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What is Coursework at University?

In University by Think Student Editor October 5, 2023 Leave a Comment

Compared to the rest of the British education system, university can seem so very different. Lessons are now lectures or seminars, you have complete independence, and you even have the option to live on campus. Plus, there are so many other differences on top of this. This might make you wonder if the components of studying at university are different as well, especially in terms of how the course works. One of the components that’s important to look at in this way is coursework and how it differs at university.

In short, at university coursework is similar to at previous levels of education, where coursework is a form of assessment without exams that helps to make up your grade. At university, this is because successfully completing coursework helps you to pass modules, allowing you to get your qualification. This coursework can come in many different forms and the types you do will depend on your course and your university. However, some of the main types are essays, reports and projects, including research projects such as dissertations.

Continue reading to learn more about what coursework is at university. This article will take you through how coursework works at university and what some of the main types of university coursework are.

Table of Contents

Is there coursework at university?

When thinking about coursework, we tend to be more familiar with the term when it’s associated with school or college. In this case, coursework is a form of internally assessed assignment that will make up a part of your grade.

As a form of assessment, it will often be essential to help you to get your qualification, whether that’s for a GCSE/ National 5 qualification, an A-Level/ Higher or Advanced Higher or a more vocational qualification, such as a BTEC or a T-Level. For more information about what coursework is like at this stage, check out this guide by NI Direct.

As university can feel so different from school or college, you may be wondering whether or not there even is coursework at university and whether it works in the same way.

Simply put, yes, there is coursework at university . In fact, some universities state that most modules will have some form of coursework involved in them.

Students take a range of modules to make up their degree programmes. This means that students are very likely to do at least a bit of coursework in a few of their modules across the course of their studies. You can learn more about this by checking out this page on the University of St Andrews website.

What do you do in coursework at university?

At university there is so much more variation in what you can study and how you study it. From the different classifications of degree, even just within the undergraduate level, from foundation degrees to all the different kinds of bachelor’s degree, such as the BA, BSc or LLB, to all of the other kinds of qualification that you can do at university.

Due to all of this variation, there should be no surprise that in each of these different kinds of courses, students will be taught in different ways. Moreover, there isn’t any actual standardisation across universities, meaning that even on very similar courses, students can be taught with completely different methods.

As a result of this, the coursework that you do at university will completely depend on your course and your university. However, there are some common types of coursework that are done.

Some of these main ones are essays, reports and projects . For more information about what different types of coursework at university might be, you can check out this page by the University of Leeds.

You can learn more about these in their respective sections below.

Is an essay a type of coursework at university?

An essay is an academic piece of writing where students will have to make an argument in response to a certain question. In secondary school and college, you may have come across essays in the form of exam questions, where they would be valued in terms of their marks. For example, you may have had to do a “10-marker”, a “20-marker” and so on.

Alternatively, you may have come across them as part of your own coursework or NEAs, particularly in humanities subjects, where the knowledge and argument you present would be more detailed and in-depth. For university study, essays as a form of coursework, are more similar to the latter as they will need to be well-researched and in-depth .

However, university is at a higher level that school and college . As a result, university essays will need to be as well with students needing to carry out some independent research and reading before they can start the essay rather than relying just on what they have been taught.

You can learn more about essays as a form of coursework at university on this page by the University of Nottingham.

Is a report a type of coursework at university?

Reports and lab reports are a type of coursework that you will probably not have directly come across in previous study, although you may have done something a bit similar. Unlike an essay, a report is purely factual and objective, where the main aim is to present findings and to analyse the data collected, rather than to make an argument.

While they are particularly present in the sciences and social science subjects, reports are a form of coursework that can be used across a large variety of different subjects. Due to this, there are many different types of report and which one you may have to undertake as a part of your coursework will depend on your degree.

For more information about this, look at this page on the University of York’s website.

One of the main types of report is a lab report. This is a type of report done by sciences students after an experiment has been done. You can learn more about them by checking out this guide by the University of Nottingham.

Is a project a type of coursework at university?

For university study, a project as a form of coursework can refer to a few different modes of study. First of all, when talking about a project, we might be referring to a research project.

A research project is an extended essay that students complete by undertaking and then presenting their own research and comparing this to the preexisting ideas. This kind of research project will typically be big and may even be an entire module.

In cases like this, the research project will most likely be in the form of a dissertation or even a thesis if done at doctorate level. You can learn more about this type of project by looking at this page on the University of Sheffield’s website and for more on dissertations, look at the following section.

However, projects can also be in the form of group projects that can vary a bit more across universities. For example, at Imperial College London, students undertake a multidisciplinary group project to try and come up with solutions to the biggest social challenges. You can learn more about this on this page on their website.

Also, the University of Edinburgh Business School runs group consultancy projects at both undergraduate and master’s degree levels. For more information about this, check out this page on their website.

Is a dissertation a type of coursework at university?

At university in the UK, a dissertation is a type of research project that can be taken by students for either a bachelor’s degree or a master’s degree. As an extended essay, students will need to produce an answer to a specific question of somewhere between 5,000 and 50,000 words depending on the university and whether it is a bachelor’s or master’s degree that you’re doing.

There are different kinds of dissertation and depending on which kind students do will depend on how they go about writing it. For an empirical dissertation, students will need to carry out research and collect data first hand to use as part of their dissertation. Whereas for a non-empirical dissertation, students will have to research into data and information that is pre-existing.

You can learn more about what a dissertation is by looking at this Think Student article .

As previously mentioned, one of the main types of coursework at university are projects, including research projects. This means that yes, dissertations are a type of coursework at university as they are types of research project.

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Your Guide to Conquering College Coursework

Getting good grades in college can be a lot tougher than in high school. For many students, it requires building new skills and establishing new habits. Learning those skills now—before starting college—will help make your transition as easy and as successful as possible.

Mary Sharp Emerson

The transition from high school to college is a big one. Meeting new friends, living on your own, and creating your own schedule are just some of the new, exciting challenges that await you.   

