Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION BSc Psychology Online. Valid from September

Transcription

1 Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION BSc Online Valid from September

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 3 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 5 SECTION FOUR: PROGRAMME STRUCTURE... 6 SECTION FIVE: PROGRAMME DELIVERY SECTION SIX: ADMISSIONS SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS APPENDIX 1: PROGRAMME LEARNING OUTCOMES APPENDIX 2: CURRICULUM MAP... 15

3 SECTION ONE: GENERAL INFORMATION Programme Title/Joint Honours Subject Title The title of the programme is BSc (Hons) Award title and interim awards Students who acquire 360 credits overall, and pass all of the core modules will graduate with the following award: Bachelor of Science (Honours) in Any students who acquire 360 credits, but don t pass the Research Project with a grade of D- or better, or who have not passed another of the core modules, will have the option of graduating with the default award of: Bachelor of Science (Honours) in Psychological Studies Students who do not achieve enough credits for an honours degree, but meet the requirements for this award may be awarded a Bachelor of Science in Psychological Studies There are also interim awards associated with each phase of the degree. Students who leave the programme having accumulated 120 or 240 credits respectively will be eligible for the award of: Certificate of Higher Education in Diploma of Higher Education in Mode of Study The programme is delivered on-line and is open to students studying a 3 year or 6 year route. Programme start date and period of validation Start date: September 2012 Period of Validation: Indefinite but delivery will be reviewed after a period of four years Awarding Institution University of Derby. Faculty Managing the Programme This programme is managed by the University of Derby Online (UDOL) in conjunction with the Faculty of Education, Health & Sciences. 1

4 Institution(s) Delivering the Programme/Joint Honours Subject University of Derby Relevant external subject benchmark statement(s) The BSc degree is designed to comply with the Quality Assurance Agency for higher education subject benchmarks for psychology. External Accreditation/Recognition The programme is accredited by the British Psychological Society for as providing the graduate basis for chartered membership (GBC). In order to be eligible for GBC, students on BSc will need to obtain at least a D- on the Research Project and attend the module in Practice. It is also a BPS requirement that students obtain at least a lower second class degree to be eligible for GBC. JACS Code(s) C800 Programme specification last updated February

5 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview The BSc degree studied via e-learning is designed for those of you who are not able to access Higher Education by more traditional routes. This can occur for a variety of reasons; for example, you may not be able to attend face-to-face lectures because you are not geographically close to an institution which delivers the course, or you may be planning a career change but need to fit your studies around your present occupation. This programme, then, is designed for those of you who wish to specialise in the theory and applications of but who have a different profile in terms of age and experience from that of students who access Higher Education by more traditional means. We have adapted the design of the programme to reflect this so that it is studied entirely online with the exception of a one week residential component during your Level 5 studies, with three entry points across the year. The programme is designed to introduce you to the range, depth and integration of skills and knowledge required for pursuing a career in or a related area. On completion of the programme you will be able to analyse, synthesise and evaluate psychological theory. You will also be able to use a variety of methodologies to explore psychological phenomena. Furthermore, you will develop skills in understanding, application, analysis, synthesis and evaluation as described in the Programme Learning Outcomes. A specific aim of this programme is to provide a course of study that covers the core curriculum of the British Psychological Society (BPS) which allows students to apply for Graduate Basis for Chartership (GBC) on completion of their studies. You should note however that students who study the programme overseas must apply to the BPS on an individual basis and that the decision to award GBC lies solely within the remit of the BPS. The majority of the core content (as defined by the BPS) is delivered at Level 5 with the remainder forming part of Level 6. A range of more specialised optional modules are also available at Levels 5 and 6 of the programme. These modules reflect the interests of staff and are therefore delivered by experts in the area thus enhancing your learning experience. Consistent with the University's teaching and learning strategy, the programme is also intended to provide you with a coherent range of transferable skills. These include an appreciation of the application of psychological knowledge and techniques; information technology; critical thinking; the ability to work both independently and co-operatively; and effective communication and presentation skills. At Level 4, the modules you will study are intended to provide a broad base of essential skills in both and e-learning, together with a grounding in the core areas of. Level 5 modules build on this core knowledge and continue the development of critical thinking and research skills. Level 6 modules allow you to tailor your studies to some extent to your own interests and to demonstrate the skills and knowledge required for attaining Graduate Basis for Chartership (GBC) by the BPS, which is an essential requirement for those students wishing to pursue a career in psychology. 3

