BA (Hons) in Environmental Social Science

Transcription

1 UNIVERSITY OF KENT AT CANTERBURY Annex 2 UKC Programme Specifications Template Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the courses handbooks. The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. BA (Hons) in Environmental Social Science 1. Awarding Institution/Body University of Kent 2. Teaching Institution University of Kent 3. Teaching Site Canterbury campus 4. Programme accredited by: Not relevant 5. Final Award BA (Hons) 6. Programme Environmental Social Science 7. UCAS Code (or other code) F9L9 8. Relevant QAA subject None benchmarking group(s) 9. Date of production/revision June Applicable cohort(s) 2002 entry 11.Educational Aims of the Programme The programme aims to: 1. To produce well trained and flexible social scientists with an up to date knowledge of the social, economic and political processes affecting the environment 2. To equip students with the skills, knowledge and abilities needed to contribute to understanding processes affecting the environment whether or not they are currently labelled as environmental problems 3. To help students to understand the role of theories and values in research on processes affecting the environment

2 12.Programme Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. Knowledge and Understanding A. Knowledge and Understanding: 1. Understanding the changing meaning of the environment 2. Understanding the role of a) international and EC treaties, agreements and laws and b)national laws and regulations affecting the environment 3. Understanding the role of market forces and state action in the producton of the environment 4. Understanding the process by which environmental policy is made at all levels and the role of pressure groups in this 5. Understanding why some issues become defined as environmental issues while others (often equally serious) do not 6. Understanding the main concepts and theories used in understanding environmental problems 7. Understanding how and why some places have more attractive environments and others less 8. Understanding the typical conflicts that occur over environmental issues 9. Understanding the options available to households, firms and local governments when faced with unsatisfactory environments 10.Understanding the role of local Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated All the learning outcomes listed below are taught and assessed by a mix of methods including: lectures, seminars, assessed and unassessed course work, individual and group presentations, small group work, web searches, student projects, optional dissertations and exams

3 governments and national environmental regulatory agencies in shaping local environments (and their limitations) 11.Understanding the scope for citizen action to exert pressure on for tougher action on the environment 12.Understanding the rise in environmental consciousness and its main types Skills and Other Attributes B. Intellectual Skills: 13.Problem solving skills and the ability to seek solutions to urban problems and individual needs 14.Research skills, including the ability to identify a research question and to collect and manipulate data to answer that question 15.Evaluative and analytic skills, to assess the outcomes of policy intervention on individuals, communities and places 16.Sensitivity to the values and interests of others and to the dimensions of difference C. Subject specific Skills: graduates should be able to: 17.Identify and use theories and concepts to analyse environmental issues 18.Seek out and use statistical data relevant to environmental issues 19.Undertake an investigation of an empirical issue, either on their own or with other students D. Transferable Skills: graduates should be able to: 20.Study and learn independently, using library and internet sources 21.Have an appetite for learning and be reflective, adaptive and collaborative in their approach to learning 22.Make short presentations to fellow students and staff 23.Communicate ideas and arguments to others, both in

4 written and spoken form 24.Prepare essays and reference the material quoted according to scholarly conventions 25.Use IT to word process, conduct on line searches, communicate by and access data sources 26.Develop skills in time management by delivering academic work on time and to the required standard 27.Develop interpersonal and team work skills to enable them to work collaboratively, negotiate, listen and deliver results 13.Programme Structures and Requirements, Levels, Modules, Credits and Awards Code Title Level Credits Term(s) Year 1 Required Module SA303 Environment C 30 1 and 2 al Issues: social science approaches Recommended Modules: 60 credits from the following list Either Economics C 30 1 and 2 EC304 Mode A Or EC 302 Economics C 30 1 and 2 Mode B PO 303 Thinking C 15 1 about politics SA300 Social C 15 1 Problems and Social Policy: I: Family and State SA301 Social C 15 2 Problems and Social Policy: II A Comparative Approach SE301 Social C 30 1 and 2 Anthropology SO300 Sociology C 30 1 and 2 Optional Modules:30 credits from the remainder of the Part I Handbook Year 2