In the excitement of starting a new life on campus, college coursework can sometimes become a second priority.

However, adjusting to college coursework is often the biggest challenge of all. Even the best students may be surprised at how difficult college courses are. The subject matter is more complex. The workload is larger. And instructors’ standards are higher.

Mastering college-level courses requires a new level of independence, advocacy, engagement, and time management.

You can prepare yourself to succeed before you even get to campus. Identifying the skills you need, and building those skills into established habits, will help make your transition to college academics, and college life, easier, less stressful, and more successful.

Be engaged in your college coursework

College courses require your full attention and active participation.

And the more you engage with your teachers, teaching assistants, and classmates both in and out of the classroom, the easier it will be for you to succeed in that class.

The importance of active listening

Active listening is one of the most critical parts of engaging in a course, according to Gina Neugebauer, assistant director of Harvard Summer School’s Secondary School Program.

“Professors and teaching assistants can tell if you’re actively listening. They notice if you’re taking notes and making eye contact. They also notice if you’re distracted by your phone or computer,” notes Neugebauer.

Active listening means not checking your social media accounts or texting friends during class.

It also means really giving the instructor and your classmates your full attention.

It sounds easy in theory but it takes practice. It can be tough to not think about all the work you have or your next party. But the more you work on actively listening, the easier it will be to not get distracted and miss important information in class.

Different ways to actively participate

Beyond active listening, there are many ways to participate in a course. And you can tailor your level of engagement to your personality and comfort level.

“It’s all about gauging what you’re comfortable with,” says Neugebauer.

“You may not be the person who raises their hand all the time but you actively respond to online discussion posts, for example. You may not feel comfortable talking in front of hundreds of students in a large lecture hall but you take advantage of TA office hours and email the instructor with questions.”

But don’t be afraid to push yourself if you aren’t someone who usually speaks up in class.

It’s ok to start small. Work on raising your hand in small seminars or discussion sections. As you gain confidence, you’ll find it gets easier to answer questions and share your opinions.

Build independence and advocate for yourself

In college, you are responsible for your own success. You will need to advocate for yourself and know when—and how—to ask for help. That requires a level of independence that you may not have needed in high school.

The good news is that instructors and teaching assistants want to help you.

“Instructors, on the whole, enjoy hearing from you. And they’d rather hear from you right from the start, rather than have you struggle on your own for three weeks,” says Neugebauer.

If you have a question about an assignment, send your instructor an email. Are you upset about a grade you got on a recent test? Visit your instructor or TA during office hours to discuss what went wrong and how you can improve.

But remember, says Neugebauer, professors are busy and you are only one of many students.

“Your email should include your full name, what course you’re taking, and a brief description of your question or concern. And you cannot expect an answer at 2 a.m. because that’s when you’re studying. When you reach out to an instructor, give them 24-48 hours to respond.”

And remember, always be respectful and non-confrontational.

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Don’t be afraid to seek help

If you have excelled in high school without extra help, you might be tempted to persevere on your own.

In college, Neugebauer points out, asking for help is the norm.

“Once you get into your undergraduate program, you’ll find that almost everyone has, at some point, asked a TA for extra tutoring, gone to a tutoring center, or a writing or math center for extra help. It’s part of the learning process of an undergraduate program,” Neugebauer says.

Colleges have a variety of support systems in place to help you succeed.

TA office hours are a great place to start if you find yourself struggling with a specific concept or assignment. Peer tutoring programs enable you to learn from students who have been through the course themselves. Academic coaches can help with more general study tips or exam-related stress.

The key is seeking out help proactively, before you get too far behind. As the courses become more difficult, catching up becomes increasingly difficult.

Build time management techniques

Balancing everything that comes with life on a college campus can be difficult for many incoming college students.

“The biggest challenge we see facing high school students who are trying to adapt to college life is overcommitment. Students want to engage in every activity, a full course load, and even sometimes a part-time job. They don’t schedule enough time for self-care, quiet time, doing laundry, and plenty of study time. All those things take time,” Neugebauer says.

Good study habits and time management are key to avoiding the stress that comes from getting overcommitted.

Neugebauer recommends getting into the habit of keeping an accurate and up-to-date calendar.

“The best thing I can recommend is a calendar, such as Google Calendar. Use it to schedule everything: your class, your lunch time, time at the gym. It may seem counterintuitive, but work on scheduling literally everything, even sleep.”

Be sure to include assignments, tests, and other deadlines, as well as office hours for your instructors, TAs, and academic coaches.

Use your calendar to block off dedicated study time. And once you schedule it, stick to it! Avoid the temptation to procrastinate or use that time to hang out, play video games, or scroll on your phone.

Your calendar should also include dedicated time for self-care.

Regular mealtimes, good exercise habits, and a full night’s sleep are not only critical for your physical and mental health. You’ll also be surprised at how much they contribute to your academic success.

Challenge yourself as you engage in college coursework

Getting outside your comfort zone is a critical part of preparing yourself for the exciting challenges that await you in college.

“Being uncomfortable allows for growth. It means saying to yourself, ‘this is new. I want to try it. I want to see how it feels.’ This is all about adapting to a new environment but also examining yourself as a person,” says Neugebauer.

Taking on a new challenge—regardless of the ultimate outcome—builds resilience, mental toughness, and confidence, all of which you will need to succeed in your college courses.

But, warns Neugebauer, it’s also important to know your limitations.

“That uncomfortable feeling should be manageable. It should be a challenge but not so challenging that you feel panicked and wake up in cold sweats every night. It should be something that gets you a little nervous but also excited about what you’re involved in every day.”

However you decide to challenge yourself, it’s never too early to start if college is in your future. The sooner you start identifying and mastering the skills you need in college, the better prepared you’ll be to succeed right from day one.

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Emerson is a Digital Content Producer at Harvard DCE. She is a graduate of Brandeis University and Yale University and started her career as an international affairs analyst. She is an avid triathlete and has completed three Ironman triathlons, as well as the Boston Marathon.