6 Programme Aims The BSc (Hons) aims to: Meet the needs of students who wish to study online Prepare students for employment and further study; both within the discipline and more widely Develop students capacity to learn (both on the programme and as independent and lifelong learners after the programme). Furthermore the programme specifically aims to provide students with: A scientific understanding of the breadth of contemporary psychological theories, findings and debates and of the ways in which psychological knowledge can be applied A detailed understanding of research methodologies associated with psychological investigation, and their applications, as well as an appreciation of the professional, ethical and scientific responsibilities associated with psychological enquiry The ability to critically evaluate theories, research findings and applications in psychology; A coherent range of subject-specific and transferable skills which can facilitate continued personal and professional development; The ability to work and communicate effectively using electronic media in a range of modalities. 4

7 SECTION THREE: PROGRAMME LEARNING OUTCOMES The programme aims to develop knowledge of contemporary psychological theories, findings and methodologies and the ability to critically evaluate and apply these within professional, practical and research contexts. There is a transition from broad based subject theory and transferable skills in Level 4 to independent investigation and integration of knowledge and its interpretation in Level 6. Students in Level 4 are taught using a range of techniques including online study materials, staff led discussions, directed and self directed study supported by on-line links and references. As students progress through the programme to Level 6 they are expected to have developed their own research skills and take a more active role in their learning supplementing the taught material with information from other sources including the world wide web and contemporary research. The programme is designed such that on completion of the programme students will have met the following learning outcomes: 1) Knowledge and understanding a) Students will be able to demonstrate a comprehensive and critical understanding of the scientific basis of psychology b) Students will be able to demonstrate a comprehensive and critical understanding of contemporary knowledge, methods and practices of psychology as a theoretical and as an applied discipline in a range of areas within the discipline 2) Intellectual skills a) Students will be able to demonstrate a thorough grasp of the fundamental concepts of psychological analysis and explanation, including multiple psychological perspectives, and an ability to apply those concepts to a broad range of topics. b) Students will be able to demonstrate critical, analytical and creative abilities in scholarly thinking, problem solving, and communication as a result of their engagement with course material and their involvement in the planning, execution, analysis, interpretation and dissemination of independent research within psychology. 3) Practical and Subject specific skills a) Students will be able to select and to apply appropriate research methodologies in the investigation of a wide range of psychological phenomena and to use appropriate analytical techniques to interpret the findings. b) Students will be able to select, and synthesise appropriate psychological literature to the investigation of psychological phenomena. c) Students will be able to demonstrate an appreciation of the professional, ethical and scientific responsibilities associated with psychological enquiry, and apply these principles to their own research including seeking appropriate approval. 4) Transferable skills a) Students will be able to use information technology effectively and be familiar with a range of relevant applications. b) Students will be able to confidently communicate complex ideas and findings in a variety of modalities c) Students will be able to demonstrate personal skills relating to interpersonal communication, leadership and teamwork as a consequence of reflexive application of psychological knowledge using sophisticated electronic communication tools. d) Students will be capable of independent learning, demonstrating effective planning and project management skills. 5

