PROGRAMME SPECIFICATION University Certificate Psychology. Valid from September Faculty of Education, Health and Sciences -1 -

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1 Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION University Certificate Valid from September

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 2 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 3 SECTION FOUR: PROGRAMME STRUCTURE... 4 SECTION FIVE: PROGRAMME DELIVERY... 7 SECTION SIX: ADMISSIONS SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS APPENDIX 1: PROGRAMME LEARNING OUTCOME MATRIX... 14

3 SECTION ONE: GENERAL INFORMATION Programme Title: University Certificate Final award: University Certificate in Mode of Study: Part-time online distance learning Programme start/review date Start Date: September 2012 Review Date: Awarding Institution: University of Derby Faculty Managing the Programme: Education, Health and Sciences Institution Delivering the Programme: University of Derby External Subject Benchmarks: The University Certificate in is designed to comply with the Quality Assurance Agency for Higher Education subject benchmarks for psychology (QAA for HE 2007). This online programme also complies with the QAA Code Section 2 (Collaborative and Flexible and Distance Learning, including e-learning) in that the precepts outlined in Part B (Aspects specific to Flexible and distributed learning) are met by adherence to the University policies and procedures. JACS Code: C800 Programme specification last updated: February

4 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview The University Certificate in is designed to provide an appropriate entry qualification for conversion degrees in psychology. Conversion degrees, such as our own MSc/PG Dip conversion course, offer a fast track route to eligibility for Graduate Basis for Chartership (GBC) with the British Psychological Society, and are therefore the first step towards further postgraduate training in psychology aimed at professional status. In order to be accepted onto an approved conversion degree students must first possess a degree in a discipline other than psychology. A second entry requirement for the MSc/PG Dip is that students have studied the equivalent of half a year, or 60 credits of psychology, at degree level. The University Certificate in provides the necessary 60 credits for those who already have a degree, but have not studied psychology at degree level before. The content is designed to feed directly into our own MSc/PG Dip conversion course, though we anticipate that it will also be acceptable to other conversion degrees as an entry qualification. On completing the programme students will be awarded a University Certificate in. The University Certificate in is studied via e-learning and is designed to meet the needs of students who are not able to access higher education by more traditional routes which can occur for a variety of reasons; for example they may not be able to attend face to face lectures because they are not geographically close to the institution, or they may be planning a career change but need to fit their studies around their present occupation for financial reasons. We recognise that students coming onto the course will have a different profile in terms of age and experience to that of students who are accessing higher education for the first time; students coming onto this programme will already hold a degree. We have designed the programme so that students may start at any one of three entry points throughout the year. This flexible approach to entry onto the course fits with the University of Derby's widening participation remit. The programme is built on a solid foundation of expertise in e-learning (we deliver the first, and so far, only online programme accredited by the BPS) and the strength of our research profile to deliver a high quality learning experience for students. The modules that students will study in the University Certificate in are taken from our accredited online degree programme. Programme Aims The University Certificate in is designed for students who wish to gain entry onto a conversion course in psychology and is therefore designed to prepare students to that end. The modules studied on the University Certificate in are all at level 4 and are taken from our online undergraduate degree. These modules are intended to provide students with a broad base of essential skills in both psychology and e-learning, together with a grounding in some of the core areas of psychology. This is essential before progressing onto the MSc/PG Dip where higher level modules build on this core knowledge and skills. 2

5 SECTION THREE: PROGRAMME LEARNING OUTCOMES The University Certificate in has one broad aim; to prepare students for entry onto a conversion course in. To this end, during the programme of study students are expected to achieve a range of skills or learning outcomes; these fall broadly under four general headings: Knowledge and learning Intellectual skills Practical and subject-specific skills Transferable skills Under each of the learning outcomes is a brief description of the sorts of things students will be able to do at the end of the programme. Knowledge and Understanding Be able to demonstrate a broad based knowledge of the concepts, theories and methodologies applicable to selected areas of psychology Intellectual Skills Be able to demonstrate a range of skills from the domains of scholarly thinking, problem solving, and communication as a result of engagement with course material. Subject-specific skills Be able to use appropriate strategies to collect information to build, inform and develop understanding of psychology. Transferable skills Be familiar with a number of basic applications of information technology. 3