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What is Coursework? A Guide for Students

Rebekah Marshall

May 22, 2024

Read Time: 4 min

Coursework is the most significant part of academic writing and requires a lot of time and effort. You should consider the guidance of your teachers and your seniors who have similar experiences in writing coursework. This makes the process of working faster and more effective, which leads to the best outcomes. This guide will help you to understand what coursework is and how to write coursework effectively, based on expert tips from our  coursework writing service team.

What is Coursework?

Coursework consists of all basic assignments given to students to evaluate their level of understanding. It includes many types of assignments, such as essay writing, research papers, discussion boards, and written reports. To get excellent grades and grade point averages (GPA), students must understand the basic concepts of their courses. Coursework is difficult to define, even though it is usually important to complete a specific program. This kind of assignment can be completed in a wide range of formats. 

Importance of Coursework

Coursework is the most common type of assignment that teachers give students to understand their level of learning on a specific topic or subject. Moreover, it shows how well a student understands and uses the topic in various contexts. Through coursework writing, students may improve their research abilities, increase their understanding of a subject, develop their analytical skills, and apply the knowledge they have discovered to use independently. Furthermore, students learn to summarize the topic with key arguments and then draw conclusions by learning  how to write coursework . 

Types of Coursework

Five different types of coursework are given to students:

Analytical Coursework

Analytical Coursework presents a thesis statement or claim and demonstrates how to study different things. It usually focuses on the literary style of the text rather than the synopsis.

Supportive Commentary

Supportive Commentary helps students to create a single piece of media writing. Coursework should be written in an experimental mode, such as written, spoken, or multimodal. Students must also include a supporting statement that contains all the information and aspects. 

Journal Coursework

Writing journals for coursework is regarded as an act that promotes casual writing as a regular activity. This can take many different forms and is useful for multiple purposes. It can be both creative and personal. In order to organize their thoughts, compose their ideas, and respond to them, students are always expected to keep journals as part of their coursework.

Analytical Study

Analytical study is the process of sharing an analysis of the chosen work and how it relates to the relevant material. It also shows how well the writer understands the entire process of writing. Students should use proper vocabulary and must maintain word consistency. Also, understand the structure and format of writing.  

Commentary and Creative Writing

In commentary and creative writing coursework, students are asked to generate creative content that reflects the tone or style of the assessed text. It also helps to share comments to support the knowledge. Additionally, the major purpose of creative writing and commentary is to demonstrate knowledge, test skills, and engage the target audience through various languages.

Coursework Writing Tips

There are some key points that you should keep in mind while writing coursework. 

It is the worst possible scenario for any kind of academic writing assignment. Today, the internet has tons of relevant information, and professors become rigorous in the context of plagiarism. Your own words should be used in all writing! Use the advised citation style and make a references list if you choose to include quotations from the sources. Claim that it is your own project and sign the declaration.

Keep in mind the precise guidelines for the coursework’s length. Specify whether the references, appendices, and footnotes are counted as part of the word count.

Browse the possible topics. Try to pick a relevant coursework topic that is similar to the subject of the upcoming exam if one will be held on it. 

Get Help from Tutor

Never ignore your teacher’s advice; ask for their guidance on your topic. Also, to learn more, ask questions, but remember they may only read the first draft once and give general suggestions.

Perfect Coursework Writing Structure

The precision required for coursework writing depends not only on the writing process but also on the design. Even if you produce a stunning and thoroughly researched paper for the professor, poor design will still result in bad grades. We have chosen the most significant components to build a flawless coursework structure for you after reviewing many coursework standards. The structure consists of the following main components:

Introduction or Opening

The first step is to write the coursework introduction after choosing a topic. This introduction section needs to be extraordinary to catch the reader’s attention. Make sure to include all essential details, and keep it brief or precise. 

Include any background data about the topic you have chosen. Write down your goals as well. This section should contain your thesis statement. Also, write the introduction in such a way that it serves as the reader’s guide.

Main Body 

Your hard work and dedication will be reflected in this section. In the body section, you should add every minute detail you discovered on your research journey. Additionally, this section will be written in the past tense with an informative tone. 

Readers may find research findings boring because they are just stats and figures. Therefore, this section should include appealing tables, graphs, infographics, and charts to make it interesting. Mention each statistic as it is; do not change any findings. 

Summarize your whole coursework in this section. The conclusion needs to be short while covering all the details. You might mention the essential takeaways from the coursework.

How to Write a Coursework: Step-by-Step Guide

This step-by-step guide will walk you through how to write coursework effectively

Research : Gather information from primary and secondary sources, ensuring accuracy and reliability. Keep detailed notes and organize them in a table for easy reference.

Planning : Create a rough outline, deciding what to include in each section. Use a timeline to manage your tasks and meet deadlines.

Drafting : Start writing with the section you know best, using coursework examples to illustrate your points. Focus on gradually narrowing down your topic.

Editing : Proofread for consistency, style, grammar, and punctuation errors using tools like Grammarly. Ensure the document meets word count and formatting requirements, allowing time for thorough editing.

Formative vs Summative Coursework Assessments

Formative assessment assesses students’ understanding of a subject by offering them practice in essay creation and structure which can also be beneficial for tasks like  term paper writing . It assists students in evaluating their strengths and weaknesses and focuses on areas that require improvement. Moreover, formative assessments help instructors identify students’ areas of difficulty and take action to resolve issues

Summative assessments , on the other hand, evaluate students’ knowledge at the end of the semester. Summative assessment includes mid-term exams and final-year projects. When completing courses, it is vital to understand the type of review you are submitting. If you understand the cocoursework’seaning and finish your assignments on time, you might obtain an A+.

Get Coursework Help from Experts

If you want to write your coursework successfully, follow all the steps mentioned above. If you still have difficulty writing coursework, you can get academic writing help at our  essay writing service  with one click. We have a group of experienced writers who can offer you timely, cost-effective coursework help online. 