8 SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum The programme is designed so that students can elect to follow a three year or six year pathway with a maximum period of registration being eight years. The programme also follows a trimester model with three possible enrolment opportunities during the academic year. In addition, the programme is divided into three stages and students should normally complete all of one stage before progressing onto the next. Modules in later stages typically assume that students have covered the core content from the previous stage. However, because part-time students can vary the number of modules they take in a year, part-time students may occasionally need to pick up modules from the next stage alongside the final modules from the previous one. The diagrams below identify the modules available to you in each stage of the degree. All students take six single modules, or equivalent, in each stage. The only double module shown is the Research Project in stage three: All other modules are single modules and single modules normally last one term. Modules identified as core must be taken by all students. In Level 5 and Level 6 there are also optional modules and students can choose any of these to make up the 120 credits needed to complete the Level (depending upon which modules are offered). It is of particular note that students who wish to obtain Graduate Basis for Chartership (GBC) must study the module ' in Practice' during which there is a one week residential component AND complete a Psychological Research Project. Students who are unable to complete the ' in Practice' residential module at the recommended point in their studies for personal or practical reasons will be able study the module at its next iteration. Students who do not attend the residential week or who do not require GBC will need to choose a second optional module. In this circumstance, due to British Psychological Society (BPS) accreditation criteria, students will not be eligible for GBC and will be awarded the BSc (Hons) in Psychological Studies. 6

9 20 Credit Proposal Template PROGRAMME: BSc (Online 3 Year Route) Proposed Twenty Credit Format TERM 1 Research Methods and Analysis in : Traditions and Skills (20 Credits) TERM 1 TERM 3 TERM 2 Introduction to Developmental Introduction to Biological Cognitive Processes and the Social World (20 Credits) Introduction to Cognitive Introduction to Social Quantitative Research Methods and Individual Differences LEVEL 4 TERM 2 Brain, Behaviour and Human Development The Individual in : Qualitative Understandings (20 Credits) Option A will be chosen from a list of four modules. Students should choose 2 options if they do not intend to take the in Practice module. LEVEL 5 TERM 3 in Practice Option A TERM 1 TERM 2 TERM 3 Research Project (40 credits) Runs for 2 terms only dependent upon start. Option B Option C Option D One additional option from list B, C or D should be taken dependent upon the start of the Research Project Four optional modules to be chosen from lists B, C and D, each consisting of four modules. LEVEL 6 Core Module Prescribed Module Optional Module Option A -four 20 credit modules to be drawn from the following Abnormal psychology Anomalistic and Parapsychology Cyberpsychology Eating behaviours The of Health Gendered Lives Option B -four 20 credit modules to be drawn from the following Atypical Language Development Addictive behaviours Educational Applications of Forensic Applications of Neuropsychology Option C -four 20 credit modules to be drawn from the following Family Health Altered states of Conciousness The of Rationality Clinical Applications of Emotion in Context Option D -four 20 credit modules to be drawn from the following Vision and Cognition Applied psychology and ergonomics The of Pain The Dark Side of Autism, Asperger s and ADHD 7

10 20 Credit Proposal Template PROGRAMME: BSc (Online 6 Year Route) Proposed Twenty Credit Format Year 1 Year 2 TERM 1 : Traditions and Skills (20 Credits) Research Methods and Analysis in TERM 1 TERM 3 TERM 2 Introduction to Cognitive Introduction to Social Cognitive Processes and the Social World (20 Credits) Introduction to Developmental Introduction to Biological Year 3 Year 4 Quantitative Research Methods and Individual Differences LEVEL 4 TERM 2 Brain, Behaviour and Human Development The Individual in : Qualitative Understandings (20 Credits) Option A will be chosen from a list of four modules. Students should choose 2 options if they do not intend to take the in Practice module. LEVEL 5 TERM 3 in Practice Option A Year 5 Year 6 TERM 1 Option B TERM 2 Option C One additional option from list B, C or D should be taken dependent upon the start of the Research Project Research Project (40 credits) Runs for 2 terms only dependent upon start. Four optional modules to be chosen from lists B, C and D, each consisting of four modules. LEVEL 6 TERM 3 Option D Core Module Prescribed Module Optional Module Option A -four 20 credit modules to be drawn from the following Abnormal psychology Anomalistic and Parapsychology Cyberpsychology Eating behaviours The of Health Gendered Lives Option B -four 20 credit modules to be drawn from the following Atypical Language Development Addictive behaviours Educational Applications of Forensic Applications of Neuropsychology Option C -four 20 credit modules to be drawn from the following Family Health Altered states of Conciousness The of Rationality Clinical Applications of Emotion in Context Option D -four 20 credit modules to be drawn from the following Vision and Cognition Applied psychology and ergonomics The of Pain The Dark Side of Autism, Asperger s and ADHD 8

