice Assessments: 3 quizzes, 1 assignment

An Introduction to Cryptography

Cryptography is an essential part of secure and accessible communication that is critical in everyday life. Join this course to gain a solid understanding of the principles and applications of cryptography.

• Describe the fundamental concepts and principles of cryptography.
• Explore historical cyphers and their significance in the evolution of cryptography.
• Investigate modern cryptographic algorithms and protocols.

University of Leeds 8 hours to complete. Week 1: Introduction to cryptography, historical cryptography Week 2: Modern cryptography Assessments: 3 quizzes, 1 assignment

How to get into the tech industries

Discover the skills you need to succeed in high-demand tech industries. These new courses are now open for pre-enrolment. 

How to Get into AI

Learn how to navigate the dynamic field of artificial intelligence (AI), exploring its applications and the evolving landscape of AI-related careers.

• Demonstrate an understanding of current AI applications across various fields and articulate the key issues associated with these applications. 
• Engage in critical reflection on the social, legal, and ethical considerations surrounding AI. 
• Recognise diverse AI career paths and the essential skills required for success in the field. 

University of Leeds Two weeks of study, 6-8 hours per week Week 1: What is artificial intelligence and how can it be used responsibly? Week 2: Understanding artificial intelligence in the workplace Assessments: 3 quizzes, 1 assignment

How to Get Into Blockchain

Discover the diverse career opportunities, from blockchain developer to legal expert, and gain insights into the skills you need for a successful journey in this dynamic field.

• Describe blockchain concepts and principles, articulating their key functionalities.
• Explain current applications of blockchain, relating its practical usage in different domains.
• Evaluate diverse blockchain technologies, considering advantages, disadvantages, and associated social, legal, and ethical considerations.
• Identify essential skills and differentiate career trajectories in Blockchain, constructing a career development plan.

University of Leeds Two weeks of study, 6-8 hours per week  Week 1: Blockchain technology and applications Week 2: Blockchain in society and career trajectories Assessments: 4 quizzes, 1 assignment, 2 peer assignments

How to Get into Web Development 

Gain insights into the skills required for a career in web technology and how to take your first steps into this exciting career path. 

• Identify key web development technologies and understand challenges, including social, legal, and ethical concerns.
• Recognise diverse web tech careers and their required skills.
• Differentiate roles in website creation, and discuss differences in back- and front-end development.
• Explain common web languages and their applications.

University of Leeds Two weeks of study, 6-8 hours per week  Week 1: Roles and technologies in web development Week 2: Creating commercial websites, protecting data and intellectual property Assessments: 3 quizzes, 1 assignment

How to Get into Cloud Computing

Learn the fundamental concepts of cloud technologies, explore career opportunities like cloud developer, architect, security engineer, consultant, and administrator, and gain insights into the core skills needed to succeed in the field.

• Explain current applications of cloud computing, articulate associated challenges, and recognise the distinctions between cloud computing roles.
• Identify various roles in cloud computing and list essential skills for success in those roles.
• Describe the technical, social, legal, and ethical challenges in cloud computing.
• Highlight specialist skills and provide real-world examples of cloud implementation.

University of Leeds Two weeks of study, 6-8 hours per week Week 1: Introduction to cloud computing and the roles available Week 2: Real-world examples of the cloud and the skills required to be part of it Assessments: 6 quizzes, 1 assignment

How to Get into Robotics

Discover the array of exciting careers in robotics, from engineering and software development to research and project management, gaining insights into the skills required for success in this rapidly advancing field.

• Explain the foundational aspects of robotics, covering intelligent robot components.
• Learn about the challenges in specific areas such as industrial robotics and autonomous vehicles. 
• Name current areas of robotics application, highlighting challenges in social, legal, and ethical aspects.
• Identify diverse robotics careers and understand essential skills for success.

University of Leeds Two weeks of study, 6-8 hours per week Week 1: Introduction to Robotics Week 2: Challenges, opportunities and skills required to succeed in Robotics Assessments: 5 quizzes, 1 assignment

How to Get into Software Development

Learn about the dynamic field of software development and uncover the crucial roles, from requirements engineers to backend developers, and the skills essential for success.

• Explain the software development process, identify key team roles and discuss ethical issues. 
• Explain the broad applications of software development and the associated challenges, including social, legal, and ethical concerns.
• Demonstrate awareness of diverse roles and skill profiles in software development.
• Detail the steps in the job application process, providing examples for interview preparation.

University of Leeds Two weeks of study, 6-8 hours per week  Week 1: The software development team Week 2: Starting your career Assessments: 2 quizzes, 1 assignment, 1 peer assignment

Introduction to Technology-Assisted Decision-Making 

This online course will introduce you to the fundamental concepts of technology-assisted decision-making, its diverse applications and the skills you need to embark on future studies or careers in data-driven decision-making.

• Describe the concept of technology-assisted decision-making and the associated terminology within the field. 
• Demonstrate the ability to formulate optimisation problems as mathematical models and apply diverse techniques for their resolution.
• Understand the applications of optimisation including resource allocation, production planning, transportation, scheduling, and network optimisation.

University of Leeds Two weeks of study, 6-8 hours per week  Week 1: Decision-making with graph theory Week 2: Decision-making with linear programming Assessments: 1 quiz, 1 assignment

Professional skills

Improve your professional and leadership skills, and take your first steps towards a career of your dreams.  

Create a Professional Online Presence

Learn how to create a professional online presence that enhances your employability and puts you in the spotlight for all the right reasons.

• Explain the direct and indirect activities that contribute to online presence and evaluate your online presence.
• Improve your professional presence and compare different platforms to analyse their suitability for your needs.
• Classify communications strategies and develop a plan for an effective online presence.

University of Leeds 7 hours to complete. Week 1: What makes up your professional online presence? Week 2: How do you build your professional network? Assessments: 2 quizzes, 1 assignment

Essential Skills for Your Career Development

Explore professional career development methods to get your career on track and succeed.

