SIMON MAZORODZE SCHOOL OF MEDICAL AND HEALTH

SCIENCES
DEPARTMENT OF BEHAVIOURAL SCIENCES

Bachelor of Science Degree in Biomedical Sciences

SDLSMH101: Student Development and Life Skills

(Course Overview, Synopsis and Assignments)

Lecturer: Rev. P. Muzambi

pmuzambi@[Link]

+263 77 254 4864

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TABLE OF CONTENTS

1. Course Overview 3

2. Cognitive Development Theories and Life Skills 8

3. Human Metaphysics and Life Skills Development 19

4. Moral Development Theories and Life Skills Development 27

5. Theories of Identity Development and Life Skills 40

6. Theories of Racial and Ethnic Identity Development and Life Skills 47

7. Student Involvement 55

8. Knowing Yourself 64

9. Relationships 70

10. Sports and Life Skills Development 72

11. Career Development Theories and Life Skills Development 79

12. Student Wellness Theories and Life Skills 87

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 Student Development and Life Skills Module

(Course Overview, Course Content Synopsis and Assignments)

1. Module Student Development and Life Skills

2. Course Moderator Rev. Fr. P. Muzambi

3. Contact Details Office 6, Mashava Campus;

Phone +263 77 254 4864
pmuzambi@[Link]

4. Duration:
The Student Development and Life Skills Module is a compulsory course
done in a hybrid format, that is, either face-to-face or online. It is offered to
all undergraduate students from Level 1 until they complete their
undergraduate programme.

5. Course Overview:
The Student Development and Life Skills Module is designed to
complement academic departments in facilitating balanced and holistic
student development. The Module is premised on the philosophy that man is
a social organism with cognitive, moral, physical, spiritual and emotional
dimensions with great potential for growth through education. Several
student development theories have been selected to create a theoretical
framework for students to understand potentialities which exist in embryonic
form within them from birth. These potentialities have inherent propensities
to develop into unique competences and capabilities; which are herein
referred to as life skills. Such skills are necessary for personal efficiency and
effectiveness in life.

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For this Module, we have carefully selected student development theories
which are envisaged to enable students to explore various pathways
that facilitate the realization of cognitive, psychomotor and affective aims
of education. The Module is intentionally and strategically tailored to avert
traditional biases towards student cognitive development (Intelligent
Quotient development) at the expense of other critical areas, such as the SQ
(social Quotient- ability to create and sustain strategic social and
professional relationships that are critical for one’s optimum growth and
progression in college and after graduation), EQ (Emotional Quotient-
ability to empathise, have compassion, honesty and integrity ), AQ
(Adversity Quotient- ability to deal with adverse of difficult situations and to
survive in any environment, i.e., devising innovative solutions to life
challenges) and MQ (Money Quotient- ability to use cognitive and
psychomotor skills to produce resources that foster self- reliance and
entrepreneurship).

The purpose of this Module is foster in students a broad range of life skills
(social, soft and technical skills) which are usually not taught in class. The
ultimate goal of the Module is to nurture confident, efficacious and
dexterous students, with a deep appreciation of who they are. Personal
effectiveness, productive and maximized living are at the core of the
Module. Key competences targeted in this Module include self-awareness,
self-confidence, self-esteem, self-efficacy, self- actualisation, critical
thinking, problem-solving skills, organizational skills, creativity, innovation,
inventiveness, negotiation skills, interpersonal skills, communication skills,
leadership skills, dealing with peer pressure and adversity, listening and
learning skills, entrepreneurship, community consciousness, etc.

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 6. Teaching and Learning Methods:
This Module is delivered online, allowing students to take charge of their
learning through active interaction with learning materials and the
immediate and wide environment in which they operate. As Albert Einstein
would say, “I never teach my

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pupils. I can only attempt to provide the conditions in which they learn.” The
University holds that, a deep student-centred approach to teaching and
learning ought to prepare ‘prepare graduates for the road, instead of creating
the road for graduates’. Methods used in this Module will ensure that
students have full ownership and control of their learning processes.

The following methods will be employed from time to time, as directed by

the course Unit facilitators:

 Introductory lectures (upon request and where necessary),

 Individual practical assignments,
 Group assignments and presentations,
 Edutainment,
 Mentorship and Coaching,
 Field work and community outreach,
 Symposia, conferences and seminars,
 Online sessions, and
 Motivational sessions.

6.1 Student Development Cohorts:

Students shall be required to arrange themselves into Student
Development Cohorts of a reasonable number of individuals per group as
determined by the volume of the class. Running under the mantra,
‘Learning Together, Growing Together’, students will do most tasks in
these Cohorts. This method of teams is designed to cultivate team spirit,
group dynamics and promote collaboration.

6.2 Accountability Partnerships:

In the context of Student Development Cohorts, group members are
expected to select an individual they wish to learn and share with their
insights throughout a given academic year. Accountability Partnerships
are designed to promote team work, shared learning, self-esteem and
confidence.

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6.3 Plagiarism:
This refers to stealing and passing off the ideas or words of another as
one's own; i.e., to use another's production or intellectual property
without crediting the source. Plagiarism is strictly prohibited, and will
lead to disqualification and/or

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 serious disciplinary measures taken against the perpetrator. Students can
work in Accountability Partnerships and Student Development Cohorts
but their individual efforts must be standout. These collaborations should
not be sources of overdependence on others.

6.4 Cheating and Misrepresentation:

In contemporary settings, students have developed the habit of recycling
old assignments from their predecessors. Student also tend to generate
assessment reports on their community services and fieldwork. Such
habits are strictly prohibited. Perpetrators of such malpractices will be
prosecuted and their products of cheating or misrepresentation nullified.

7. Course Evaluation:
This is a very practical Module which requires that students acquire
practical knowledge of life skills than mere theory. Coursework and
community outreach will contribute 50% of the total score at the end of
the academic year and the examination at the end of the academic year
shall contribute 50%. Students shall be required to submit written
assignments and one Community Service report at least one month before
every end of semester examinations.

See Unit 3 (page 39) and Unit 9 (page 92) for written assignments and
submission deadlines. Please note that assignment submission
deadlines cannot be negotiated. All late assignments will not be
marked.

7.1 Community Service Reports and Assessment

Students shall be required to seek placement and conduct Community
Service at any Government institution of their choice. Each host
institution shall be required to assess students using the evaluation
instrument provided by the University. The student shall also be required
to submit a written report (of not more than 500 words) highlighting life
skills enhanced by embarking in Community Services during the period
under review. Submitting false reports will lead to automatic
disqualification of the entire year’s Student Development and Life Skills
coursework and examination results. Honesty and integrity are some of
the key soft skills students must learn and uphold during the course of
their studies.
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8. Submission of Assignments
Assignments shall be submitted in a manner prescribed by the
lecturer. Students are expected to stay in constant contact with
their lecturer for updates on the implementation of this course.

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