The Bachelor Programme in Psychology The 2011 curriculum. Department of Psychology Faculty of Social Sciences University of Copenhagen

Transcription

1 The Bachelor Programme in Psychology The 2011 curriculum Department of Psychology Faculty of Social Sciences University of Copenhagen Graduates are entitled to use the Danish title Bachelor i Psykologi (BSc i Psykologi) English version: Bachelor of Science in Psychology. Revised 26 June 2014 (valid from 1 September 2014)

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3 1. Preamble The programme s purpose, competence profile, etc Purpose Competence profile Prescribed period of study Requirements for study activity Admission requirements The content, structure and academic profile of the programme The overall content of the programme The modular structure of the subject elements The overall didactic and pedagogical basis for the programme Cognitive and skills-related verbs used in the descriptions of objectives Study trips abroad Exams General information about exams Registration and withdrawal Compulsory registration Make-up exams/resits Assessment The exam language Exam attempts First-year exam Special exam conditions Syllabus Exam aids Written exam Oral exam Written assignments Bachelor project Exam type for individual subject elements Exam basis Exam forms Exam cheating Exam complaints and appeals Other regulations Enrolment Withdrawal of enrolment Leave of absence Changing study programme, transfers and re-enrolment Credits Pre-approval and final approval Exemptions Digital communication between the University and students Complaints and appeals procedure Bachelor certificate Catalogue of subject elements

4 Subject element no Socialpsykologi teori og metode - Social Psychology theory and methods Subject element no. 2: Videnskabsteori og psykologiens historie Philosophy of Science and History of Psychology Subject element no.3: Statistik 1 - Statistics Subject element no Personlighedspsykologi teori og metode - Personality Psychology theory and methods Subject element no Biologisk psykologi og neuropsykologi - Biological Psychology and Neuropsychology Subject element no Statistik 2 - Statistics Subject element no Kognitionspsykologi teori og metode Cognitive Psychology Theory and Methods Subject element no Pædagogisk psykologi - Educational Psychology Subject element no Udviklingspsykologi teori og metode - Developmental Psychology theory and methods Subject element no Arbejds- og organisationspsykologi - Work and Organisational Psychology Subject element no Klinisk Psykologi - Clinical Psychology Subject element no Forskningsdesign og Videnskabsteori - Scientific Design and Philosophy of Science 51 Subject element no Psykiatri Psychiatry Subject elements no. 14 and Valgfag - Elective subject Subject element no Lovgivning og etik - Legislation and Ethics Subject element no Bachelorprojektet - Bachelor project Commencement Preamble 1.1 This curriculum was approved by Dean Troels Østergaard Sørensen on 31 May The amendments were approved on 4 July 2012, 25 June 2013 and in June 2014, with effect from 1 September The curriculum has been drawn up under the authority endowed by Ministerial Order no. 1520, of 16 December 2013, on Bachelor and Master s Programmes at Universities 4

5 (the Study Programme Order), Ministerial Order no. 1487, of 16 December 2013, on Admission to Bachelor Programmes at the Universities (the Bachelor Admission Order), Ministerial Order no. 1519, of 16 December 2013, on Exams and Grading for University Study Programmes (the Exam Order), and Ministerial Order no. 250, of 15 March 2013, on the Grading Scale and Other Forms of Assessment at Universities (the Grading Scale Order). 2. The programme s purpose, competence profile, etc. 2.1 Purpose The bachelor programme in psychology is a research-based and vocationally oriented full-time programme. The objectives are to: provide graduates with the knowledge, skills and competences that will enable them to work independently in the field of psychology at a level that meets the criteria for a bachelor s degree in the Danish Qualifications Framework for lifelong learning 1, and to qualify graduates for continuing their education, either on the master s programme in psychology and subsequently working as a psychologist, or on another master s programme. The objectives are achieved via the programme s scientific focus, content and structure, as well as its overall didactic and pedagogical basis (see part 3). Students receive an introduction to psychology s scientific disciplines, including its theories, methods and applied subjects. The programme s central subject elements cover both classic and contemporary issues, along with the theories, concepts, methods and empirical research associated with them. In this way, the student achieves a range of module-specific objectives for learning outcomes (see part 6) that lead to the general knowledge, skills and competences described in the competence profile (see 2.2 below). 2.2 Competence profile Bachelor graduates in psychology are capable of fulfilling duties related to the domain of psychology. They have wide-ranging research-based knowledge and understanding, and the ability to reflect on psychological theories, methods and subjects, including a basic understanding of concepts, theories and methods in personality, cognitive, developmental and social psychology, and knowledge of psychological conditions concerning work and organisational psychology, and clinical and educational psychology. Graduates have acquired the skills to use psychology s scientific methods and tools, evaluate theoretical and practical problems in the field of psychology, justify and select 1 5