• Identify different approaches to growing your career by exploring a roadmap and vision board and be able to explain your career vision clearly.
• Identify key individuals, organisations, and platforms for your network, and develop communications to engage key leads.
• Evaluate the impact of your strategy and iterate accordingly.

University of Leeds 5 hours to complete. Week 1: Defining your career. Week 2: Growing your career. Assessments: 1 quiz

The Art of the Job Interview

Learn how to write your CV and prepare for a successful job interview.

What you’ll learn:

• Learn how to prepare for a job interview the right way!
• You'll learn what interview questions to expect and how to answer them.
• How to optimize your resume using the Big Interview resume builder
• How to use networking to uncover more job leads.

Big Interview 19 hours to complete. Week 1: Interview fundamentals Week 2: Acing common questions Week 3: Acing advanced questions Week 4: Optimizing your resume. Week 5: Ramp up your job search

Strategic Career Self-Management

Learn how to think strategically about your career. Develop an objective, external view of your marketable skills as a solid foundation for building a strong career brand.

What you’ll learn

• New concepts from industry experts.
• Gain a foundational understanding of a subject or tool.
• Develop job-relevant skills with hands-on projects.

The State University of New York 12 hours to complete. Week 1: Getting started. Week 2: Navigating the new skills economy. Week 3: Developing career-building skills. Week 4: Managing skills to gain a competitive edge. Week 5: Conclusion, your continuing career self-management 

Mastering the Software Engineering Interview

Learn how to communicate your technical abilities during interviews and be successful.

• Tips, examples, and practice opportunities
• Job search advice
• Tips for succeeding once you’re in the job.

UC San Diego 20 hours to complete. Week 1: Welcome & what is a software engineering interview. Week 2: Lesson choices Week 3: Live coding: The Technical Phone Interview and beyond Week 4: Explaining what you’ve already done. Week 5: Algorithmic thinking on the fly

Writing Winning Resumes and Cover Letters

Learn how to bring your CV and job application to the top of the pile.

• Identify the real purpose of a resume.
• Identify relevant competencies for a position.
• Adapt your resumes for screening software.
• Write powerful and convincing accomplishment statements. 
• Use the resume skills tier method to strengthen your resume.
• Produce strong cover letters that use A.I.D.A technique.
• Produce effective follow-up letters. 

University of Maryland, College Park 12 hours to complete. Week 1: Preparing to write. Week 2: Writing a winning resume. Week 3: Choosing a resume format. Week 4: Writing a winning cover letter.

Successful Interviewing

Learn top tips to help you prepare for a job interview.

• Do thorough research on a company of your choice.
• Prepare for those critical first 3-5 minutes of an interview.
• Prepare for the all-important "Tell Me About Yourself" question.
• Prepare for traditional interview questions.
• Use strategies for handling the salary question. 
• Prepare an elevator speech - all three variations.
• Use persuasive speech techniques to present professional accomplishments.
• Adapt your nonverbal communication.

University of Maryland, College Park 20 hours to complete. Week 1: Researching the market. Week 2: Making a positive first impression. Week 3: Answering the traditional interview questions. Week 4: Proving you’ve done your research.  Week 5: Demonstrating you’ve got what it takes.

Successful Presentation

Through practical exercises, you will discover your power as a speaker and give excellent presentations.

• Successful public speaking and presentations.
• Four themes for public speaking: Mastering fear, developing a creative formula, using verbal and body language, and anticipating the room.

University of Colorado  20 hours to complete. Week 1: Getting started with public speaking. Week 2: Formula for successful presentation. Week 3: Practising yourself. Week 4: engaging with the world.

Stepping Up: Preparing Yourself for Leadership

This course will equip you with these fundamental leadership skills and help you develop your ability to influence others (including your “boss”), measure your impact, and enhance your resilience.

• How to increase your emotional intelligence as a leader
• How to manage conflict
• How to increase your influence and authority.

Queen Mary University of London 18 hours to complete. Week 1: Understanding yourself as a leader. Week 2: Stepping in, setting boundaries, and productive conflict.  Week 3: Leading and influencing your boss. Week 4: Managing energy and motivations

Digital Transformation

Understand the nature of digital transformation and what it takes to win in the digital age.

• The underlying economics of innovation, technology, and market disruptions
• The pros and cons of current digital technologies driving advancement.
• How to utilize BCG's digital transformation framework as a "how-to" for digitizing your organization

University of Virginia  14 hours to complete. Week 1: How technology changes business Week 2: The mechanics of disruption Week 3: Digital trends past and future Week 4: Your path to digital transformation

Women in Leadership: Inspiring Positive Change

This course is designed to inspire and empower women and men to engage in purposeful career development,  lead change with more conviction and confidence, and improve our workplaces and communities for all.

• Self-knowledge about your values and vision
• Your capabilities as a leader, manager, and contributor.
• What are the valued attributes and behaviours of women in the workplace?
• How does the gendered nature of organizations impact women?
• What can organizations do to provide women with opportunities to excel?
• What opportunities could our global economy harness by advancing women to leadership?

Case Western Reserve University  13 hours to complete. Week 1: Yourself as a leader – Developing your leadership identity.  Week 2: The current state of women’s leadership at the top. Week 3: Women’s leadership presence Week 4: Leadership tools for women Week 5: Purposeful career development for women

Personal development skills

Gain life-changing skills that will help you build your confidence and develop your career.

Decision Making: How to Choose the Right Problem to Solve

Learn powerful decision-making methods and how to cultivate problem-solving skills for issues we all face in the workplace and beyond.

• Evaluate personal skills for problem-solving and describe how problems exist in wider contexts.
• Develop an idea to approach a real-life problem, explore methods to minimise risk and turn ideas into plans.
• Explain the importance of the wider impact when proposing solutions and produce a plan that persuades others your solution will work.

University of Leeds 10 hours to complete. Week 1: Finding and defining problems. Week 2: Assessing your solutions. Week 3: Understanding and selling your solution. Assessments: 2 quizzes

Critical Thinking Skills for the Professional

Explore a practical model to solve problems on your own and with others.

• Critical thinking
• Problem-solving
• Memorising a practical model to solve problems.

