Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences

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1 Programme Specification MRes Developmental Psychology Valid from: September 2012 Faculty of Health & Life Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University MRes MRes Developmental Psychology PG Cert Developmental Psychology PG Dip Developmental Psychology SS91 P C800 On campus, face to face to face lectures, seminars and interactive group work Full time or Part time English N/A Name of professional body/ies URL of PSRB website/s N/A Health & Life Science March 2012 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme Staff at the Institute for Research in Child Development at Oxford Brookes University have interests in a range of subject areas and research methods within developmental psychology. Students on this programme have the opportunity to be taught by these enthusiastic and active researchers with specific expertise in different topics ranging from literacy development and difficulties to children s sleep and motor development. Modules on typical development give a solid grounding in cognitive and social aspects of development and a module focusing specifically on developmental disorders allows an indepth study of aspects of atypical development. A specialised module on research methods in developmental psychology gives an opportunity for the detailed examination and hands-on experience of specific techniques for gathering data including experimental work, the use of observational methods and questionnaires with children. The dissertation is carried out in the area of developmental psychology under the supervision of a member of staff who will be an experienced researcher in the chosen topic. The programme will provide specific experience within the field of developmental psychology to prepare

3 students for further research in this field and/or to equip them with the knowledge and skills needed to work with children in a variety of settings within the health or education sectors. 2.2 Aim/s of the programme The programme aims to promote the advanced study of children and their psychological development from pre-school through middle childhood. It is designed to increase the depth and breadth of students understanding of children s development and to develop research skills specific to the area of developmental psychology. The programme covers social and educational aspects of development and the development of language and cognition. Students will develop knowledge of the methods used in the investigation of children s development as well as understanding of theories and research advances in this domain. The programme also includes a course on statistics and research design. A research-based dissertation is an important part of the programme and provides an opportunity to work under the supervision of an experienced research academic in developmental psychology. The programme aims to develop students : ability to critically evaluate contemporary evidence and issues in the promotion of children s development; knowledge and experience of different research methods in the study of children s psychological development; knowledge of theories about children s cognitive, affective and social development; own ideas and interests in the domain of child development; capacity to communicate and collaborate effectively in the construction of knowledge about children s development. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: On satisfactory completion of the programme, students will be able to; 3.1 Academic literacy 1. Demonstrate comprehensive knowledge and understanding of key concepts and theories of child development; 2. Demonstrate knowledge of current empirical research in the domain of developmental psychology; 3. Demonstrate understanding of different methods used in the investigation of children s development; 4. Understand key statistical concepts and techniques; 5. Relate knowledge to current policies and practices; 6. Describe and review key research findings in specific areas of child development; 7. Use knowledge and skills in theoretical analysis to advance knowledge about children s development; 8. Inform and promote evidence-based practise in the field of child development 9. Critically evaluate the literature on specific topics in child development; 3.2 Research literacy (6) above, (9) above 10. Write a report to summarise research findings; 11. Select appropriate research and evaluation strategies for particular enquiries; 12. Report evidence that will have contributed to the developmental psychology literature by completing a research study; 13. Answering an empirical question by carrying out and reporting a research study 14. Analysing quantitative data;

4 3.3 Critical self-awareness and personal literacy 15. Self-management, through setting personal goals for essays and the dissertation and through management of time, tasks and resources; 16. Working independently; 17. Communication skills, through oral presentations in seminars, the development of writing skills and the use of appropriate media; 3.4 Digital and information literacy (14) above, (17) above 18. Using information technology effectively; 3.5 Global citizenship (19) Recognise the inherent variability and diversity of psychological functioning and its significance (20) Be aware of ethical principles and approval procedures and demonstrate these in relation to personal study, particularly with regard to the research project. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: M-level Status Semester PG PG MRes Module credits Cert Dip P24119 Cognitive & Social 20 Core Aspects of Development P24120 Topics in Child 20 Core Development & Learning P24112 Understanding 20 Core Developmental Disorders P24114 Intelligence & 20 Core Individual Differences P24115 Research Methods 20 Core in Developmental Psychology P24111 Experimental Design 20 Core 1 / and Statistics for Psychology P24110 Research Design 10 Core 1 / Skills P24197 Research-Based 50 Core 1 / 2 / Dissertation (Project Report) TOTAL Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Teaching and Learning The programme is taught through a combination of lectures, research seminars, workshops, tutorials, and independent reading and research. A wide diversity of teaching methods are employed throughout