11 Personal Development Planning (PDP) This programme provides a structured and supported PDP process which is embedded within the curriculum at all Levels of the programme. PDP is introduced during induction. One core module in each stage incorporates an assessment addressing one specific aspect of PDP: Research methods and Analysis in at Level 4, Qualitative Methods and Individual Differences at Level 5 and the Level 6 Research Project. Transferable skills such as communication, presentation and analytic skills are delivered via the remaining modules across the programme At Level 6 PDP is more personalised as students begin to identify their careers destination. As such PDP is delivered mainly via the Independent Study supervisor who will encourage students to reflect on their academic and personal progress and identify areas of strengths which can be incorporated into their CV writing, and career planning. 9

12 SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods Our learning and teaching methods strategy has the following aims; to recognise the specific challenges of studying online and implement teaching strategies designed to combat these challenges to utilise teaching, learning and support methods which effectively develop students abilities as independent learners. to use a variety of teaching methods, appropriate to the needs of students and to the intended learning outcomes. to progressively develop psychological knowledge subject-specific skills and generic skills as students progress through modules at Levels 4, 5 and 6 At the University of Derby we recognise that studying online can be an isolating experience, which in itself can be de-motivating. We therefore use teaching methods which help to overcome feelings of isolation and actively work towards building an active learning community. One of the key methods we use is collaborative learning; that is working together with other students to explore psychological concepts. This involves extensive use of electronic discussion boards to share and explore ideas both within groups of students and between students and tutors. We find that this approach helps to promote a feeling of being part of a group. We are also aware that many of our students have not tried to study online before and are therefore daunted by using learning technologies, so we have developed an online Freshers'' module. This is a non credit bearing but prescribed (which means you are required to study it) module which introduces you to such skills as using a discussion board. The module is the first step in building up a friendship group within the student body and our experience is that students find it helpful both for socializing and academic work. As you move through the programme you will become progressively more independent in your studies. At Level 4 (stage-1) you will be given a wide range of study materials and are actively supported by tutors on the modules with study skills and exercises. As you progress through to Level 6 (stage-3) you will have developed the ability to be self directed in your studies and while tutor support is provided you will find that you will be much more independent in your studies and will explore areas and topics which are of particular interest to you All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module assessments or Independent Study. Information on these principles can be found on the University web site at Assessment Our assessment policy has the following aims: To provide assessments which are rigorous, at an appropriate level and mapped to specific module learning outcomes. To ensure assessments are fair, by ensuring the nature and goals of assessment are clearly explained and that there are adequate opportunities for formative activities. 10

13 To ensure the outcomes of the assessment process are transparent and that students receive timely and constructive feedback on their assessments. Our assessments are intended to comply with the university s overall assessment strategy, which identifies a number of key principles, starting with the principle that assessment should be integral to the learning experience. You ll have the opportunity to undertake a variety of forms of assessment that are appropriate to the Level and content of the module, and that will allow you to demonstrate that you possess both knowledge of psychology and subjectspecific and transferable skills. A range of assessment techniques are employed during the programme, although there are no examinations. We use a wide range of assessment types to build a range of transferable skills which will be useful to you when seeking employment. The type of assessment for each module is designed to allow you to demonstrate both subject knowledge and transferable skills which will be useful to you on graduation. Assessment types we use include; Essays Practical Reports Group work Timed online assessments Information leaflets Oral Presentations Portfolios of exercises Posters Opportunities for formative activities are available in each module to make sure that you achieve the best possible grade. We have also designed the assessment so that skills you have learned at Level 4 are built on in Levels 5 and 6 to allow you to demonstrate increasing knowledge and skills throughout your studies with us. 11