University of California Davis 7 hours to complete. Week 1: Getting started; an introduction to problem-solving. Week2: brainstorming and analysing options  Week 3: Recommending and engaging feedback Assessments: 4 quizzes

Decision-Making: Blending Art and Science

Professor Sydney Finkelstein walks you through the neuroscience behind decision-making and teaches you to make conscious decisions that are right for you at work and in life.

• Neuroscience behind decision-making
• How to make conscious decisions that are right for you at work and in life.

Dartmouth College 19 hours to complete. Week 1: The emotional brain, bias and decision making. Week 2: Experience and expertise Week 3: Emotional tags in action Week 4: Putting it all together, how to be the great decision-maker you want to be.

Introduction to Negotiation: A Strategic Playbook for Becoming a Principled and Persuasive Negotiator

Learn the art of negotiation and practice advanced techniques in a variety of settings including negotiating when you have no power or dealing with someone who has a very different perspective on the world.

• How to make principled arguments that persuade others.
• Case studies are based on common situations in business and life.

Yale University 37 hours to complete. Week 1: Introduction: what is the pie? Week 2: Negotiation case Week 3: Zincite case Week 4: Outsider case Week 5: Advanced topics Week 6: Linda Bibcock Week 7: Herb Cohen: Negotiate anything.  Week 8: The consummate dealmaker Week 9: Acknowledgements and further reading  Assessments: 13 quizzes

Emotional and Social Intelligence

This course will give you the tools you need to be emotionally and socially intelligent in your workplace.

• The value of emotional and social intelligence for professional success. 
• Current emotional and social intelligence skills
• The 4 Quadrants of Emotional and Social Intelligence (ESI) 
• How stress can impact the application of emotional and social intelligence skills
• Actions to create connections and build relationships

University of California, Davis 12 hours to complete.  Week 1: Introduction to emotional and social awareness -ESI Week 2: Self-management Week 3: Social awareness and empathy  Week 4: Relationship management  Assessments: 6 quizzes

Emotional Intelligence: Cultivating Immensely Human Interactions

Explore a practical model that brings together all the areas that are necessary to take your interpersonal skills to the next level.

What you’ll learn: 

• Important intra- and interpersonal skills are required for Emotional Intelligence.
• How to analyse your own and others’ behaviours.
• Skills based on published research in multiple fields.

University of Michigan  20 hours to complete. Week 1: Self-awareness Week 2: Self-management  Week 3: Social awareness Week 4: Social acceleration  Assessments: 3 quizzes

Digital Footprint

Learn how to develop an effective online presence, manage your privacy, create networking opportunities, and balance professional and personal identities.

• Explore and reflect on your online tracks and traces, to understand why your digital footprint is important. 
• Be introduced to some of the tools and approaches to effectively manage your online presence (or digital footprint).

University of Edinburgh 8 hours to complete. Week 1: What makes an online presence effective? Week 2: Why does your digital footprint matter? Week 3: What does it mean to be an effective online professional? Assessments: 6 quizzes

Related links

One of the main ways students are assessed at university is through their writing. When you are writing your research project, you need to ensure you use a clear and concise style which is easy for the reader to follow. You also need to make sure that your writing reflects your independent thinking. This section will help you to you improve the quality of your writing and find your academic voice.

Video - What are the features of good academic writing? View video using Microsoft Stream (link opens in a new window, available for University members only).

Video - Do you have any tips for students writing up their project? View video using Microsoft Stream (link opens in a new window, available for University members only).

Your academic voice

Developing your own academic voice within your writing is an important part of any research project; it is how you can show the reader what you are thinking and what your views are on the topics being discussed. In your project you need to make your position and viewpoints clear throughout your writing, whilst showing balance and objectivity. This is called your academic voice.

Watch the video below, to hear academics share their advice on developing your academic voice.

Video - What makes a good argument? View video using Microsoft Stream (link opens in a new window, available for University members only).

Differences between critical and descriptive writing

An essential part of showing your academic voice is being analytical and critical, rather than descriptive in approach. Within your writing you should have a mixture of description, analysis and evaluation. Descriptive writing should, however, be kept to a minimum.

Watch the video below to see what academics expect to see, in terms of critical writing.

Video - What is critical writing and why is it important? View video using Microsoft Stream (link opens in a new window, available for University members only).

The following example extracts from real students’ projects demonstrate how they have taken a critical approach to writing:

The Manchester Academic Phrasebank has some great advice on how to show criticality with the academic language you use.

The following questions may help you to ascertain whether you have taken a critical approach to your project:

• Have I stated what my aims and objectives are?
• Have I discussed and evaluated relevant concepts, theories or principles and explained their significance to my research?
• Have I clearly stated my overall argument(s)/conclusion(s)?
• Have I given reasons for my argument supported by reliable and relevant evidence?
• Have I used academic/appropriate sources?
• Have I made connections between sources?
• Is there internal logic in the argument? How coherent is it?
• Are there any assertions in my dissertation that are unsupported?
• Have I drawn reasonable conclusions from the data I have collected?
• Have I made any assumptions that might bias my reasoning?
• Have I considered different viewpoints?
• Have I combined or reformulated arguments/evidence from various sources to create new/more developed point of view?
• Have I used language that is too emotive? Have I shown objectivity?
• Have I omitted any key information?
• Have I identified the strengths and weaknesses between different viewpoints/theories etc?
• Have I drawn a logical conclusion?
• Have I stated my position on the subject? Have I shown what I think about the arguments or ideas presented?
• Have I answered my research question(s)?

Discussing the Literature

When you are using the work of other authors, you do not want to just report or reiterate what someone else has said. It is important that your voice is also present. This might be in the way you make links between sources, discuss how the sources support your argument, how far you agree or disagree with the authors, or how the source is significant to your research.