5 the programme in order to aid the quality of learning opportunities for students' knowledge and understanding of child development and learning. These methods are described in the modular handbooks and their effectiveness is monitored and analysed by students and staff in the module feedback system and the Psychology Annual Review process. Most modules include 18 hours contact time and each 20 M credits is expected to take about 200 hours of student effort in total (including contact time). At postgraduate level the integration of research with teaching is key to the learning process and particularly so in a Masters of Research programme. Linking Teaching with Research Tutors in this programme teach about topics on which they carry out research. All members of the MRes Course Team are research active and teach in the area of their research interests. They use their refereed articles in the teaching process and encourage students to participate in their respective research interests. As a post-graduate programme, the integration between research and teaching is an essential part of the quality of the programme. Students participate in research assessment seminars and carry out a research-based dissertation. Within our Programme a central theme is the integration of research across the whole Programme. Students are introduced to research methodology and statistics in the programme with the intention of providing students with a reasonably comprehensive introduction to the theoretical and practical aspects of research and enquiry. As these approaches and methods are integral to theory generation and knowledge, both the content and mode of assessment for each module are designed in such a way as to provide students with the opportunity to explore methodology in terms of the knowledge it generates and the contribution and impact it has had within the field. Assessment Methods Both summative and formative assessments are incorporated into the programme. Methods of assessment are described in the module handbooks and monitored and evaluated using student feedback procedures and the Psychology Annual Review Process. The assessments are linked to the learning outcomes for the programme. Summative assessment methods include: coursework assessments (essays, critical literature reviews & a dissertation) presentation assessments and coursework exercises class tests Formative assessment methods include: formative assessment through coursework feedback processes informal tutor discussion group discussion The Postgraduate attributes are addressed throughout all teaching, learning and assessment (see below). a) Academic literacy is inherent to the substantive content of all modules. b) Research literacy is addressed in students independent learning and resource retrieval for all assessments. The modules P24114, P24115 and P24111 advance the students knowledge of how to conduct advanced research in psychology. The dissertation module provides an opportunity to conduct an in-depth piece of independent research.

6 c) Critical self-awareness and personal literacy is exercised through student initiative and personal responsibility in their own learning and with all forms of assessment. The dissertation is a key assessment of this attribute. d) Digital and information literacy is achieved through the full use of online resources via the psychology web pages. Students are also expected to use the electronic library as many resources and readings for each module are only available digitally. The assessment of statistical methods and the production of research reports provide confirmation of this attribute. e) Global citizenship is addressed through teaching, learning and assessment in research methods that emphasis diversity and equality as well as the subject matter inherent in psychology topic modules such as P The detailed study of research ethics will also contribute to global citizenship and is fully addressed through the dissertation module. The teaching, learning and assessment strategy is also informed by the Brookes Assessment Compact, and modules provide general, individual and written feedback and other structures for support with assessment. Students will choose a Student Representative for both full-time and part-time modes, and student representatives will be invited to attend Programme Committee meetings. Student views and proposed action based upon them will feed into the Annual Review process, which will monitor the appropriateness and effectiveness of responses by the programme team. These formal mechanisms for surveying student impressions will be supplemented by regular monitoring of student views through informal contact, opportunities for students to pass on views through tutors and student representatives, and the collection of feedback by programme leaders towards the end of each semester. 5.2 Assessment regulations The programme conforms to the University s Postgraduate Taught regulations. These can be found at: SECTION 6: ADMISSIONS 6.1 Entry criteria Applicants must normally possess the following qualifications: i. An upper second class or first class honours degree in Psychology or an acceptable cognate discipline, OR An academic equivalent to an honours degree in Psychology such as Oxford Brookes University s Graduate Diploma in Psychology or a similar conversion course; AND ii. English as their first language, or GCSE or O-level English Language or a TOEFL score of at least 600, or an IELTS score of 7.0 or equivalent evidence of proficiency in English Applicants with exceptional experience may apply for consideration of their portfolio by the admissions committee. Applicants who, as a result of qualifications or experience or both, can demonstrate knowledge and capabilities equivalent to those possessed by holders of the qualifications listed above, may be admitted with dispensation from the requirement to possess those qualifications. 6.2 CRB checks N/A