6 relevant analytical models and solutions to psychological problems and assignments, and disseminate information about psychological problems and solutions. Bachelor graduates in psychology are capable of dealing with psychology subjects and situations by analysing, structuring and setting targets in a practical or theoretical area, and planning, implementing and evaluating treatments in collaboration with other psychology professionals, as well as professionals in other disciplines. They are also able to identify their own learning needs and structure their learning accordingly. For example, bachelor graduates in psychology are able to: plan and run courses based on one or more psychology discipline(s) convey general psychological problems i.e. account for the treatment of a psychological theme in different psychological disciplines and on the basis of different theoretical assumptions and the empirical and methodological basis for them deal with straightforward activities that require psychological expertise, e.g. o cast light on cases involving individuals, groups and organisations o establish and maintain contact with clients who need psychological knowledge o develop and implement projects to create better conditions for children, young people, adults and senior citizens o participate in psychological development projects, e.g. in rehabilitation and unemployment o assist in research projects cast light on human relationships characterised by ethical, cultural and other conflicts, and suggest solutions identify problems within interpersonal relations that should be referred to (master s) graduates in psychology (psychologists) and/or other professionals. 2.3 Prescribed period of study The bachelor programme in psychology is prescribed to 180 ECTS credits, corresponding to three years of full-time study, as per the Study Programme Order, section 12. The programme consists of 15 or 16 modules, which are designed to inculcate a holistic set of scientific qualifications within a defined subject area. The programme consists of a total of 16 or 17 subject elements Requirements for study activity Newly enrolled students are covered by the first-year exam requirement (see the Exam Order, sections 15 17), i.e. in order to continue on the programme, the first-year exam must be passed by the end of the second year of study. Students who fail to meet this requirement after two years can have their enrolment withdrawn (see the Bachelor Admission Order, section 31 (1)). 6

7 After passing the first-year exam, students are subject to a minimum study activityrequirement of 35 ECTS credits per year. Enrolment may be withdrawn from students who fail to fulfil the activity requirements for a continuous period of at least one year (see the Bachelor Admission Order, section 31 (1)). Students must also comply with any other general activity requirements laid down by the University of Copenhagen. An exemption from this rule may be granted under special circumstances. Before any withdrawal of enrolment, students will be offered specific guidance, in the form of an individual interview and, possibly, the preparation of a study plan. 2.4 Admission requirements Enrolment on the bachelor programme in psychology is as per the general rules for enrolment at the University of Copenhagen. The following subject-specific admission requirements apply to all social science bachelor programmes in universities in Denmark, i.e. Danish at level A, English at level B and history, history of ideas, social studies or contemporary history at level B. Mathematics at level B is a specific entry requirement for psychology. 3. The content, structure and academic profile of the programme 3.1 The overall content of the programme The bachelor programme in psychology consists of the basic subject psychology, which includes nine constituent subject elements (140 ECTS credits), and six compulsory elective studies (30 ECTS credits) and elective subjects (10 ECTS credits). Please refer to section 6 below (Catalogue of subject elements) for descriptions of the content of each subject element. 3.2 The modular structure of the subject elements The recommended order of the subject elements is listed below. However, the subject elements can be taken in any order as long as the requirements for participation are fulfilled. Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Social Psychology theory and methods Personality Psychology theory and methods Cognitive Psychology Developmental theory and methods Psychology theory and methods Clinical Psychology Bachelor project 7