Here are some examples of how you can use language to forefront your voice when discussing the literature:

Hedges And Boosters

Certain words, known as hedgers or boosters, can help you to show caution or confidence in your writing. For example, you can show the degree of confidence in your claims by:

• Using hedges such as 'may', 'appears', 'possibility', 'suggests' helps you to show caution or doubt. For example:
• In what appears to be the first study on caregiver burden in anorexia...
• If students experience this positive, helpful attitude from the librarians they encounter, it may help them to adopt a positive perception or academic librarians in general
• He claims that it is a major factor in whether people are successful in all aspects of their lives
• Using boosters such as 'clearly', 'indeed', helps you to express a measure of certainty and conviction. For example:
• Current research clearly links methods of fundraising to changes in public and private spaces
• The table clearly shows that the relationship between BMI and self-assessed general health remains strong, even when other factors are considered
• Indeed , these statistics also fail to reflect the existence and behaviour of non-users of the libraries who did not participate in the survey

Be cautious not to overuse hedges and boosters; you need to judge whether you think they are necessary.

Academic language

Academic style.

Academic writing is quite formal, but this doesn’t mean it has to be overly complex. There are some rules that you need to follow when writing an academic piece of work:

• Use clear and formal language. To achieve clarity and formality, really think about the words you are using and make sure they are precise and meaningful. For example: I looked at the poems of... “Looked at” is very vague. It does not tell the reader what you actually did. “I analysed the poems of...” is more precise as "analyse" has a specific meaning
• Avoid abbreviations, e.g. use 'advertisement' not 'ad', use 'approximately' not 'approx'
• If you use an acronym, remember to write it out in full the first time you use it, with the acronym in brackets, e.g. National Institute of Clinical Excellence (NICE)
• Be cautious using absolute terms, e.g. always, never, none
• Avoid clichés, e.g. last but not least (use finally)
• Avoid colloquial language, e.g. at the end of the day
• Use plain English - avoid using jargon, long sentences and overly complicated language
• Avoid sexist language and avoid gender-specific language, e.g. use 'they will' rather than 'he will'
• Check your grammar and punctuation - for more advice on this, see the Revise, edit and proofread section

List adapted from How to write dissertations and project reports by McMillan & Weyers, 2011, p.243.

The University of Manchester have developed an academic phrasebank that provides examples of academic phrases that you could use in your writing.

Use Of Tenses

It is important to use tenses correctly when writing up your final year project. There are a number of general rules to remember when using tenses:

• When describing your experiment/method, use the past tense
• When referring to figures, use the present tense
• When reporting your findings, use the past tense
• When reporting other people's research, use the present tense
• Smith (2005) argues that the precise dimensions of this variable are not crucial
• However, our experiment showed wide variations in results when the variable was altered even slightly
• When answering your question, use the present tense
• We conclude that the correct choice of dimensions is a significant factor in achieving success with this procedure

Adapted from Writing styles and tenses by LearnHigher, 2012.

Active Versus Passive Voice

Most verbs can be used in either an active or passive form. Choosing which form to use in your writing can be difficult; there are no hard and fast rules. Check whether your department has any specific guidance on the use of active and passive voice, and ask your supervisor which is the most appropriate style to use when writing in your subject area.

The active voice is usually more direct and easier to read than the passive voice. When using active voice, the subject(s) is in charge of the relevant action(s):

• The nurse administered the injection

Here the subject (the nurse), administered (the verb), the injection (the object).

• The research assistant designed the survey

Here the subject (the research assistant), designed (the verb), the survey (the object).

In these examples, it is clear who is performing the action. Sometimes you may want to emphasise what is happening rather than who is doing it. To do this you can use the passive voice.

The passive voice is more formal than the active voice, but it can seem overly complicated and can be hard to read. When using the passive voice, the subject is left until the end or left out altogether.

• The injection was administered by the nurse

Here the injection (the object), was administered (the verb), by the nurse (the subject).

• The survey was designed by the research assistant

Here the survey (the object), was designed (the verb), by the research assistant (the subject).

It is usually appropriate to use a mixture of passive and active forms within academic writing. Always check with your department to see what form of writing would be most appropriate for your subject area.

Adapted from Writing with style by Stott & Avery, 2001, p.54.

Showing Relationships

Transitions.

Transitional words are ones that link your sentences within paragraphs, and/or your paragraphs together, to let the reader know where you are going next. For example, you might go on to discuss an issue in more depth, provide further evidence, introduce a different perspective or alternative viewpoint, or create links between ideas. They will help you to create a well-structured piece of work which is easy to read and with clear connections between the paragraphs.

Here are some examples of commonly used transitions and what they are used for:

Adapted from: Greetham, B. 2014. How to write your undergraduate dissertation. Basingstoke: Palgrave Macmillan

Referencing

Referencing is a really important part of your research project. You need to accurately acknowledge the sources you have used as:

• It is a requirement of your department/school
• It demonstrates that you have read widely and researched your subject
• It will show the basis or your arguments and conclusions
• It provides supporting evidence for facts, opinions, data and approaches taken
• It will give your work academic credibility
• It will help you avoid plagiarism
• It allows others to easily find your sources
• It will help you re-trace your reading in the future
• You can gain marks through accurate and consistent referencing

There are a number of different referencing styles. You can check our referencing pages to find out which referencing style your school uses, but you may also want to check directly with your school which style you should use, and the exact requirements they expect.

For comprehensive guidance on how to reference your work, please use our referencing pages . You can also find support to avoid plagiarism and improve your understanding of academic integrity on the Skills@Library pages.

You will need to store the details of your references, so you can use the information in your work and create your bibliography. For information on how to do this (including information on what EndNote is and how it can help you), see the Managing Your Project section .

Critical Thinking Example 1

The following core chapter is from a School of History undergraduate dissertation entitled 'Making a monster: the relationship between the body and behaviour of King Richard III'.

Click to view and print this example .

Both Rous and Vergil, who had documented the monstrosity and cruelty of King Richard, completely reversed their sentiments when discussing Richard’s noble behaviour at the Battle of Bosworth.