7 SECTION 7: STUDENT SUPPORT AND GUIDANCE The Subject Coordinator is happy to listen to general programme concerns or issues. If unavailable, the Programme Administrator will provide advice on who can best help. The Programme Administrator, (room SG04, Tel ) is a source of friendly and efficient assistance with any administrative issues connected with the programme. The Faculty of Health and Life Sciences Office (room SG04) is located on the ground floor of the Sinclair Building. There is a Postgraduate Study Room in the Department of Psychology which students can use when it is not being used for teaching Each student is allocated an Academic Advisor at Oxford Brookes. Academic Advisors advise students about resources and facilities within the Department, Faculty and University; monitor their academic progress and warn students of impending problems and advise them where necessary. Academic Advisors also take an interest in the personal well-being and development of their students. They can help ensure that when extra-curricular factors are affecting progress, relevant evidence is taken into account by the assessment process. Academic Advisors can also assist in making decisions about choices of topics for specialised study, and routes into further study or related employment. Psychology Demonstrators Two full-time demonstrators and a technician/demonstrator support the programmes in psychology. The Technician/ Demonstrator supports experimental design and analysis and use of computers in Psychology. They also maintain the Psychology intranet pages that contain useful information about the programme of study. The other psychology demonstrators are also on hand to provide individual support in practical classes and at other times by appointment, to give statistical and other advice. The Student Link Co-ordinator is available to offer students in Health and Life Sciences advice on module choices, pastoral issues and careers advice. The role is to support students in whatever capacity they need y and regular office hours can be found on the Psychology student notice board Libraries Students will have full access to the libraries and information specialists of the University. The Headington Library Building occupies three levels, with the main entrance on the first floor. Opening hours may be found here: It is generally open between to Mondays to Thursdays, to Fridays and to on Saturdays and Sundays. During vacation times, it is open between to Mondays to Thursdays, to on Fridays and (self service) on Saturdays & Sundays. See The University Library has a book stock of around 330,000 volumes and subscribes to around 2400 currently printed periodicals. It also contains an increasing array of electronic sources of information, including CD-ROMs and the Internet. The Subject Librarian is available to assist with any problems arising over use of the Library including suggestions for new acquisitions. 3 rd year students at Oxford Brookes may also be able to use the Bodleian reference library and, through informal agreement, various other libraries owned by Oxford University. The Subject Librarian can supply further details. If students live or work some distance from Oxford they may find it convenient to use libraries in other institutions; for example, the London Plus scheme gives borrowing facilities in several London University libraries. Upgrade Study Advice Service Upgrade is the university s confidential study advice service for advice on statistics, maths or study skills (planning and writing essays, assignments and dissertations). There are drop in sessions throughout the semester, or a 30-minute tutorial can be booked in advance.

8 All students have access to the services provided by the University. The Student Services Centre is based at the Helena Kennedy Student Centre, on the Headington Hill Campus. Services include: Careers advice Chaplaincy Counselling Dental and Medical Centre Disabled Student Advice Dyslexia Support Housing International Students Advice Mature Student Advice SECTION 8: GRADUATE EMPLOYABILITY The programme provides excellent training for those wishing to pursue further research in the area of developmental psychology or in other areas within psychology. Previous graduates have gained employment as Research Assistants on major projects, taking responsibility for the organisation and administration of research, data collection, data analysis and the presentation of research findings. In addition, several of our graduates have been successful in obtaining funded studentships to pursue research towards a PhD. These have included work in the areas of emotional and cognitive development and literacy difficulties (Specific Language Impairment). The over-riding consideration in designing the MRes in Developmental Psychology was to ensure that students are offered a thorough grounding in developmental psychology theory, research methods and techniques. This programme is intended to prepare students for further training in or a career directly involving research skills in Developmental Psychology. The programme team obviously hope and expect that students will investigate and seek to pursue a subsequent career as a researcher. All members of the programme team will attempt to provide students with appropriate advice and guidance on promising opportunities as they develop their own plans. This advice will usually include advice on how to prepare the dissertation research for publication if this is appropriate, as a published paper can be very helpful in furthering a career in research. The programme also provides a good grounding for those wishing to take up employment in the health and education sectors, working with children in a variety of roles. The knowledge gained and skills of critical analysis developed are particularly relevant for those wishing to undertake further professional training, for example in educational psychology. Completion of the dissertation can provide valuable practical experience of working with children, often viewed very positively by potential employers. SECTION 9: LINKS WITH EMPLOYERS The regular programme of departmental seminars gives students the opportunity to hear from and meet researchers and practitioners from different disciplines within psychology and from different educational institutions. This is valuable for those students considering a career in research. Students are encouraged to attend the regular careers events, organised by the Faculty of Health and Life Sciences. We respond to student requests when compiling the programme of events and ensure a variety of talks and discussion sessions where there are opportunities to meet speakers from different professions including educational, health and clinical psychology as well as teaching and social care.

9 SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision External mechanisms: The programme's external examiner, who is an expert in the subject from another university, ensures that the academic rigour of the programme is comparable with similar programmes elsewhere in the UK, and that the Brookes assessment process is followed correctly. External examiner reports are available online to all students. Internal mechanisms: Students have the opportunity to complete module evaluations that feed into the Module leader report forms. Students and staff attend subject meetings to discuss quality issues during the semester. Subject Exam Committees with staff and external examiners examine module work, module leader report forms and pints raised are followed up at the Psychology Annual Review attended by staff from within and outwith the department and student representatives. The department adheres to quality assurance policies outlined by the University Academic Policy and Quality Office & the University Academic Enhancement and Standards Committee. These policies are discussed and passed through a representative on the Faculty Academic Enhancement and Standards Committee who monitor departmental quality assurance. All teaching staff take part in annual staff development training and are involved in the Peer Enhancement of Teaching and Learning scheme

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