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Wharton MBA Classes, Courses & Curriculum

The wharton mba curriculum has a unique structure, offering rigor and flexibility. the intensive, cross-functional core curriculum provides business fundamentals and the leadership, communication and analytical skills that are critical to your success. you develop one or more areas of expertise by selecting a major and complementary electives . all mba coursework varies by instructor and class environment, but the core course offerings (listed below) are consistent throughout the program., mba curriculum.

The Wharton MBA Curriculum provides a flexible approach to learning. The program requires 19 credit units (CU) to graduate, which is broken up into 3 categories:

MBA Core Curriculum

You will ground your MBA with six required fixed core classes that will be required for your degree, along with choices in the flexible core . The flexible structure of the core course allows you to take more electives in the first year to prepare for an internship, global experience, business venture, or other interests, and defer some core requirements to their second year. Offered as quarter or semester-long courses, the core curriculum covers traditional management disciplines

The MBA Core classes include 9.5 credit units, distributed in two parts:

• Fixed Core : 3.25 credit units fixed in the first semester
• Flexible Core : 6.25 credit units in the first semester or anytime thereafter

FIXED CORE COURSES

Flexible core courses.

The fixed core courses within the Wharton MBA program consist of the fundamentals and analytical courses that set the stage for your education. These are classes typical of what you would take in business school, and help prepare you for your future,  whether you come to Wharton with a background in business, liberal arts, engineering or more.

Leadership: Foundations of Teamwork and Leadership

Develop your future personal leadership style and capabilities. You will begin with the Teamwork and Leadership Simulation—a team-based, highly interactive simulation that is custom-designed for this course.

Marketing: Marketing Management

Develop skills to apply analytical concepts and marketing tools to decisions like segmentation and targeting, branding, pricing, distribution, and promotion.

Microeconomics: Microeconomics for Managers

Master the basic theory of microeconomics: supply, demand, consumer behavior, market price and output, production, cost, simple competitive market equilibrium, simple monopoly pricing and output determination, price discrimination, and bundling.

Microeconomics: Advanced Microeconomics for Managers

Apply microeconomic theory to firm management and learn how to use microeconomics to enhance decision making. Topics include: sophisticated pricing policies, transfer pricing, strategies for dealing with competitor firms, cooperation strategies, managing under uncertainty, and more.

Statistics: Regression Analysis for Managers

Become familiar with two key statistical methodologies for working with data: regression analysis and experimentation. Learn techniques such as least-squares estimation, tests and confidence intervals, correlation and autocorrelation, collinearity, and randomization.

Management Communication: Speaking and Writing

Speaking : Strengthen your skills in persuasion, speaking confidently, and handling Q&A during the Fall speaking course. You’ll have a choice of advanced topics during the Spring speaking courses.

Writing : In WHCP 621, students will improve their ability to organize and develop the kinds of persuasive arguments they’ll need to lead teams and effect change.

Flexible Core Courses

More than half of the core courses are flexible in order to match your learning style, interests, and goals. Within each different core area, the course choices offer additional flexibility in content, timing, and format. Subjects include:

Operations, Information, and Decisions

Options : Quality and Productivity, Business Analytics, Innovation, Operations Strategy, Enabling Technologies, Managerial Decision Making

Options : Dynamic Marketing Strategy, Strategic Marketing Simulation

Communication

Options : Impromptu Speaking and Elements of Story for Business, Crisis Communication, Fundamentals for Prospective Entrepreneurs, Communications Challenges for Entrepreneurs, and Persuasive Writing for Business Leaders

Options : Financial Accounting, Financial and Managerial Accounting

Corporate Finance

Options : Corporate Finance, Introduction to Corporate Finance

Macroeconomics

Options : Macroeconomics, Introduction to Macroeconomics

Options : Managing the Established Enterprise, Managing the Emerging Enterprise

Legal Studies & Business Ethics

Options : Responsibility in Global Management, Responsibility in Business, and Business, Social Responsibility, & the Environment

You can select from 18 MBA concentrations to pursue your goals. Most majors consist of five CUs—usually four CUs in addition to the core curriculum. Courses may count toward more than one major, giving you the option to pursue your MBA with a double major.

MBA Electives

Choose your own areas of study. Choose from nearly 200 courses across 10 academic departments, plus many more offered through Penn’s other 11 world-class schools. With so much to choose from you can tailor the curriculum to your goals. Your knowledge from Wharton’s core curriculum is supplemented by the broad range of elective courses. Some electives will count toward your major, but you’ll have room to take some chances and explore new topics.

Electives Across the University of Pennsylvania

One of Wharton’s strengths is the ability to extend your studies across the vast academic resources of the entire University of Pennsylvania. When choosing electives, you can work with your advisor to select up to four courses from Penn’s 11 other Schools.

• Annenberg School for Communication
• Graduate School of Education
• School of Arts and Sciences
• School of Dental Medicine
• School of Design
• School of Engineering and Applied Science
• School of Medicine
• School of Nursing
• School of Social Policy & Practice
• School of Veterinary Medicine

View and Download the Electives Course List

A Chronological View of Your Wharton MBA Experience

Your immersion begins the first day of Pre-Term. Pre-Term is the beginning of your educational journey within the Wharton MBA program. It will transform you in ways you cannot yet predict, preparing you for the many challenges you will face at Wharton — returning to school, transitioning to Philadelphia or adjusting to the U.S., and balancing the demands of academics, career preparation, and co-curricular pursuits.

Pre-Term is designed to allow you time to get settled into the community while providing an essential academic foundation for your Wharton classes, including the core course, MGMT 6100: Foundations of Leadership and Teamwork .  When our students and alumni reflect on their Wharton experience, Pre-Term is among their fondest memories. After you’ve selected your MBA courses and gotten acclimated to the learning environment, you’re ready to take on year one.

The first year is intense. You will begin by moving through key courses with your learning team — a group of five or six classmates with whom you will work closely on projects. Then, you’ll select from many options as you branch out in the second half of First Year and beyond. You’ll have a choice of content areas for some core courses and will start to pick your electives. In addition, you will become involved in co-curricular and extracurricular activities that tie into the courses you choose.