Vergil, for example, appears to make a special effort to discourage any rumours that Richard had behaved in a cowardly manner. He suggested that Richard refused to flee even when his men advised it, and instead continued fighting. This ‘manful’ bravery exhibited by Richard in his final hours painted him more like the romantic chivalric ideal, than the monstrous usurper which Vergil had previously suggested him to be. He states that:

King Richard alone was killed fighting manfully in the thickest press of his enemies [...] The report is that King Richard might have sought to save himself by flight; for they who were about him [...] exhorted him to fly, and when the matter began manifestly to falter; they brought him swift horses; but he, who was not ignorant that the people hated him, [is] said to have answered that very day he would make an end either of war or life.

John Rous similarly highlighted Richard’s bravery in battle, however, he seems to be more surprised than Vergil, stating: ‘Let me say the truth to his credit: that he bore himself like a gallant knight and, despite his little body and feeble strength, honourably defended himself to his last breath’.

This appears to be great praise coming from somebody who had otherwise devoted so much of his work to blackening the King’s name and tarnishing his reputation. It is worth noting how Rous appears to be almost shocked that someone of ‘little body and feeble strength’ could actually have the honour and ability to behave as Richard did. This suggests that the belief in the relationship between the monstrous body and monstrous actions was so deeply entrenched within Rous’s work, that it seemed almost impossible to him that Richard could defy his body and act ‘like a gallant knight’.

Click below to highlight areas of this dissertation commented on by a tutor:

• Description: The student puts forward the main argument of their paragraph in the first sentence. This is descriptive; they are just describing their argument
• Analysis: They go on to discuss the evidence they have used to justify their argument. They have shown why they think what they think. They have not just repeated what another author has said
• Analysis: Here, the student draws their own comparison between two sources. This demonstrates a good level of critical engagement with the literature
• Evaluation: Here the student is exploring what they think this argument brings to their overall argument

Critical Thinking Example 2

The following introduction is from a School of Physics and Astronomy undergraduate research project entitled 'Quantum effects in biology'.

In the case of Herbig stars, material accretes onto the star via an accretion disc, which in some cases can be directly observed.

For example, the dust component of the disc can be observed via the scattering of optical and near-infrared light. The geometry of Herbig star accretion discs is still under investigation; however, it is widely accepted that as dust grains coagulate, they settle towards the midplane of the disc, making them easier to observe. However, this only applies to Herbig stars close enough to the observer; the majority of the time, these accretion discs cannot be directly observed. As accretion discs are often not directly observable, other methods must be used in order to provide proof their existence. An example of such a method is the measurement of disc velocity profiles, which imply the presence of a rotating disc around a star.

These profiles reveal velocity gradients, which indicate the presence of material orbiting a protostar in a disclike configuration.

• Description: The student outlines the point of the paragraph. They are describing their key point
• Analysis: They go on to use evidence to further explain their main point. They develop their analysis, demonstrating why observation happens only in “some cases” as outlined in the first sentence of this paragraph
• Evaluation: The student then reveals the significance of the point

Critical Thinking Example 3

The following results are from a School of Chemical and Process Engineering undergraduate research project entitled 'The Mechanism of Formation of Porous Calcite Composite Crystals Through Thermal Decomposition'.

Each sample of crystals exposed to 200°C for 720 mins failed to form pores, while all the samples formed pores after 30 mins at 300°C. As a result of this, the sample groups annealed at 200°C for 30 mins and 120 mins were not investigated, as it is unlikely that pores would form when exposed to this temperature at shorter timescales.

The fact that pores did not form at 200°C indicates that somewhere between 200°C and 300°C there is a thermal threshold, at which the temperature is sufficient to induce pore formation. Upon observation of sample P3C in the TEM, it was noticed that pores formed at a lower temperature; approximately 140°C. It was hypothesised that this was due to the vacuous environment inside the TEM, and so to test this, a sample was placed in the vacuum oven at 140°C for 30 mins (F) and 170°C for 120 mins (W). High-res SEM revealed that no pores were present in P3CF, whereas a small number of pores could be seen in P3CW.

This indicated that the mechanism by which the pores form involves a gaseous process, as the reduced pressure allows the gases involved in the formation of pores to evolve at a lower temperature.

• Description: The student describes the result of their experiment
• Analysis: Here, the student analyses the results and offers a possible explanation
• Evaluation: They then explain the significance of their result

Critical Thinking Example 4

The following analysis of findings section is from a School of Education undergraduate research project entitled 'The Mechanism of Formation of Porous Calcite Composite Crystals Through Thermal Decomposition'.

From the majority of responses gathered the research tentatively suggests that the parents appeared well informed as to the declared purpose of the home visit, to build relationships and share information about the child, however, comments received relating to anxieties felt by the parents prior to the visit, indicating an awareness of possible judgements being made about living conditions, demonstrate that there could have been concerns around an undeclared agenda or assessment taking place.

Whilst none of the parents identified specific aspects of the visit that they did not like, three parents commented that they were “nervous getting ready for it (the home visit)” and “I tidied up before they came”, “I felt like you were checking up on me but it was fine in the end” and “my house it is very poor- I guess you might think it not good enough for her” (indicating the child).

Parents also mentioned the possibility of comparisons taking place between the child at home and at nursery, instead of demonstrating an understanding of the value of seeing the child in their own environment. Phrases such as “checking children’s behaviour at home”, “seeing how he reacts at home”, “seeing what our home life is like” and “seeing what the home is like and how we cope” were also mentioned by parents and also suggest concerns around an undeclared agenda.

Comments relating to what the parents remembered happening during their home visit, however, provide balance, as all parents commented on a pleasurable experience with the Keyperson playing with their child, hearing about how their child is “doing” at nursery (referring to progress and development), remembering the child taking photographs and the conversations the parents had had with the practitioners. The comments from the parents would not support Robson and Smedley (1996) who suggest that parents may feel more at ease on their home territory rather than in a setting, except in circumstances where settings hold negative connotations for parents. It is interesting to consider that even though the declared intention was not to inspect the house or make judgements, this is what the parents worried would be happening.

• Description: The student summarises a key argument that they have deduced from their findings
• Analysis: They draw on their findings to illustrate the reasoning for the point made above
• Analysis: The student draws on further quotes from their findings to expand on their argument
• Evaluation: Here the student compares their findings with the findings from the literature. The student ends the section with reference back to their research question and questions the significance of the findings.