14 SECTION SIX: ADMISSIONS Entry requirements Admission to this programme will be in accordance with the UG Regulatory Framework. The planning, operation and monitoring of admissions procedures will be the responsibility of the BSc (Hons) admissions tutor. It is not intended to admit students directly to BSc (Hons) Psychological Studies. The University s minimum entry requirements can be found online at Students for whom English is a second language will also need to provide evidence of proficiency in English and details of qualifications which might provide this can be found at SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Students receive an induction programme (including IT and Learning Centre use) on joining the course and are provided with an online programme handbook that provides all the essential information about the programme and the support we provide for learning. Staff contact details are published in the programme handbook. All staff have weekly office hours when students can speak to them (by Skype or Phone) and are happy to arrange appointments at various times. Our approach to student support is proactive. When you start your degree you will be assigned to an academic contact (who is a member of the psychology teaching team) so as to try to resolve problems before they become too large. Academic contacts can help ensure students have the skills needed to get the most out of the course and can provide assistance with things like referencing, writing skills, and so on. The University central Student Support Services offers a range of general, specialist and professional support services for students as detailed in the programme handbook. This includes production of support plans specifying reasonable adjustments for students with additional needs. The elearning team (UDOL) also provide help and guidance to students particularly for non-academic issues such as module enrolment and fee information. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES BPS accreditation allows graduates from BSc (Hons) to apply for postgraduate training in any area of professional psychology. This would involve a masters or doctoral level course in the chosen area of psychology. Further details regarding postgraduate training can be obtained from the British Psychological Society ( Students who study with us may choose to specialise in psychology and if successful in gaining GBC go on to further Post Graduate training which allows them to practice as Chartered psychologists in a range of settings. However the programme is also designed to enable our graduates to enter a variety of careers such as personnel, teaching, research etc. However, as mentioned previously in this document you should note that students who study the programme overseas must apply to the BPS on an individual basis and that the decision to award GBC lies solely within the remit of the BPS. SECTION NINE: EMPLOYER LINKS The BPS have been consulted during the development of this programme. 12

15 Appendix 1: Programme Learning Outcomes Level 4 Programme Learning Outcomes PLO-1. Students will be able to demonstrate a solid grasp of the nature of psychological enquiry. PLO-2. Students will be able to demonstrate a broad based knowledge of the theories and methodologies applicable to psychology in core areas of psychology PLO-3. Students will be able to demonstrate a knowledge of the fundamental concepts of psychological analysis and explanation, and an ability to apply these concepts in specific contexts PLO-4. Students will be able to demonstrate a range of skills from the domains of scholarly thinking, problem solving, and communication as a result of their engagement with course material. PLO-5. Students will be able to implement a basic research project and use simple analytic techniques and to identify when and where they might be employed. PLO-6. Students will be able to carry out basic literature searching drawing upon information from multiple relevant sources to develop a psychological understanding of a topic PLO-7. Students will be able to demonstrate knowledge of key ethical and professional principles associated with psychological enquiry. PLO-8. Students will be familiar with a number of basic applications of information technology. PLO-9. Students will be able to communicate ideas and findings in a variety of modalities PLO-10. Students will be able to demonstrate fundamental skills relating to interpersonal communication and teamwork. PLO-11. Students will be able to demonstrate fundamental skills in the domains of planning and project management. Level 5 Programme Learning Outcomes PLO-1. Begin to evaluate and apply research and theory across a diversity of approaches in psychology PLO-2. Students will be able to evaluate psychological theory and methodology and start the process of applying theory to practical domains PLO-3. Students will build on the knowledge gained at level one to demonstrate a wider range of knowledge and analysis of concepts PLO-4. Students will be able to demonstrate the ability to evaluate and analyse information through scholarly thinking, problem solving, and communication, as a result of their engagement with course material and their involvement in the planning, execution, analysis, interpretation and dissemination of research within psychology. PLO-5. Students will be able to design and implement research of more complex design, and use a range of techniques for analysis of data and be able to demonstrate an ability to use laboratory based resources and techniques when investigating psychological phenomena PLO-6. Students will be able to identify and locate primary psychological sources and apply them to the investigation of psychological phenomena PLO-7. Students will be able to demonstrate an appreciation of the professional, ethical and scientific responsibilities associated with psychological enquiry 13