6 SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum The programme is designed so that students will follow a one year pathway, although it is possible to study the modules over a shorter period if necessary. The maximum period of registration is eight years. The programme is designed using a trimester model, with three possible initial enrolment opportunities during the academic year. These are September, January and April. In order to successfully complete the University Certificate in students must pass 60 credits at the minimum passing grade (D-) or above. This is achieved by completing 4 modules. The first module is our Freshers module. This module does not carry any credits but is a valuable addition to the other modules. It serves as an introduction to the Department, to the University, to University systems, to e-learning and finally, to studying psychology in higher education. The other three modules all have a credit weighting of 20 credits and each must be passed with at least the minimum grade. The tables below identify the modules available to students in each trimester of the programme. All modules are delivered over one term. All psychology modules are optional. However, if the student s first degree did not include any research methods training they will be encouraged to select the Research Methods in module as one of their options. Advice and counselling on module choices are available from the programme leader at application and enrolment. Table 1: Level 4 Online Modules Module Title Credits Status Freshers Module 0 Prescribed Introduction to Biological Introduction to Cognitive Research Methods and Analysis in : traditions and skills Introduction to Social Introduction to Developmental 20 Option 20 Option 20 Option 20 Option 20 Option 20 Option 4

7 Module availability Module availability will follow the same pattern as level 4 of the online BSc. Currently, the pattern is: September January April Freshers Freshers Freshers Research Methods in Introduction to Cognitive Introduction to Biological Introduction to Developmental Introduction to Social : Traditions and Skills For example, a student starting in September takes the Freshers module (0 credits) and chooses Introduction to Developmental (20 credits). In January they choose to study Introduction to Cognitive (20 credits), in April they choose Introduction to Biological (20 credits) thus giving 60 credits in total. Please note that other pathways are possible. For example, students might decide to start the programme in January or April. We will discuss the best possible pathway and module choices for students at enrolment taking into account the student s current commitments. Personal Development Planning (PDP) Personal Development Planning is designed to: Help students identify their analytical and transferable skills. As students progress through the University Certificate in they will become more aware of the kinds of skills which can help with their studies and career aspirations. Personal Development Planning encourages students to reflect on those skills in which they feel confident and those where they could improve. Encourage students to reflect on their study skills and set goals for improvement. Once students have identified their strengths and weakness, they can set action plans to develop the skills they wish to improve. This may be by taking specific modules or by accessing the range of facilities provided by the University to support student learning. Record student s skills and strengths, and help them to achieve their career goals. When students enrol on the course they will be required to study the Freshers' module; this module incorporates key pieces of information from this handbook, the psychology coursework guidelines and some information and advice about the skills needed during their programme of study and helpful tips to develop these skills. There is also a section which introduces the skills students will find useful in their studies and a template on which to audit their skills on entering the programme and record their progress in acquiring these skills. Students are encouraged to keep this process up when they move from the Certificate to the conversion course. 5

8 These pages should form the basis of the student s Personal Development Planning Progress File. As modules are completed, we would encourage students to record their experience in their Progress File: What skills have enabled them to succeed on specific modules? What skills did they feel they needed to develop? What did tutor feedback suggest about their strengths and weaknesses? How do their developing skills relate to module choices or career goals after graduation? The PDP strategy is designed to progressively encourage students to consider how to plan for their future careers as well as providing practical support from specialists in a range of areas. PDP provides students with opportunities to review career choices, construct skill/experience profiles and enables the development of a strategy for attaining their goals. On campus each year we have a programme of careers talks and in some of these we encourage our graduates to return as guest speakers, discussing their research, employment and general experiences with current students. This gives invaluable personalised perspectives on career management and the wide range of opportunities available. We podcast these to allow online students access to the same information. A range of practical and transferable skills are also included in the Programme Learning Outcomes. Students will find useful information on personal development at: where students can gain useful tips on beginning to build up their portfolio. In addition students can find other opportunities for building their portfolio through volunteering opportunities and other University based activities at: A final source of information on PDP is on University of Derby Online (UDO) under the heading of study resources. The PDP documents on UDo also include resources related to each individual aspect of PDP. Advice on Personal Development Planning is available from the Academic Counsellor for psychology, the programme leader and the Career Development Centre. 6