Discussing the Literature Example 1

The following example is from a School of Media and Communications undergraduate research project entitled 'Rhetoric of reform and renewal: the use of rhetoric by Opposition party leaders elected on a mandate for change'.

Bastow (2003:47) accurately describes this as engaging in ‘a discourse of “modernisation” which promotes a form of ethical subjectivity’ - essentially depoliticising his politics and presenting themselves as the natural choice. As such, this message would resonate with voters who are disengaged with politics, disenchanted with party politics, and those who are morally (rather than politically) guided in the political process; as well as exercising the belief that ‘the party should spend more time communicating with the electorate rather than its own (declining) party membership’ (Kavanagh, 1995:92).

Here, the student uses the term “accurately describes” to show they have confidence in this author’s description. They then go on to explain the quote in their own words before returning to another source to support the point they are making.

Discussing the Literature Example 2

The following example is from a School of Sociology and Social Policy undergraduate research project entitled 'Sporting masculinities: a comparison of Gramscian and Foucauldian concepts of power'.

This dissertation attempts to situate mens’ subjective sporting experiences within two “opposing” theories of power. The first, developed from the Gramscian concept of “hegemony” has been popularised by Connell (see 1987; 1990; 1995) and asserts that the sporting male is an exemplar of a culturally celebrated form of being male, namely, “hegemonic masculinity” which emphasises being heterosexual, competitive and strong.

The student explains to the reader how their project relates to two specific theories from the literature.

Discussing the Literature Example 3

The following example is from a School of History undergraduate research project entitled 'Hair, society and the self in early modern Venice'.

In his Anthropometamorphosis (1650), the English physician and natural philosopher John Bulwer claims gleefully that in Venice there were ‘open and manifeste examples of those who have undergone a kind of Martyredom, to render their Haire yellow’, before proceeding to tell gruesome tales of gushing blood and blindness. Here the bleaching of hair becomes a cautionary tale, moralising against female foolishness. Cosmo Agnelli, a writer of conduct books, agreed, adding that the changing of one’s natural hair colour offended ‘the Supreme Author who gave you the colour you have. If God wanted you to be blond... he could easily have made you so.’

Here the student makes a connection between two sources, explaining the second source supports the first.

Discussing the Literature Example 4

The following example is from a School of Physics and Astronomy undergraduate research project entitled 'Quantum effects in biology'.

An experimental study has revealed that the ganglion cells in the retina of garden warblers are linked through a specific visual pathway to the Cluster N, a forebrain area which is a component of the visual system in birds and it is active during night [66]. Cluster N is vital for magnetoreception, since European robins which had their Cluster N destroyed, could no longer orient using their magnetic compass [48]. The connection between the Cluster N and the ganglion cells proves that the ganglion receptor cells, containing the cryptochromes, are connected to the visual system.

The student is confidently expressing to the reader that experimental research has contributed something significant to the research they are undertaking.

Skills for Learning : Critical Thinking

Critical thinking is perhaps the most important skill you will develop at university.

Critical thinking is the ability to:

• Approach new topics with an open mind, putting aside your own personal opinions and biases.
• Identify relevant and reliable information sources for your assignments.
• Compare and contrast what different authors say about a topic, analysing and evaluating their arguments.
• Question information on a topic and challenge pre-existing ideas. 
• Develop your own clear, logical arguments based on sound reasoning and evidence. 

We run interactive workshops to help you develop your critical thinking skills. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

Choosing sources for an assignment

Choosing useful and reliable information to read is the first step in demonstrating critical thinking.

Imagine a friend told you that someone had created a dinosaur in a lab. Your first question would ask where they found this information. If they had obtained it from social media or from a friend, you might question its accuracy. Similarly, your tutors will check whether the sources you’ve chosen to support your arguments are valid.

Your tutors will look at your references and bibliography to see what information sources you have used. They want to see that you have consulted up-to-date, reliable sources. If the sources you use are unreliable or inappropriate, then your arguments won’t be considered trustworthy.

To help you identify reliable sources, download the CRAAP Test Worksheet.

• CRAAP Test Worksheet

Or, you can evaluate each source you locate using the 'REVIEW' criteria in the REVIEW Sources Checklist. You can also use this worksheet to record your evaluation of sources.

• REVIEW Sources Checklist
• Find out more on literature searching and how to evaluate sources on our  Finding Information pages .
• The Skills and Subject Support pages are a useful way of finding the key resources for your course.

Be a critical reader

Reading critically means not taking information at face value. Analyse and evaluate what you read. As you work, ask questions of ('interrogate') the sources.

Find out more about critical reading on our Reading page .

Note-making

As you read, make notes, but avoid copying long quotes or chunks of information. Note-making should be a critical process. 

Write notes in your own words, including your own response to your reading. Download the Approaches to Note-Making Worksheet for ideas on how to approach this.

• Approaches to Note-Making

The Cornell Notes Guide (also sometimes called 'Column Notes') and the Evidence Matrix Worksheet provide more specific guidance on these techniques.

• Cornell Notes Guide
• Evidence Matrix Worksheet

Your tutors want to see you examining current academic debates in your field. You should compare and contrast sources, using this evidence to develop your own argument.

Practise your skills at paraphrasing and summarising from your reading. Download our Paraphrasing and Summarising Information worksheet to help you with this. 

• Paraphrasing and Summarising Information

Synthesising information from different sources improves the criticality of your academic writing. Download our Synthesising Sources in Writing worksheet which explains how to do this. 

• Synthesising Sources in Writing Worksheet

Writing critically

Tutors often tell students that their writing is too descriptive and needs to be more critical. You might be asked to analyse material more closely or explain your points more thoroughly. All of these points relate to critical thinking.

