Ruskin Modules are an exciting innovation in ARU’s curriculum to give our students an additional edge in the workplace by helping develop the skills that employers demand; collaboration, problem solving, and thinking critically, creatively and flexibly (source: World Economic Forum).
Ruskin Modules are incorporated into most of our undergraduate degrees. Here you'll find a selection of the exciting Ruskin Modules which most* of our first year (Level 4) students will be able to choose from and then study in the second year of their course (Level 5).
*Please check with your Course Leader if your course is accredited by a Professional Statutory Regulatory Body (PSRB) such as the GOC, GMC, HCPC, NMC or SWE.
Learning activities: weekly lectures, interactive workshops, supported by Canvas-based scaffolded learning.
Assessment: portfolio comprising a weekly blog, final essay and Live Brief with local businesses.
Learning activities: tutor-led presentations and a set of staggered sessions of varying lengths supported by independent study.
Assessment: a group presentation of a community-action project based on interdisciplinary team work, and an individual reflective essay.
What does racism have to do with the environment? Will climate change affect us all equally? In this module, you will learn about some of the links between climate change and inequality, and how we can all become agents for change.
Learning activities: weekly study session comprising lectures, webinars, activities and student presentations supported by structured learning activities through Canvas.
Assessment: An individual reflection supported by a series of reflections reflecting developing identity and self-understanding (e.g., personal narratives, biographies, critiques of films) collected during the module.
How do you articulate who you are when bound by knots of frustrated emotion? In this module we will consider who we are, exploring our identities from a range of perspectives from culture and art, to psychology and philosophy. We will develop a polymathic perspective to empower, assert, include and accept and come to better know ourselves.
Learning activities: weekly session comprising tutorials, seminars and workshops supported by independent and team study.
Assessment: portfolio of work including computer-based assessment and patchwork text.
We live in an age of ‘communicative abundance’. Almost everything you are told will be biased in some way - this is even more true where numbers are concerned. Chances are that the numbers with which you are presented have been manipulated to influence you. How can you tell? What can you do?
Learning activities: reflection, critical knowledge and understanding of personal experience, creativity, skills, attitudes and behaviours to reduce personal and structural discrimination and inequalities.
Assessment: a journal including describing ‘a day in the life’ of one experience of anti-racism, and an Anti-Racist Action Plan describing actions to reduce personal or structural discrimination and inequalities.
You'll reflect on your personal experiences of race and racism by questioning your self-concept to nurture your community cultural wealth. The module explores interdisciplinary perspectives through historical context, influential thinkers, creatives, anti-racist activists, models and methods that underpin race and racism in the UK and from broader global theoretical understandings. You'll work with other students to understand anti-racist practices, acquiring skills, attitudes and behaviours to reduce personal & structural discrimination and inequalities.
Learning activities: weekly workshops including some short, pre-recorded lectures supported by independent work (including study groups).
Assessment: practical production, presentation or performance and a reflective learning journal in the form of a blog/vlog or learning diary.
Our understanding of how humans learn evolves constantly. We will draw on philosophy and sociology to consider notions of knowledge transfer versus the fostering of enquiring minds and the limits and capabilities of technology in humans’ learning. Finally, we will consider how the role of teachers and technology in the future might promote inclusive, equitable education for all and reduce societal inequalities.
Learning activities: developing digital fluency, critical evaluation skills, logical and well-reasoned arguments, balancing ethical and economic perspectives.
Assessment: a lobby paper arguing change in policy or legislation regarding the use of animals, and a reflection on your journey through the module.
Animals are generally considered to be beings, that are sentient, but they also contribute to the world's economy. How can we balance these two ideas? Why do we recognise animals as sentient beings? How do the relationships we develop with animals impact their treatment? How do animals contribute to the economy? How do we recognise the rights of animals and the rights of animal owners and what actions can we take to support this?
Learning activities: weekly workshops including some short, pre-recorded lectures supported by independent work (including study groups).
Assessment: practical production, presentation or performance and a reflective learning journal in the form of a blog/vlog or learning diary.
Language is integral to how we think and act. In this module you will examine how language can be used to shape ideas and the future; its dangers and misuse; our own personal inner language; the link between words and concepts; and whether we feel differently depending on the language we speak.
Learning activities: teaching sessions supported by student-managed groupwork and collaborative proposal and artefact development.
Assessment: topic proposal (small group work) and a coursework portfolio.
Learning activities: lecture seminars and performance workshops supported by tutorials and independent study and performance protest making.
Assessment: creation of one performance event articulated as protest. Performed with an explanatory presentation.