MBA summer internships teach real-world skills, advance your education through experience, and allow you to test your new skills from your first year of the MBA program. Even if the summer internship does not lead to a full-time offer, it is a great opportunity to improve your resume and network with new people.

Internships are not required, but most students choose one or more internships, often in combination with other summer experiences. Some students choose to work on their startup over the summer instead of interning at a company.

Learn more about Wharton MBA internship statistics .

You will take any remaining core requirements, drill deeper within the wide range of electives, and develop one or more areas of expertise. For customized interests, students often partner with faculty and businesses on individual advanced student projects.

Commencement

Receive your degree and be welcomed into Wharton’s 100,000-strong alumni network.

What is Coursework? | Definition, Meaning & keypoints!

What is coursework.

Coursework is a practical work or study done by a student in partial fulfilment of a degree or training. Projects, field work, design studies, long essays etc constitutes a coursework. The nature of work which requires to be carried out depends on the course. It is largely a part of learning exercise and a step to prepare you to handle the required work/ task effectively and efficiently.

Written or practical work done by a student during a course of study, usually assessed in order to count towards a final mark or grade.

Who assigns coursework and why?

Major types of coursework & how to go about them, coursework for academic topics which require writing:, what makes a good and effective content, coursework requiring you to make something like model, sculpture or artwork, key points to be kept in mind while working on coursework.

Doctorates are the highest degrees conferred by universities. An online or on campus doctorate can lead to a high-level position in a number of different fields, from business administration to health care to quality control. The lengthy road to earning a doctorate can be shortened by at least several months through online study.

Admission to doctoral programs requires completion of an undergraduate degree program and typically, but not always, of a master’s degree program. Students earning a doctorate must take a specified number of advanced graduate-level courses, requiring at least two or three years of study beyond the master’s degree. Upon passing written or oral examinations, or a combination of both, doctoral students are granted the status of doctoral candidates. Then they must research and write a dissertation on an original topic, and then satisfactorily defend the dissertation before a committee of professors in the field.

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• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language.

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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Lomonosov Moscow State University

Lomonosov moscow state university, moscow russia, # =94 qs world university rankings, 75 undergraduate programs, 99 postgraduate programs, 10784 international students, find your perfect course, follow university, about lomonosov moscow state university, available programs, bachelor ug.

Bachelor’s degrees at Lomonosov Moscow State University take four years to complete. The requirements to apply include a high school leaving certificate and academic record (both officially translated into Russian), completed application form, statements of equivalence for certificates granted outside Russia, medical certificate, AIDS test result, valid passport and visa, and six photographs. You’ll also need to pass two entrance exams. There are no English-taught bachelor’s degrees, and students can take a preparatory Russian course at the MSU Institute of Russian Language and Culture. Tuition fees vary depending on your course – for example, a BSc in Geography costs 325,000 rubles (approximately US$4,800) per year, while a BSc degree in Public Law, Civil Law or Criminal Law costs 385,000 rubles (~US$5,660) per year.

Management (postgraduate - Faculty of Economics)

Anthropology (postgraduate), biophysics (postgraduate), entomology (postgraduate), ichthyology (postgraduate), immunology (postgraduate), majoring in bioengineering and bioinformatics (postgraduate), molecular biology (postgraduate), specialty biophysics (postgraduate), specialty cell biology, cytology, histology (postgraduate), specialty mathematical biology, bioinformatics (postgraduate), specialty molecular biology (postgraduate), virology (postgraduate), analytical chemistry (postgraduate), bioorganic chemistry (postgraduate - faculty of chemistry), colloid chemistry (postgraduate), ecology (postgraduate), fundamental and applied chemistry (postgraduate), high energy chemistry (postgraduate), inorganic chemistry (postgraduate), organic chemistry (postgraduate), physical chemistry (postgraduate), polymer science (postgraduate), radiochemistry (postgraduate), 4d modeling in geology, accounting and statistics, applied internet technologies, big data: infrastructures and methods of problems solving, biochemistry, bioengineering, biotechnology, cell biology, cytology, histology, chemical kinetics and catalysis, chemistry of organoelement compounds, computational mathematics, contrastive cultural studies and intercultural communication, differential equations, dynamical systems, and optimal control, discrete mathematics and mathematical cybernetics, economic theory, education management, experimental biomedicine, finance and credit, general and applied biotechnology, general theory of arts, geology, geochemistry and economics of natural resources, geotectonics and geodynamics, it management, international business and strategy, international economics, marine geology, mathematical biology and bioinformatics, mathematical and computational methods for solving problems of natural science, mathematical and information software for economic activity, mathematical and program software for computing systems and computer networks, mathematical and program software for information protection, mathematical and quantum chemistry, mathematical methods of information processing and decision making, mathematical modeling, numerical methods, and program packages, medical chemistry, methods and systems of information protection, information security, microbiology, molecular biotechnology, national economy`s governance, neurobiology, open information systems, paleontology, parallel programming technology and high performance computing, petrochemistry, photobiotechnology, plant physiology and biochemistry, post-soviet public policy, probability theory and mathematical statistics, radiobiology, realistic drawing, regional geology, russian language studies, software for computer networks, specialization russia and the world: cross-cultural studies, system programming and computer science, theory and history of art, theory of communication and international public relations, theory of foreign language teaching and intercultural communication, theory of translation and intercultural communication, athematical and instrumental methods in economic analysis, university information.

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One of the important factors when considering a master's degree is the cost of study. Luckily, there are many options available to help students fund their master's programme. Download your copy of the Scholarship Guide to find out which scholarships from around the world could be available to you, and how to apply for them.

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A list of available scholarships around the world

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Lomonosov Moscow State University is one of the top public universities in Moscow, Russia. It is ranked #=94 in QS World University Rankings 2025.

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Home » Academics » Academic Schools and Departments » Department of Intercultural Studies » Courses

Course offerings reflect the 2023-2024 . One unit of credit equals four semester hours.