9 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 develop psychological knowledge, subject-specific skills and generic skills. At the University of Derby we recognize that studying online can be an isolating experience, which in itself can be demotivating. 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. This was one of the drivers behind the development of the online Freshers module. This module introduces students to important online skills such as using an online forum or 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. A measure of the success of the discussion board is that at certain times of the year we average over 40 postings a day to the board, so they are certainly very busy. Another key strategy we use to help students with their learning are formative activities. Formative activities are not graded but aim to help understanding of the course materials and/or to gain feedback. This feedback can either be from other students, or from members of staff. Students might find the idea of formative activities worrying at first, however they are designed to be as supportive as possible. The University Certificate in is at undergraduate level and therefore, as with all Higher Education programmes, in order to do really well students will need to supplement the module materials with additional reading. The materials provide an introduction to the areas of interest and outline key concepts. We also direct students to extra reading and initiate discussion around those concepts. The modules offered on the University Certificate in are all at level 4 and so much of the additional reading we suggest will be in the set texts. We do expect students to supplement this reading by finding additional materials. In this way we help to build students confidence as independent learners which is a very valuable transferable skill and one which is desirable to employers. In terms of academic content, the aim of the programme is to equip students with broad based knowledge of the theories and methodologies in some of the key areas in psychology (e.g. Biological, Cognitive, Developmental and Social ). The programme is also intended to give students an understanding of the 7

10 empirical, scientific basis of psychology, and knowledge and practical experience of the appropriate use and interpretation of a variety of research methods and approaches. As part of the educational experience, we aim to develop student s abilities as independent learners and to develop their ability to critically evaluate theoretical arguments and empirical findings in psychology, and to interpret and evaluate statistical information. We aim to provide both subject-specific knowledge and skills, and generic skills at levels 4. Students choosing one or both of the research methods modules will be carrying out their own research as part of the module assessment. All students carrying out research are required to comply with research governance and ethics principles whilst undertaking their programme of study. Information on these principles can be found on the University web site at Professional codes of practice and ethical behaviour in research is introduced as part of the research methods training at Level 4. See also: for the BPS ethical guidelines. Our teaching methods are appropriate to the topic area and include web pages, online presentations, online lectures, directed discussion activity and practical activities. In addition external links to other supporting materials are provided. All materials are delivered using the Blackboard Virtual Learning Environment via module web pages or via previously announced web lectures which are archived for students to access at any point during the duration of the module. Module materials are supported by active engagement in discussion activity by academic staff and students. Web based module materials are used to guide and structure student learning and to provide an overview of module content. Discussion boards are used to structure practical activities associated with the module, including practical exercises, design and conduct of empirical studies and case- and problem based activities. The discussion boards also facilitate student-tutor and student-student dialogue and are a means of supporting independent learning. Practical work at Levels 4 is conducted by students organised into small groups as a means of developing effective team working. This work is organised by the use of private asynchronous discussion fora. 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 Studies. Information on these principles can be found on the University web site at 8

11 Assessment This programme operates within the University s Regulatory Framework and conforms with its regulations on 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. 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. Students will 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 them to demonstrate that they possess both knowledge of psychology and subject-specific and transferable skills. We use a range of assessment methods in the psychology subject area that are appropriate to the level of conceptual and skills development, appropriate to the module content, and explicitly mapped onto learning outcomes. Online class tests are used to where appropriate to test knowledge and critical evaluation skills (Introduction to Biological ). Laboratory reports are used to assess students ability to ethically design, conduct, analyse, and report the results of empirical studies on a number of modules (, Research Methods and Analysis 1, Research Methods and Analysis 2). Other forms of coursework (e.g. essays, portfolios, short answer questions, designing wikis) are used across a range of modules to assess a range of subject-specific and generic skills such as synthesis of arguments and written presentation. This mix of different types of coursework allows for continuous assessment of students understanding and engagement. 9