Here are our three top tips for making sure your work demonstrates your critical thinking skills:

• 1. Decide on your thesis statement
• 2. Use the 'PEAL' structure
• 3. Focus on analysis and evaluation

One mistake students sometimes make is to write everything they know about a topic, without developing their own thesis statement.*

Once you have completed some broad reading on the topic, organise your ideas. This way, you can create a clear plan for responding to the question. At this stage, you should decide what your main argument/case will be. Try to sum it up in one sentence (this will be your thesis statement). Download the Essay Planning Worksheet to help you.

• Essay Planning Worksheet

*Your thesis statement is a sentence in your introduction that sums up your overall argument or position.

PEAL stands for Point, Evidence, Analysis, Link. To make a strong argument, your points need to be supported by evidence. You should make it clear to the reader how the evidence helps demonstrate your point. Using the PEAL structure for writing paragraphs can help. Download the PEAL Paragraph Structure Worksheet to help you.

• PEAL Paragraph Structure Worksheet

Use reporting verbs to explain or comment on your evidence from published sources. Download our Reporting Verbs Worksheet to help you.

• Reporting Verbs Worksheet

When we write descriptively, we answer questions such as ‘Who wrote it?’, ‘What did they say?’ and ‘When did it happen?’. You will always need some descriptive writing in your assignments as it gives context. However, you should avoid too much description. Prioritise critical discussion, demonstrating your independent thinking. You will gain marks for analysing and evaluating the evidence to draw your own conclusions. Download the CRAAP Test and Critical Analysis Questions Worksheets to help you.

• Critical Analysis Questions Worksheet
• Essay X-ray tool

Our interactive Essay X-ray tool can also help you begin to formulate sentences that demonstrate critical thinking. 

Improving your critical thinking skills

Critical thinking is a skill that takes time and conscious effort to develop. Here are our top tips for improving your critical thinking skills:

• Complete set reading prior to seminars. Attend seminars with specific questions to ask or ideas to put forward. Speaking in front of a group can be a daunting prospect. However, taking part in class discussions will really help you develop your critical thinking skills.
• Chat about key topics with friends. Discussing ideas, asking questions and debating points will strengthen your critical abilities further.
• Check drafts of your work to see if you have a balance between description and critical thinking. Highlight areas that are just description and see if you can make them more critical. You should leave out anything that isn’t central to the development of your argument. Check the structure and argument of a draft by creating a reverse outline. Download the Reverse Outlines Worksheet to help you.
• Reverse Outlines Worksheet

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Skills for Learning home

• Academic Integrity Module in MyBeckett
• Assignment Calculator
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• International Students' Academic Introduction
• Manchester Academic Phrasebank
• Quote, Unquote
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Artificial intelligence tools

Before using any generative artificial intelligence or paraphrasing tools in your assessments, you should check if this is permitted on your course.

If their use is permitted on your course, you must  acknowledge any use of generative artificial intelligence tools  such as ChatGPT or paraphrasing tools (e.g., Grammarly, Quillbot, etc.), even if you have only used them to generate ideas for your assignment or for proofreading.

Resources & Worksheets

• Approaches to Note Making
• SQ3R Technique Worksheet

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Develop your online learning skills

This area provides information around online courses available for you to use within your learning. These materials are designed to help you develop skills for learning online, as well as exploring a range of new topics. All these resources are free and will help you become more familiar with online learning, your subject area, and other disciplines of interest to you.

FutureLearn Campus

FutureLearn is an online course platform that provides a variety of short courses. The University offers courses in a range of subjects on FutureLearn including academic skills such as critical thinking and research ethics, as well as subject-specific courses, including topics in the environment, chemistry, business, and medicine. While your studies are affected by the pandemic, it’s particularly pertinent to challenge yourself to enhance your learning and become proficient in online learning skills and techniques. Students at the University of Leeds now have free, upgraded access to University of Leeds courses on FutureLearn via FutureLearn Campus. This upgraded access happens through the new Single Sign-On (SSO) process. Instructions on how to implement SSO are below. Upgraded access includes access to the end-of-course tests, digital certificates of achievement when you complete a course, and access to courses for as long as they exist on FutureLearn.

HOW DO I ACCESS IT?

Use this link to navigate to  FutureLearn Campus . You can find detailed instructions on setting up Futurelearn Campus Single Sign-On (SSO) on the  Knowledge Base . If you have any issues or questions, please  contact us.

HELP AND SUPPORT

If you have any trouble accessing Futurelearn courses, please email [email protected] for support.

University of Leeds on Coursera

Coursera is an online learning platform offering thousands of online courses created in partnership with world-leading education institutions and organisations.  The University of Leeds on Coursera gives you free access to all Coursera courses created by participating institutions. This includes 3,800 courses and 400 Specializations (collections of courses). There are a variety of courses available that can complement your existing studies as well as many courses on wellbeing and mindfulness, which you may find beneficial during this period of uncertainty. Using your University email address, you can take almost every course on the Coursera platform, whenever you want. Courses are usually 4-6 weeks long but can be studied at your own pace. When you complete a course and pass the assessments you will earn a Coursera certificate which can be shared on LinkedIn or your CV.

•    Go to this URL: https://coursera.org/programs/university-of-leeds-on-coursera-6er00 •    If you already have a Coursera account with your University email address (@leeds.ac.uk) Click Log-in •    If you do not have a Coursera account with your University email address (@leeds.ac.uk), click on the “Sign up” button in the middle of the screen, and sign up to Coursera using your University of Leeds email address (@leeds.ac.uk) •    You will receive an email to confirm your Coursera membership. Follow the directions in the email and your registration with Coursera will be complete. •    You can view the Coursera for University of Leeds catalogue, or you can also use the ‘What do you want to learn’ search bar to find relevant courses.

HOW LONG WILL HAVE I ACCESS TO UNIVERSITY OF LEEDS ON COURSERA?

Coursera and its partners, including the University of Leeds, are coming together to provide students all over the world with free access to Coursera to help minimize the impact of the coronavirus (COVID-19) outbreak on your studies. Access to most courses on Coursera is completely free and is available to any University of Leeds student, indefinitely.  Engaging with any of the vast number of courses available can help you stay engaged with your studies, by either complementing your current subject of study, diversifying your learning, or even improving your general wellbeing through courses on mental health and wellness.