The first intercultural seminar includes conceptual review, introduction to intercultural models and student-generated cultural and international comparisons. Topics develop the stated objectives for the major or minor. Students enrolled are encouraged to take this course early in their program. The course is open to any student wishing to gain an understanding of intercultural dynamics.

Prerequisite: sophomore standing.

This course completes the two-course, half-credit series of intercultural basic courses required for a major or minor in the intercultural studies program. It is also relevant for any student wishing to develop intercultural understanding. Students who successfully complete this course will have substantially developed intercultural knowledge and skills.

Prerequisite: ICS 270 and sophomore standing.

This course uses a global perspective to introduce students to international political, economic, social, ethnic and gender issues and institutions. Emphasis is placed on discerning and analyzing the nature of intercultural interactions, both historical and contemporary.

Students enrolled in the program for a major complete a third seminar. The goal of this course is to develop and present a capstone project. The project, developed in consultation with a seminar instructor, should address individual and program objectives. Students should take this course at the end of their program.

Prerequisite: ICS 271. Spring Term.

To stimulate discussion and understanding about the way the world is perceived from a woman’s perspective, this course will examine the lives of women and the attitudes and institutions that affect women living in the United States and around the world in various social, political and cultural contexts. This course will investigate the ways that age, culture, nationality, class, ethnicity and sexuality impact women’s experiences.

.50, .75 or 1.00 credit

Majors and minors in intercultural studies will undertake a study-away experience or a field placement in a site relevant to their focus area of study.

Prerequisite: ICS 271. As offered.

This course will utilize the Facing History and Ourselves curriculum to facilitate students’ exploration of the historical and current realities of being LGBTQ in America. Specifically, it will use the Facing History concepts of identity, membership, we/they, creating the other and universe of obligation to examine the LGBTQ experience in America. Students will consider the history and development of LGBTQ identity and how it has changed over time in the U.S. Where appropriate, comparisons with the LGBTQ experience in Europe will also be made. Emphasis will be put on examining the efforts to both exclude and include the LGBTQ community in certain societies and cultures at various times in history, and the results of these measures on the development of the identities of LGBTQ individuals and the wider LGBTQ community.

Directed study of intercultural topics determined by faculty expertise and student interest. Contact instructor for course description.

Repeatable for credit.

Students will study the many parallels between the antiapartheid struggles of South Africa and the Civil Rights Movement in the United States. Drawing upon intercultural content within an international context, this course will address critical race theory and include writings by and about Tutu, King, Gandhi, Mandela, Biko and Malcolm X, as well as learning from the oral traditions of 1960s activists. The seminar format allows students to interact with international activists. Student assessment will include a research project in which students interview participants in historical events.

.50 or 1.00 credit

An independent course for students to pursue their special intercultural interests.

Prerequisite: Consent of the ICS chair or course instructor. Upon request and approval.

This course gives Honors Program students the opportunity to design and implement a significant research project in the field of Intercultural Studies, culminating in an appropriate public dissemination of research methods and findings. This research must build upon previous coursework taken within the major or minor, facilitating faculty supervision and guidance. Repeatable for credit. Permission of the faculty supervisor and the director of the Honors Program required prior to registration.

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A college course that’s a history of the future

Goodwin Philpott Eminent Professor of Religion, Auburn University

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Adam Jortner does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Auburn University provides funding as a member of The Conversation US.

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Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

Title of course:

Science Fiction as Intellectual History

What prompted the idea for the course?

For most of its history, science fiction was a disreputable, throwaway genre. But sources of culture and thought aren’t just found in classic literature or in the writings of the great thinkers. They’re also in popular entertainment: movies, comics, pulp magazines, TV.

Big thoughts often come in chunks with labels like “The Future” or “Technology” or “Freedom.” And most ideas about these things are shaped by science fiction.

So in this class, my students explore how the theories of Charles Darwin , for example, are reflected in science fiction like “ Jurassic Park ,” “ The Island of Dr. Moreau ,” “ X-Men ” and “ The Wrath of Khan .”

I’m lucky to be the third generation of professors teaching this course at Auburn. It’s an old staple here that I inherited.

What does the course explore?

I usually pick three big plot ideas from sci-fi: alien encounters, time travel and superhuman abilities. Then we trace the development of those ideas, primarily through American fiction.

Students might read H.G. Wells’ “ The Time Machine ,” which was written in the 1890s and tells the story of the Eloi and Morlocks, post-human races from 800,000 years in the future; C.L. Moore’s secret visitors from the future in the 1953 novella “ Vintage Season ”; and Steven Spielberg’s 1985 escape to an idealized 1950s in “ Back to the Future .”

These works all include mind-bending theories about what time travel might look like. But students also see how each of them tells a different story about the anxieties and obsessions of the times in which they were created.

For example, Wells’ novel is a vision of how thousands of years of Victorian class divisions lead to the evolution of a group of cannibalistic underground humans. In “Back to the Future,” Marty McFly leaves the dingy, broken-down 1980s for a clean and shiny version of the 1950s, one that looks much more promising than 1985. The film taps into the 1980s political and cultural nostalgia for so-called “simpler” times. (Of course, in their version of 1955, Biff and Marty never deal with segregation or Cold War nuclear panic.)

Science fiction offers a kind of film negative of history – a back door into what made people worried or scared rather than what was heroic. Sci-fi captures that fear and anxiety.

Rod Serling’s 1960 “Twilight Zone” episode “ The Monsters Are Due on Maple Street ” is the story of how neighbors turn on each other when they suspect an alien invasion is taking place. It parallels the American crisis over desegregation and communist subversion.

As Serling concluded , “For the record, prejudices can kill and suspicion can destroy, and a thoughtless, frightened search for a scapegoat has a fallout of its own – for the children, and the children unborn. And the pity of it is that such things cannot be confined to the Twilight Zone.”

Why is this course relevant now?

New technology, along with endless predictions and prophecies about the future, bombard students.

It’s important to take a moment to step back. How is the way we talk about and use technology influenced by the way we’re trained to think about technology and the future? And how much do past visions of the future dictate the choices of the present?

What’s a critical lesson from the course?