Education tends to focus on the mind rather than the body, neglecting a source of change and innovative ideas. Body intelligence is developed by bringing together politics, history, social sciences and performing arts to offer a practical approach to activism, protest and performance. Through a close look at performance, you'll understand leadership and agency of your actions.e to better know ourselves.
Whether you live, study, or work in Peterborough, or do more than one of these things in tandem, you are a member of local civic life. As part of this module, you will have the opportunity to develop and enhance this relationship, by promoting active citizenship and empowering you to seek positive social change within the community.
Learning activities: active learning workshops integrating guidance and facilitation through aspects to approaching a problem supported by individual and team work on a real-life project.
Assessment: reflection using an e-portfolio documenting your learning journey and team proposal for addressing one of the problems chosen.
This problem-solving module provides guidance, support and information to equip you to face current environmental challenges through science-based approaches, legal mechanisms, governmental and economic policies both at national, European and international level.
Learning activities: team-working, critical thinking, communication, debating and reflective thinking skills.
Assessment: a portfolio containing one reflective pre-positioning statement, one multi-media team presentation and one reflective post-positioning statement.
The module explores the impact of global pandemics on populations, with discussions evaluating the consequences for global communities. Topics such as global public health, businesses and tourism and lifestyle are included, and conversations will focus on how communities can evolve in an ethical and responsible way to ensure our future is sustainable.
Learning activities: seminars, workshops and work sessions supported by student-managed, independent study.
Assessment: group presentation and an evaluative report on reflective practice.
Lectures will introduce you to key ideas and theories, which you will then reflect upon and discuss with peers in seminars. You will study feminism through a range of case studies from different areas of popular culture, including celebrities, films, fashion and social media.
Learning activities: a set of workshops, webinars and tutorials to aligned with module themes supported by discussion board activities and tutor support.
Assessment: practical assessment.
According to some of our much-loved films we should all be worrying about Terminators coming back from the future, aliens who are sensitive to noise and flying cars... but in reality can we even say we have social justice in our society? It is the year 2021 and we are still arguing about rights, justice and freedom for all. Why do you think that is?
In this module we will explore how your understanding of sustainability develops through both formal and informal education. Bringing lively discussions into the classroom, together we will investigate different interpretations of sustainability, drawing on our life experiences and disciplinary backgrounds. We’ll consider historical and political contexts, the psychology and science of sustainability, as well as financial issues.
Learning activities: lecture series, interactive seminars and workshops supported by discussion activities, reading and research.
Assessment: poster, presentation video and an individual report on the journey through the stages of love, think and act reflecting on your own consumption and clothing brands' approaches.
Clothing is a necessity for protecting us against the elements, however, the majority of clothing is purchased as a luxurious item for self-expression/image, for fashion or to meet societal expectations. You will take a journey to explore your role as a Global Citizen from the perspective of your personal approach, reflecting and evaluating your consumption and its impact.
Learning activities: developing critical analysis, critical reflection, collaboration, research and climate literacy.
Assessment: your own image of the future using either creative or practice-based methods (e.g., science fiction, a podcast set in the future, or a narrative/report), supported by a 1500-word critical reflective essay.
The overwhelming image of the future is one of doom and gloom and many people are worried about what it might hold, but what if we could use our imaginations to think differently about the future? This module will analyse how others have thought about the future, drawing on historical ideas such as Garden Cities and Science Fiction. We will explore how we might shape the future in more open and democratic ways.
Learning activities: lectures and online team tutorials supported by project work in interdisciplinary teams.
Assessment: individual reflection, team peer assessment and presentation of team project.
Learning activities: 2 lectures, group tutorials and online tutor support, supported by group meetings, discussion, solution development and writing.
Assessment: group academic poster and individual critical reflection.
We all live as part of various communities. Many of these communities face issues which impact negatively on their quality of life. We often feel powerless to help change things for the better – but we can! This module will show you how communities can organise to make change.
Learning activities: weekly session comprising tutorials, seminars and workshops supported by independent and team study.
Assessment: portfolio of work including computer-based assessment and patchwork text.
The boundaries between work and home have become increasingly permeable, with both positive and negative consequences. Although these problems may seem contemporary it is possible to trace similar shifts and anxieties over the centuries. Explore work through the ages – from the Garden of Eden to Amazon and Uber.
This module invites you to imagine a world without video games, and asks if anything of value would be lost. Are video games just frivolous entertainment, or is their impact far greater and wide-reaching than people imagine? Through this lens you will critically assess the social, economic, and philosophical impacts that video games have brought about.