Module manager: Dr Simon Glaze
Email: S.Glaze@leeds.ac.uk
Taught: Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
Students must be registered at the University of Leeds on any programme and be registered to study for the level of study or higher shared with this module. To secure a place on the module, you must first to sign-up to one of the SOUL experiences. All experience and sign-up information can be found via the <a href="https://students.leeds.ac.uk/modules/doc/soul-modules"</a> . For 2025/26, SOUL will only be available to undergraduate students going into their second year of study. Places on the experiences are available on a first come first served basis.
This module is approved as a discovery module
Making the Most of Your University Experience with SOUL University isn’t just about your degree—it’s about growing as a person, discovering new ideas, and gaining skills that will shape your future. At Leeds, we know that learning happens in many different ways, both inside and outside the classroom. That’s where SOUL comes in. SOUL (Structured, Open, Unbounded, Learner-led) is a flexible learning framework that helps you connect your academic studies with real-world experiences. It gives you the chance to work on exciting projects, develop new skills, and even earn credits for learning that happens beyond your formal curriculum. Whether you enjoy working with others or prefer to follow your own passions, SOUL offers opportunities that fit your interests. What’s on offer? SOUL is built around four categories of learning experiences: - Structured – Tutor-led modules focusing on today’s important topics. - Open – Work on collaborative projects with approved organisations outside the University, tackling real-world issues locally or internationally. - Unbounded – Get involved in learning beyond the classroom, such as volunteering or mentoring. - Learner-led – Design your own learning experience with support from tutors and peers. SOUL helps you: - Gain valuable experience that employers look for. - Develop skills like teamwork, problem-solving, and leadership. - Build connections and expand your horizons. - Earn credits for learning beyond your degree. Whatever stage you’re at in your learning journey, SOUL gives you the freedom to explore, grow, and make a real impact.
The SOUL framework aims to empower learners to identify and engage in experiential learning opportunities beyond the traditional curriculum, fostering flexibly accessible and active learning experiences that bridge academic expertise with practical skills development.
As part of Discovery, it aligns with the Student Opportunities and Futures Strategy and provides new opportunities that learners can readily reflect upon and articulate in future academic and professional contexts.
Objectives:
1. To provide opportunities for innovative, flexible and active learning experiences, applying academic knowledge developed and/or surfaced during the programme to real-world experiences.
2. To synthesise research and/or theoretical concepts with practical experiences through appropriate reflective practice, connecting to wider experiences and real-world applications.
3. To support students to evaluate personal beliefs, values, and experiences, considering diverse perspectives and contextual issues.
4. To surface and develop academic, personal and professional skills, identifying strengths and areas for development, and planning to use these in future studies, activities and careers.
1. Collate and analyse evidence selected from the experience to show your effectiveness as a self-directed learner
2. Analyse key concepts and theories in the field of study, and apply them to the gathered evidence 
3. Critically evaluate personal beliefs, values, and experiences in light of diverse perspectives and contextual issues, demonstrating an awareness of different viewpoints
4. Critically reflect on the learning gained from the experience and articulate implications for future academic, personal and professional skill development
Skills Learning Outcomes
5. Evidence of self-awareness and critical reflection on experience, including learning from failure where relevant, to develop graduate skills
6. Identify personal strengths and areas for improvement in academic, personal, and professional skills
7. Utilise appropriate technology and digital resources to access, analyse, and share information relevant to the field of study
In addition, other skills and capabilities can be developed and evidenced, but due to the diverse nature of this module, these will be defined by or agreed with the student.
In this module students will have the opportunity to self-select and engage in experiential learning activities that are of interest to them to broaden their university experience, work in partnership and reflect on their related learning.
Students will be given clear examples and case studies to help them choose and/or tailor their experience. A webpage and advice sessions will provide more information about the SOUL experiences on offer.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| 1 | 20 | 20 | |
| Fieldwork | 1 | 40 | 40 |
| Independent online learning hours | 20 | ||
| Private study hours | 120 | ||
| Total Contact hours | 60 | ||
| Total hours (100hr per 10 credits) | 200 | ||
The module provides several formative assessment opportunities to support student learning and development.
1. SOUL Experience-Specific Activities
Each SOUL experience will offer:
- Specific learning activities designed to enhance student understanding.
- Opportunities for feedback, allowing students to gauge their progress.
2. SOUL Hub Resources
The Lifelong Learning Centre will offers a SOUL Hub, providing:
In-Person Workshops
Students can attend interactive workshops which will include feedback opportunities covering areas such as:
- Experiential learning theory
- Skill identification and articulation
- Portfolio development
- Reflective practice techniques
Asynchronous Support
Students can access resources at their convenience, including:
- Online modules mirroring workshop content
- Self-paced learning materials
- Discussion forums for peer interaction
These formative assessment opportunities are designed to help students engage with their SOUL experiences, develop critical reflection skills, and effectively document their learning journey.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | eportfolio | 100 |
| Total percentage (Assessment Coursework) | 100 | |
A flexible e-portfolio Students will create a comprehensive digital portfolio that showcases their experience, related research and reflective insights. This e-portfolio serves as a personalised assessment tool, tailored to each student's academic focus and interests. The portfolio will be the equivalent of 4000 words. Key Features Personalisation: The content and structure of the e-portfolio will align with the student's specific area of study and individual academic goals. Authentic Assessment: This approach allows for a more genuine representation of a student's capabilities and growth, tailored to diverse SOUL experiences. Inclusivity and Equity: The flexible nature of the e-portfolio accommodates diverse learning needs and preferences and backgrounds, ensuring fair assessment opportunities for all students. Student-Defined Success: Learners have the autonomy to determine and demonstrate their achievements in ways that are meaningful to them, the focus of their study and their disciplinary background. Portfolio Content The suggested structure will provide a common framework while allowing flexibility for students to personalise their portfolios based on their unique experiences. Introduction: A brief overview of the student's experiential learning journey. Reflections: Regular reflective entries where students discuss their experiences, challenges, and learning outcomes. Artifacts: Evidence of learning such as reports, presentations, photos, videos, and other relevant documents. Rationale: Narrative to explain and justify the choice of the evidence included in the portfolio. Skills Development: Sections where students can highlight specific skills they have developed through their experiences. Feedback and Self-Assessment: Opportunities for students to receive feedback from peers and instructors – including around where plans have diverged from prior iterations - and to self-assess their progress.
Check the module area in Minerva for your reading list
Last updated: 13/05/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team