Students often think technology has rules and it will follow those rules. But technology doesn’t work like that .

That’s both terrifying and uplifting, because it means that we can still create and imagine our future as we see fit.

What materials does the course feature?

I anchor the course with a series of novels; the list changes, but it always includes “The Time Machine” and Ursula K. Le Guin’s 1971 novel “ The Lathe of Heaven .”

Beyond that, I try to pepper in a mix of pulp stories, TV shows, radio dramas, comic books and films. I assign the 1970s avant-garde sci-fi stories of Brian Aldiss and Joanna Russ , and underground literature from the 1980s, such as the graphic novel “ Ed the Happy Clown .”

I shape the course like a traditional “ great books ” course – those that feature the works of intellectual and literary giants – by assigning a different work every week. I just have a different idea about what makes a great book.

We also spend a delightful week examining the economic and cultural history of “ so-bad-its-good ” B movies and late-night features, where I have them watch an episode of the Canadian sci-fi show “ The Starlost ,” considered one of the worst shows in television history. Sometimes you have to learn what not to do.

What will the course prepare students to do?

They learn to read and think. They learn that all stories have ideas and philosophies, whether simple or complex, wise or foolish.

I hope they learn to watch for nonsense in public debates about technology and the future – like how some people assume computer modeling for human language is the same thing as language – and keep an eye out for ideologies masquerading as action films .

I hope they learn to love an author they’ve never read before – and learn to appreciate how much reading and stories make life worth living.

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• Intellectual history
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Arts & Sciences Council discusses progress on new curriculum implementation in first meeting of academic year

In its first meeting of the academic year, Arts & Sciences Council revealed that only five proposals had been submitted for first-year Constellations one day before the submission deadline, falling short of its goal of 20 to 25 proposals.

Constellations are an integral part of the Trinity College of Arts & Sciences’ new curriculum , which was overhauled by the council last year and approved in April — the first major change since 2000.

Faculty members were briefed on the council’s progress in implementing the curriculum, which is scheduled to roll out in fall 2025. The council also welcomed its new chair and conferred teaching awards at the Thursday meeting.

Curriculum implementation

Deborah Reisinger, professor of the practice of romance studies, Mine Cetinkaya-Rundel, professor of the practice of statistical science and Curriculum Implementation Committee chair, and Greg Samanez-Larkin, Jerry G. and Patricia Crawford Hubbard professor of psychology and neuroscience and chair of the Constellations Implementation Committee, updated the council on the curriculum’s rollout and answered council members’ questions. 

Faculty members are focusing primarily on the first-year curriculum this semester, which includes reviewing Constellations proposals, providing feedback and coding courses for the University registrar. Implementation of the curriculum’s other elements will continue through fall 2025.

“Soon enough, the conversation will move from pitching Constellations to developing them, and we're going to be talking about more of the pitching of Century Courses,” Cetinkaya-Rundel said. 

Century Courses, which are designed to provide first-years with a foundation for their intended major and fulfill two Trinity requirements, will not be launched until fall 2026.

Starting with the Class of 2029, first-years must take one Constellation of three interdisciplinary courses connected by a common theme, including one Writing 101 class.

“These approaches and the curriculum’s increased focus on humanities, I think, are exactly what our students — and frankly, our society — needs today,” Bennett said. “… The curriculum will honor and inspire excellent instruction [and] will emphasize connections and encourage curiosity and epistemic humility.”

During the Q&A session following the presentation, faculty members clarified that multiple Writing 101 classes may correspond to the same Constellation, allowing first-years to share a class with students outside their respective Constellations.

“We’re also hard at work thinking about what sort of assessment pieces need to be in place once students actually enroll in this curriculum,” Cetinkaya-Rundel said. According to her, standing committees will be established to review Constellations and Century Courses.

Samanez-Larkin added that co-curricular activities will be established to complement a Constellation’s classes.

He noted that faculty have been able to submit Constellation proposals since June. He also said that faculty will work “to build these out … over the next couple of months” to determine a final list of Constellation options, as well as program size.

Several questions remain unanswered, including big-picture queries such as how the registration process will work for Constellations and how University administration will communicate the new format to incoming students.

“These are the types of questions we're thinking about nowadays … nothing is exactly answered, but we do need answers for them soon,” Cetinkaya-Rundel said.

Faculty expect Constellations to depend on faculty availability and be renewed on an annual basis, although this provision may change in the future.

For now, the committee encouraged faculty to submit proposals for prospective Constellations before the Friday deadline. Samanez-Larkin stressed that proposals do not have to be extensive and that faculty can submit incomplete forms, as the final format will be developed throughout the year before the new curriculum launches.

In other business

The council handed out faculty awards and heard from newly elected chair Denise Comer, professor of the practice of the Thompson Writing Program, Dean of Trinity College Gary Bennett and Arts & Sciences Program Coordinator Tony Snipes.

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Comer, who previously worked on the council’s Trinity Curriculum Development Committee, succeeds interim chair Paul Manos, professor in the department of biology, and will serve a three-year term.

“I was thrilled to learn that [Comer] would seriously consider running for council chair,” Bennett said. “… We were so impressed with the conceptual clarity of her vision and her respect for faculty governance.”

Four faculty members received teaching awards from the Committee on Undergraduate Teaching.

Karin Shapiro, associate professor of the practice in both the department of African and African American studies and the department of history, was awarded the Howard D. Johnson Teaching Award for a teaching strategy that “reflects a deep level of commitment and care for her students.” April Henry, director of the German Studies Language Program and lecturer of German studies, was given the Richard K. Lublin Teaching Award for a “masterclass in teaching.”

Kathryn Haas, associate professor of the practice of chemistry, won the David and Janet Vaughan Brooks Teaching Award for her transformation of laboratory courses into “course-based undergraduate research experiences known as cures.” Caroline Stinson, professor of the practice of music, was given the Robert B. Cox Award for being an “exemplary teacher” who “truly inspires excellence” and creativity in her students.

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Samanyu Gangappa is a Trinity sophomore and local/national news editor for the news department.       