16 PLO-8. Students will be competent with a range of relevant applications from information technology and begin to identify where they should be used PLO-9. Students will be able to communicate more complex ideas and arguments using a variety of modalities PLO-10. Students will be able to work effectively as part of a group using electronic media. PLO-11. Students will be capable of demonstrating effective planning and project management skills. Level 6 Programme Learning Outcomes PLO-1. Students will be able to demonstrate a comprehensive and critical understanding of the scientific basis of psychology PLO-2. Students will be able to demonstrate a comprehensive and critical understanding of contemporary knowledge, methods and practices of psychology as a theoretical and as an applied discipline in a range of areas within the discipline PLO-3. Students will be able to demonstrate a thorough grasp of the fundamental concepts of psychological analysis and explanation, including multiple psychological perspectives, and an ability to apply those concepts to a broad range of topics. PLO-4. Students will be able to demonstrate critical, analytical and creative abilities in scholarly thinking, problem solving, and communication as a result of their engagement with course material and their involvement in the planning, execution, analysis, interpretation and dissemination of independent research within psychology. PLO-5. Students will be able to select and to apply appropriate research methodologies in the investigation of a wide range of psychological phenomena and to use appropriate analytical techniques to interpret the findings. PLO-6. Students will be able to select, and synthesise appropriate psychological literature to the investigation of psychological phenomena. PLO-7. Students will be able to demonstrate an appreciation of the professional, ethical and scientific responsibilities associated with psychological enquiry, and apply these principles to their own research including seeking appropriate approval. PLO-8. Students will be able to use information technology effectively and be familiar with a range of relevant applications. PLO-9. Students will be able to confidently communicate complex ideas and findings in a variety of modalities PLO-10. Students will be able to demonstrate personal skills relating to interpersonal communication, leadership and teamwork as a consequence of reflexive application of psychological knowledge using sophisticated electronic communication tools. PLO-11. Students will be capable of independent learning, demonstrating effective planning and project management skills. 14

17 Appendix 2: Curriculum Map Level 4 Freshers Research Introduction to Introduction to Introduction to Introduction : Methods and Biological Cognitive Developmental to Social Traditions Analysis in and Skills PLO-1 X X X X X X PLO-2 X X X X X X PLO-3 X X X X X PLO-4 X X X X X X PLO-5 X PLO-6 X X PLO-7 X X PLO-8 X X X X X X X PLO-9 X X X X X X PLO-10 X X PLO-11 X X 15

18 Level 5 Brain, Behaviour & Human Development Cognitive Processes and the Social World Quantitative Methods and Individual Differences The Individual in : Qualitative Understandings Abnormal psychology Anomalistic and Parapsychology Cyberpsychology Eating Behaviours PLO-1 X X X X X PLO-2 X X X X X X X PLO-3 X X X X X X X PLO-4 X X X X X X X PLO-5 X X X PLO-6 X X X X X PLO-7 X X X X X PLO-8 X X X X X PLO-9 X X X X PLO-10 X X X PLO-11 X X Level 5 Continued The of Health Gendered Lives in Practice PLO-1 X PLO-2 X X PLO-3 X PLO-4 X X PLO-5 X X PLO-6 X X X PLO-7 X X X PLO-8 X PLO-9 PLO-10 X PLO-11 X X 16

19 Level 6 Research Project Addictive behaviours Altered States of Consciousness Atypical Language Development Autism, Asperger s and ADHD Clinical Applications of Educational Applications of PLO-1 X X X X PLO-2 X X X X X X X PLO-3 X X X X X PLO-4 X X PLO-5 X X X PLO-6 X X X X X X X PLO-7 X X X PLO-8 X X PLO-9 X X X PL0-10 X X X PLO-11 X Emotion in Context Level 6 Continued Family Health Forensic Applications of Neuropsychology The Dark Side of The of Pain The of Rationality Vision and Cognition PLO-1 X X X PLO-2 X X X X X X X PLO-3 X X PLO-4 X X X PLO-5 X PLO-6 X X PLO-7 X X PLO-8 X X X PLO-9 X X X X X X PL0-10 X X X X X PLO-11 X 17