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Presentation
Presentation
. This Course Unit represents an innovative contribution to the landscape of initial training in Psychology, by providing students with the acquisition and development of a set of transdisciplinary learning strategies and knowledge, applicable both to the entirety of their academic journey and to lifelong learning, and consequently, to their future professional development. Thus, the Academic Competences Laboratory fulfils a dual function: the development of the knowledge and competences inherent to the course unit itself, and their application to the students’ performance in other curricular units. Grounded in scientific evidence, it is expected that the understanding and training of multiple academic competences will enhance students' learning and success, while simultaneously contributing to the reduction of academic failure and dropout rates.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP608-15401
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Introduction to Academic Competences 1.1 Academic Literacy: what it is, why it matters, and what it is for 1.2 The Culture of Knowledge 1.3 Academic Competences and Integral Development 2. Learning Competences 2.1 Socio-emotional Competences 2.2 Behavioural Competences 2.3 (Meta)Cognitive Competences 2.4 Science-informed Learning Strategies 2.5 Lifelong Learning 3. Academic Communication Competences 3.1 Scientific Writing 3.2 Oral Communication 4. Ethical Competences 4.1 Ethics in Academic Learning 4.1.1 Academic Integrity: boundaries and challenges in the digital age
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Objectives
Objectives
This curricular unit has as its general objective the development of basic and transversal academic literacy competences. Specifically, it is intended that students: - reflect on the determinants, functions, and impacts of knowledge and learning in individual trajectories in Higher Education and throughout life - develop socio-emotional, cognitive, and instrumental competences for effective learning that is transversal to academic and professional life - experience and develop a learning community - reflect on the role of knowledge in academic education and integral development - develop competences for the selection and critical analysis of sources and information content when accessing different types of knowledge - communicate information, arguments, and scientific knowledge effectively in different formats (oral and written) - develop and apply competences of academic ethics, guided by a humanistic, individual, and collective ethos
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Teaching methodologies and assessment
Teaching methodologies and assessment
Intensive practice for the application, training, and improvement of academic competences; Explicit interactive teaching, to provide context and understanding of the scientific foundations of the knowledge and skills addressed; Autonomous learning supported by tutorial guidance from the lecturer; Training in the delivery and reception of feedback; Lecturer feedback, peer feedback, and self-assessment; Training in critical searching, selecting, and learning of new information; Critical analysis and reflection tasks to promote metacognitive skills; Analysis of study cases supported by reasoning and the application of ethical principles in academic contexts.
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References
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press. Kail, R. V. (2019). Scientific writing for psychology: Lessons in clarity and style (2.ª ed.). SAGE. Lancaster, T. (2020). Avoid plagiarism . SAGE. Mayer, R. E. (2018). How to be a successful student: 20 study habits based on the science of learning. Routledge. Ruiz Martín, H. (2020). Aprendiendo a aprender: Mejora tu capacidad de aprender descubriendo cómo aprende tu cerebro. Vergara. Willingham, D. T. (2024). Seja mais esperto do que o seu cérebro, 1.ª ed. Penguin. Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). The development and validation of the Student Self-feedback Behavior Scale. Frontiers in Psychology, 15, https://doi.org/10.3389/fpsyg.2024.1495684
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Office Hours
Office Hours
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Mobility
Mobility
No