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University of Connecticut Athletics

Men's Golf 9/14/2024 11:36:00 AM

Season Starts at The Doc Gimmler at Bethpage Red & Black

STORRS, Conn. – The UConn men's golf team is set to open the 2024-25 season with The Doc Gimmler Red & Black tournament this Monday and Tuesday at the Bethpage State Park Red and Black Course in Farmingdale, N.Y.

The three-round, 54-hole event, hosted by St. John's, features 12 teams as the Huskies get their first taste of tournament play before getting ready to host their own tournament, the UConn Invitational at GreatHorse at the end of the month.

With a tournament on a world class course right out of the gates, head coach Dave Pezzino used these early weeks of the season to put his team in as challenging an environment as possible.

"Our goal during qualifying is have the guys be exposed to really, really hard golf courses," stated the head coach who is entering his 18 th season at the helm of the Huskies.  "Ellington Ridge was in fantastic shape, very challenging.  GreatHorse was also in great shape and we played both courses as far back as we could get it and made it a difficult and demanding test.  We had two different stages and am excited to say we had two underclassmen win the two stages with Alex (Heard) taking the first and Bradley (Sawka) the second."

"The whole idea of these past few weeks was how competitive can we make it and how demanding of an environment can we put our guys into to get them ready," stated Pezzino.  "The Red Course is fantastic and so is the Black Course, which has hosted a U.S. Open, PGA Championship and will host a Ryder Cup next year, so that hard will be "hard", so we made Ellington and GreatHorse as difficult as we could."

Rolling out of the preseason qualifying into tournament play, Pezzino will roll out the line-up of sophomores Brad Swaka (Ellington, Conn.) and Alex Heard (Boca Raton, Fla.), junior Connor Goode (Glastonbury, Conn.), senior Ray Dennehy (Princeton, Mass.) and freshman Matt Costello (Taunton, Mass.) for The Doc Gimmler with senior Trevor Lopez (Winchester, Mass.) earning the individual spot thanks winning an 18-hole playoff in qualifying.

If nothing else, this first tournament will be the Huskies' first shot at teeing it up against some new competition and seeing where they stand.  "It's a big deal to be paired with someone who's not in your school colors and has a different bag.  You get a scorecard in your hand and your on the road.  We are trying to put our guys to have their game be able to travel.  You won't get a better test than Bethpage Red & Black.

Sawka is coming off a season where he earned the BIG EAST Freshman of the Year honors after leading all rookies with a 73.4 stroke average.  He shot a season-low 69 three times while playing in nine events while his stroke average was second on the team. Sawka also was second on the team with 11 rounds of par or better. He also found himself on the 2024 PING All-Northeast Region team.

Heard also put together a strong freshman campaign for the Huskies, playing in nine tournament last season to post a 73.9 average over 26 rounds.  He shot nine rounds at par or better and had his best finish of the season when he tied for 17 th in helping the Huskies win the Surf Club Invitational.

Dennehy was another Husky who saw his first action for UConn last season after transferring in from Lafayette College for his junior and senior seasons.  Dennehy was one of three Huskies to play in all 11 events and posted a 74.0 average over 29 events.  He posted a pair of top-five and top-20 finishes highlighted by a tie for first at the Surf Club Invite. 

Goode was another Husky who played in all 11 events, finishing the season with a 74.3 average. He played seven rounds at par or better and had two top-20 finishes and a top-five, highlighted by his first collegiate win when he took home the trophy at the UConn Invitational at GreatHorse.  Lopez saw action in three events last season and recorded a top-20 finish when he tied for 18 th at the UConn Invite. Costello will make his collegiate debut this weekend as one of two freshmen on this year's roster. 

"This is our first tournament of the year and really excited to see who we are and see what it looks like when get to play golf against someone else."

The Huskies will hit the course against the likes of the host Red Storm as well as Columbia, Harvard, Hofstra, Iona, Lafayette, Lehigh, LIU, North Dakota State, Towson, and Villanova.  The field will play two rounds on Monday on the 7,092 yard, par 70 Red Course.  The tournament rounds out play on Tuesday on the 7,468 yard, par 71 Black Course.  The Doc Gimmler tournament will be playing on the premier Bethpage Black for the first time in 28 years.

About Bethpage Black: 

Bethpage Black has hosted the world's most premier golf tournaments starting with the 2002 U.S. Open, billed the "People's Open," as the first-ever major to be played at a public golf course. The Long Island track welcomed the U.S. Open once again in 2009 and hosted its third major, the PGA Championship in 2019.  In September 2025, the track will serve as the site of The Ryder Cup and will join Oak Hill Country Club as the second-ever New York course to host the competition between the United States and Europe. St. John's alumnus Keegan Bradley is set to captain the United States team. 

The 7,468-yard track is widely considered one of the most difficult and pristine courses in the country. Bethpage Black is ranked the seventh-best public golf course in the United States, according to  GolfDigest.com .  

Players Mentioned

Ray Dennehy

Connor Goode

Trevor Lopez

Matt Costello

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The Assignment with Audie Cornish

Every thursday on the assignment, host audie cornish explores the animating forces of this extraordinary american political moment. it’s not about the horse race, it’s about the larger cultural ideas driving the conversation: the role of online influencers on the electorate, the intersection of pop culture and politics, and discussions with primary voices and thinkers who are shaping the political conversation..

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Colleges and universities are still dealing with the political fallout of last spring’s campus protests and encampments. It’s a political fight that’s led to the ouster of high-profile university presidents and generated national debate and even Congressional hearings. Audie talks with Michael Roth , president of Wesleyan University, about how campus protests over Gaza offer a lens on wider arguments about academic freedom. And we hear the perspective of Sam Hilton , a Wesleyan student and executive editor of the student newspaper.

© 2024 Cable News Network. A Warner Bros. Discovery Company. All Rights Reserved. CNN Audio's transcripts are made available as soon as possible. They are not fully edited for grammar or spelling and may be revised in the future. The audio record represents the final version of CNN Audio.