12 SECTION SIX: ADMISSIONS Entry Requirements Applicants for the University Certificate in should possess an honours degree in a discipline other than (with a minimum lower second classification). In addition applicants should have passed GCSE Maths and English at grade C or above. Students who have already studied some psychology before as part of their first degree, may be able to apply for accreditation of prior learning (APL) on the University certificate in and have these taken into account. Please note that we are only able to give APL for up to 20 credits. This link gives information about the regulations for claiming credit against previous learning, and the form for claiming credit. Please feel free to contact the programme leader for help and advice. Applicants with overseas qualifications are strongly advised to establish the UK equivalence of their qualifications. Within this requirement, it will be important to ascertain the ability to speak and write using the English language. Before applying for University Certificate in prospective students may seek confirmation of equivalency by contacting the National Academic Recognition Information Centre (NARIC) on , and writing to Oriel House, Oriel Road, Cheltenham, Glos. GL50 1XP. Evidence of equivalence (written verification) will be required on application for entry on this programme. A fee is payable for the NARIC service. 10

13 SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Our approach to student support is proactive: We recognise that students may experience technical or academic difficulties, and that it is sometimes difficult to be sure who students should contact with a particular problem. To try to overcome this we operate a system of contacting students regularly to check for any problems they may be encountering. This happens both at programme level and at module level. We check whether students are logging onto the learning materials regularly; often one of the first indications that a student is experiencing difficulties is that their frequency of logging on diminishes. We find that by doing this we are able to nip potential problems in the bud. We will be putting into a place a personal tutor system for our online students. Students on the University Certificate in will also be part of this system. Each student will be assigned to a named member of the psychology teaching staff. This person will act as their point of contact for matters of a personal and/or academic nature. Full details of the personal tutor system can be found in the programme handbook. If students have any queries relating to individual modules they should contact the module leader. There are several ways to do this; posting on the discussion board for the module, sending a private message via the discussion board, or them directly. We are also happy to receive phone calls from students although it is usually advisable to book these to be sure we are available. Requests for extensions to deadlines or notification of extenuating circumstances should be taken to the relevant module leader in the first instance. More general queries concerning academic matters should go to the personal tutor in the first instance or to the programme leader. We are aware that students attracted to our online programmes are often fitting their studies in with other commitments and that these other commitments may sometimes prevent them from progressing their studies as they would like. Students who are having difficulties with their studies should contact their personal tutor or programme leader for advice. There are a range of possible options which we are happy to talk through with students. In addition to academic support the University of Derby offers a range of other support services. A list of these is provided in the programme handbook. This programme is governed by the University s regulations for all courses. The assessment regulations are included in the programme handbook. Additional important information about university regulations and procedures is contained in the document Rights, Responsibilities and Regulations. Students must ensure that they are familiar with these regulations. A copy of the Rights, Responsibilities and Regulations, can be downloaded at Standard accessibility statement The university operates a disability policy to ensure that equity of opportunity is achieved for all students. If students are studying at the University of Derby and have a disability it is important that students receive the support required to participate fully on their programme. Students who have not already completed a Support Plan should contact Specialist Support to make an appointment with a Student Adviser. The completion of this Support Plan will ensure that they are aware of the services and funding available to them and that the necessary support is in place. 11

14 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES On successful completion of the University Certificate in along with an appropriate first degree students will be able to gain entry onto a conversion course in. Successful completion of the latter (providing it is accredited by the BPS) will enable students to apply for further postgraduate training in any area of professional psychology for example, Clinical, Occupational, Educational or Academic. This would involve studying for a Masters degree or a doctoral level qualification in their chosen area of psychology. Further details regarding postgraduate training can be obtained from the British Psychological Society (www.bps.org.uk). 12

15 SECTION NINE: EMPLOYER LINKS The psychology subject area organises a series of talks each year to inform students about possible post-programme options. For students on the University Certificate in, progression to a conversion course is the most likely destination in order to undertake training in one of the professional areas of psychology. To that end we have a series of careers talks from within the psychology professions and in other careers popular with psychology graduates. Details of these are posted on our discussion fora. These talks are also made available as podcasts to online students. 13

16 Appendix 1: Programme Learning Outcome matrix Programme Learning Outcome Freshers Module Introduction to Biological Introduction to Cognitive Research Methods in : traditions and skills Introduction to Social Introduction to Developmental Knowledge and learning x x x x x x Intellectual skills x x x x x x Practical and subject-specific skills x x x x x x Transferable skills x x x x x x x 14

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