HOW IS UNIVERSITY OF LEEDS ON COURSERA DIFFERENT TO THE MAIN COURSERA SITE (COURSERA.ORG)?

University of Leeds on Coursera gives you full access to Coursera courses for free. If you access these courses through the main Coursera website you would have to pay for full access. The course experience is the same if you sign up for a course through University of Leeds on Coursera or the main Coursera website.

LinkedIn Learning

LinkedIn Learning is an online learning platform that you can access anytime, anywhere. It provides over 15000 self-paced learning courses covering a diverse range of topics. These include IT and software skills such as Office 365, MS Teams and programming; project management, data analysis and statistics; professional skills such as managing your time and working with others; and creative skills including drawing, painting, and music. These are free to access using your University of Leeds login. Courses are led by experts and are on average an hour-long, broken down into bite-sized video modules.

On a desktop, navigate to https://lnkd.in/fwXHwcK When using the LinkedIn Learning app for iOS/Android, select “Sign in with your organization portal” and enter leeds.ac.uk.

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Course Review: Critical Thinking at University – An Introduction by University of Leeds

Learn how to evaluate articles logically and write honest pieces that will be exciting for your reader.

I was educated and practiced surgery before the era of the Internet. Books in the library were my main source of information, but it usually required a meticulous search through a book stack to find what I needed. Then the Internet arrived and suddenly the world changed. Miraculously, vast amounts of information was available at my fingertips. But it came at a price: there was just too much.

Why I took this course

With it also came the new technologies such as YouTube, WhatsApp, videos etc. that offered a visual view of knowledge. Tempting as these are, the written word still remains the most important means of conveying information. It comes in many forms from the chit-chat of popular newspapers to the detailed analyses in peer-reviewed scientific journals. But in order to recognize reliable information, the reader must be able to analyze what she/he is reading and identify that which is trust-worthy and that which is not.

FutureLearn’s Critical Thinking at University by University of Leeds sets out to do just that and is directed primarily at the university student. Leaving the protected teaching environment of school, the university student finds her/himself adrift in a sea of information. Faced with an essay or a presentation, what to believe and what to not, is a constant challenge. Being able to recognize reliable, fact-based information from airy-fairy statements is a vital skill that all students must learn if they are to benefit from the unique opportunity that university affords.

This course has also been featured on Class Central’s Best Online Courses of All Time .

Assignments and key takeaways

In this course, the student is taken step by step though the stages in sorting the wheat from the chaff. By examples the tangle will be undone. Later she/he will be invited to undertake a written project to be assessed by a fellow student. In return she/he will be invited to assess a fellow student’s piece. By the end she/he will have the tools needed to read articles from a wide range of sources and be able to evaluate them logically. With that knowledge will come the confidence to write authoritative, honest pieces that others will be excited to read.

Martin Nelson

Sonal 5/18/2022 at 11:20am

Thank you for this review. Another course similar in nature from the University of Leeds is ‘Learning online: Researching your project’.

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Critical Thinking 911

HOW DOES THE UNIVERSITY OF LEEDS MEASURE THE EFFECTIVENESS OF ITS CRITICAL THINKING PROGRAM?

The University of Leeds is committed to developing students' critical thinking skills through a range of programs and initiatives. Critical thinking is a key skill that enables individuals to analyze, evaluate, and synthesize information in order to make informed decisions and solve complex problems. The university offers a variety of programs and activities aimed at promoting critical thinking across all disciplines and levels of study. In order to measure the effectiveness of its critical thinking programs, the University of Leeds employs a range of evaluation methods and metrics.

One of the primary methods used to evaluate the effectiveness of critical thinking programs at the University of Leeds is through the use of assessment tools. The university has developed a range of assessment tools that are designed to measure students' critical thinking skills across a variety of domains. These assessment tools include standardized tests, such as the Collegiate Learning Assessment (CLA), as well as discipline-specific assessments that are tailored to the needs of individual programs.

The CLA is a standardized test that measures students' critical thinking, analytical reasoning, and written communication skills. It is administered to students at the beginning and end of their academic careers in order to track their progress in these key areas. The results of the CLA are used to identify areas where students may need additional support and to evaluate the effectiveness of critical thinking programs across the university.

In addition to standardized tests, the University of Leeds also uses discipline-specific assessments to evaluate students' critical thinking skills. These assessments are designed to measure students' ability to apply critical thinking skills in the context of their chosen discipline. For example, in the sciences, students may be asked to design and conduct experiments, analyze data, and draw conclusions based on their findings. In the humanities, students may be asked to analyze and interpret complex texts, evaluate arguments, and develop persuasive arguments of their own.

Another method used to evaluate the effectiveness of critical thinking programs at the University of Leeds is through the use of surveys and questionnaires. Surveys and questionnaires are administered to students before and after participating in critical thinking programs in order to assess changes in their attitudes, beliefs, and behaviors related to critical thinking. These surveys and questionnaires may ask students about their perceived level of confidence in their critical thinking skills, their ability to analyze and evaluate information, and their willingness to engage in critical thinking activities.

The University of Leeds also uses qualitative methods to evaluate the effectiveness of its critical thinking programs. Qualitative methods, such as focus groups and interviews, are used to gather detailed feedback from students about their experiences with critical thinking programs. This feedback is used to identify areas where programs can be improved and to develop new initiatives that better meet the needs of students.

Finally, the University of Leeds evaluates the effectiveness of its critical thinking programs by tracking the success of its graduates in the workforce and in further study. Graduates are surveyed after they enter the workforce or pursue further study in order to assess how well their critical thinking skills are serving them in their chosen careers. This information is used to refine critical thinking programs and to better prepare students for success in their future endeavors.

The University of Leeds employs a range of methods and metrics to evaluate the effectiveness of its critical thinking programs. These methods include standardized tests, discipline-specific assessments, surveys and questionnaires, qualitative methods, and tracking the success of graduates. By using a variety of evaluation methods, the university is able to gain a comprehensive understanding of the impact of its critical thinking programs and to continually improve these programs to better meet the needs of its students.

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