5 Required Module SO 539 Environment H 15 2 al Policy and practice Required Modules 180 credits from the following modules EC 524 Economics of H 15 1 the Environment EC 540 Development H 15 1 economics LW524 Environment H 30 1 and 2 al Law SA515 The City H 30 1 and 2 SA 519 Social Politics H 15 1 of food SA523 Urban H 30 1 and 2 Sociology SA527 Environment H 30 1 and 2 al Social Science Dissertation SE 504 Sociological H 30 1 and 2 and anthropologic al approaches to development SE542 Human H 15 1 ecology SO 514 Underdevelop H 30 1 and 2 ment and development: the third world SO 525 Sociology and H 30 1 and 2 Politics of the Environment Strongly recommended SO540 Social I 15 1 Research Methods SO541 Research Project in Social Policy I Support for Students and their Learning Accessible, friendly and well qualified academic staff Friendly and efficient administrative staff

6 Orientation talks at the start of each academic year School handbook with information for undergraduate students Weekly lectures and seminars Essay marking scheme with assessment grid and detailed comments Individual teaching on dissertation courses Access to the Library and an extensive collection in the field of social policy Tutorial system providing advice on personal, academic and career issues School web site with information about staff, courses and web links Training and support in the use of IT Encouragement to use Unit for the Enhancement of Learning and Teaching Access to university support services such as the Medical Centre, Day Nursery, Counselling Service, Students Union, English Language Unit, Sports Centre and Careers Service 15.Entry Profile Entry Route For fuller information, please refer to the University prospectus A/As level 240 points (21 units) including either CC at A level or CC in 12 unit VCE A level (AGNVQ), IB 28 points (15 at Higher) Successful completion of relevant Access course For students for whom English is not their first language, proficiency in English with an average of 6.5 in IELTS, and a minimum of 6.0 in reading and writing What does this programme have to offer? An interesting and stimulating degree programme which draws on a range of disciplines Located in a School which gained 5* (the highest grade possible) for the quality of its research and was judged excellent for its teaching A chance to acquire knowledge and understanding about a broad range of topics and some of the most controversial issues of today An opportunity to develop some key skills A route to a wide range of jobs and careers in the public, private and voluntary sectors Personal Profile An interest in environmental issues and the scope for policy intervention A concern about and possibly some practical involvement in environmental issues 16. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards

7 Student evaluations and surveys of teaching on all modules Annual reports on all modules and programmes Discussion at staff meetings of module reports and of teaching innovations Student/Staff Liaison Committee which meets at least once a term External examiners responsible for maintenance of academic standards Annual appraisal of all staff Peer review and observation of teaching Committees with responsibility for monitoring and evaluating quality and standards School Learning and Teaching Committee Board of Examiners for Social Policy School Staff Group Meetings Faculty Teaching and Learning Committee Learning and Teaching Board of the University Mechanisms for gaining student feedback on the quality of teaching and their learning experience Annual student evaluations and survey of all modules Student/Staff Liaison Committee meets at least once a term Student representation on School Learning and Teaching Committee Staff development priorities include: Training of all new staff by completion of the two year PGCHE Enhancement of the teaching skills of experienced staff by attendance at Staff Development Sessions Staff appraisal scheme Meetings of staff responsible for particular modules and programmes Regular seminars for staff and postgraduate students Maintenance of successful research profile Staff encouraged to take part in wider social policy field in terms of conference presentations, publications, editorial work, research advisory work, contributions to the media, and other activities 17. Indicators of Quality and Standards The Social Policy group has gained the highest grade in each RAE to date and SSPSSR achieved 5* in the 2001 exercise Teaching by the Social Policy group was judged to be Excellent in the most recent QAA exercise The following reference points were used in creating these specifications: Programme Specification Template

8 18 May Reformatted 11 April 2002 Draft programme specification prepared by Professor Chris Pickvance SSPSSR 27 June 2002