8 Biological Psychology and Neuropsychology Philosophy of Science and History of Psychology Educational Psychology Work and Organisational Psychology Scientific Design and Legislation and Philosophy of Science Ethics Statistics 1 Statistics 2 Psychiatry Elective subject Elective subject Odd semesters: The autumn semester. Even semesters: The spring semester. Modules/subject elements are only offered in the semesters listed. Constituent subject elements (total of 140 ECTS credits) (all compulsory) Philosophy of Science and History of Psychology5 ECTS credits Social Psychology 20 ECTS credits Personality Psychology 20 ECTS credits Cognitive Psychology 20 ECTS credits Developmental Psychology 20 ECTS credits Educational Psychology 10 ECTS credits Work and Organisational Psychology10 ECTS credits Clinical Psychology 15 ECTS credits Bachelor project 20 ECTS credits Elective study (a total of 30 ECTS credits) (all compulsory) Biological Psychology and Neuropsychology5 ECTS credits Scientific Design and Philosophy of Science5 ECTS credits Statistics 1 5 ECTS credits Statistics 2 5 ECTS credits Psychiatry 5 ECTS credits Legislation and Ethics 5 ECTS credits Elective subject (total of 10 ECTS credits) The range of elective subjects is listed in the course plan each semester. Research activities can be chosen as an elective subject (5 or 10 ECTS credits). Elective subjects can also be taken outside the Department of Psychology. 3.3 The overall didactic and pedagogical basis for the programme The bachelor programme in psychology at the University of Copenhagen is researchbased, professionally oriented, and is, in pedagogic and didactic terms, based on the principle of constructive alignment. Research-based is defined by the following criteria: 8

9 Researchers who are active in the various subject areas organise and provide some or all of the teaching The teaching content is largely evidence-based and reflects the most recent research findings Students acquire scientific and methodological knowledge, skills and competences that can be applied in research and professional contexts. Professionally oriented is defined by the following criteria: The teaching content is related to the practice of psychology Students acquire professionally relevant knowledge, skills and competences that can be used directly in their subsequent work as psychologists. The programme is based on the pedagogic and didactic principle of constructive alignment: Modules/courses are organised and conducted in a manner that guarantees mutually consistent targets for learning outcomes, teaching, ways of working and forms of exam, and reflects the purpose of the module (alignment) Through participation in organised (and other) learning activities, students construct their own learning process and outcomes (constructive). The descriptions of the subject elements specify the purpose and overall content, the objectives (in the form of specific learning outcomes) and the forms of teaching, work and exams. Descriptions of objectives, in the form of specific objectives for learning outcomes, enable teachers, supervisors and examiners to organise and implement the teaching and exam in a way that provides students with the best-possible chance of achieving the defined learning outcomes. In addition, they ensure that exams can assess the extent to which the objectives are achieved. These descriptions, in the form of specific learning objectives, clarify for students the learning outcomes they are expected to achieve, and that it is the extent to which they achieve these goals that will be assessed in the exam. Both of these conditions are linked to two other pedagogic principles: learning partnership and pedagogic diversity. Learning partnership: The programme represents a learning partnership between students, teachers and researchers. The University makes available to students various educational resources and expertise (scientific, pedagogic and didactic). Students assume the role of independent learners with responsibility for their own learning and their own programme. Pedagogic diversity: The programme is pedagogically diverse in terms of its teaching, supervision, ways of working and learning activities, as well as forms of exams, and takes into account the principle of constructive alignment. This diversity offers students the opportunity to learn in many different ways throughout the programme, and thus develop as learners. 9

10 3.4 Cognitive and skills-related verbs used in the descriptions of objectives The objectives for learning outcomes on the bachelor programme in psychology describe what the students ought to be able to do with their knowledge and skills, and form the basis for assessing the extent to which the desired outcome has been achieved. A taxonomy of cognitive and skills-related verbs is used for setting goals that reflect students expected learning outcomes. It combines the SOLO (Structure of the Observed Learning Outcome 2 ) taxonomy s cognitively oriented verbs with a range of skillsoriented verbs and relates to the part of the Danish Qualifications Framework for lifelong learning 3 that indicates knowledge, skill and competence levels for university bachelor and master s programmes in Denmark. The taxonomy (Table 1) consists of three levels. Level 1 is the lowest/most simple and Level 3 the highest/most complex. Individual subject elements as a whole are not placed on one single level, but can contain aspects of all three levels, depending on whether it is a bachelor or master s subject and its position in the overall programme. Levels 1 and 2 (the simplest and the intermediate, respectively) are primarily used in the bachelor programme, while levels 2 and 3 (the intermediate and the most advanced) are used primarily in the master s programme. This does not mean that Level 3 cannot be used to describe objectives at bachelor level, just that the main emphasis in the bachelor programme will be on objectives at levels 1 and 2 (see the qualifications framework). Objectives at level 3 will be used to a limited extent, and at a late stage in the bachelor programme (e.g. the bachelor project). The three levels of cognitive and skills-based verbs (Table 1) express succinctly the following student competences: Level 1: Students will be able to recognise what they have learned, and can reproduce/describe acquired knowledge in different ways e.g. the basic features of a psychological subject area or essential features of a psychological problem by using relevant theory, methods and empirical data. In practice, students will be able to perform or participate in the application of simple, defined/managed procedures, assignments or scientifically based methods and forms of practice. Level 2: Students will be able to account for or explain (causal) relationships, combine knowledge from different fields, apply knowledge to solve unknown assignments, analyse complex relations, etc. For example, they will be able to account for a psychological subject area or problem and analyse the subject or problem-related interrelationship between relevant theories, methods and empirical data. 2 Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3 rd Edition. New York, McGraw-Hill, Society for Research into Higher Education & Open University Press

11 In practice and under supervision, students will be able to perform and apply slightly more complicated procedures, assignments or scientifically justified methods and forms of practices in relation to tangible problems, than at Level 1. Level 3: Students will be able relate to and discuss a wide range of information/opinions, assess their significance, interpret and reflect on complex results, justify the choice of theory, method, etc. For example, they will be able to analyse a psychological subject area using its theories, methods and empirical data in order to identify a problem or issue and discuss the solution in a coherent series of statements that leads from an initial premise to a conclusion. In practice and under supervision, students will be also able to perform and apply complicated procedures, assignments or scientifically justified methods and forms of practices in relation to tangible problems. Under supervision, they will be able to selfcorrect their errors in practice. 11

12 Table 1. Taxonomy with examples of cognitive and skills-related verbs in the formulation of objectives for learning outcomes Level Verbs Example descriptions... indicates where to insert the subject-specific element 1. The Mention/identify Give the name(s)/term(s) for... most Outline Make an outline (non-exact reproduction) of... simple Draw Make an accurate drawing that shows... Describe Systematically reproduce the basic information about... Calculate/estimate Calculate... based on the numbers/information provided Define Describe what is characteristic of and delineates... Perform simple Perform... (simple defined/managed procedures, 2. The intermediate Classify Compare Analyse Explain/account for assignments, etc.)/participate in assignments, etc. Subdivide... into categories or classes according to common characteristics Describe the differences and similarities between... and... Break down/divide up... into its constituent parts and describe them and their interrelationships Describe and justify the factual and logical interrelationships between... and... Search/collate Search/collate knowledge information about... Communicate Disseminate knowledge/information about... to... Apply Apply concepts, theories, knowledge to/in practical/real problems Generate synthesis Form a whole from the components of... and be able to describe them and their mutual relationship Perform... (procedures, assignments, plan, etc., under supervision) Perform intermediate 3. The most Discuss Put forward different points of view on... e.g. for and against theoretical positions, etc. complex Evaluate/decide Weigh the alternatives in relation to... and make a reasoned response Interpret Explain and make understandable..., e.g. results Reflect Think about an issue and write about or explain the considerations to which this gave rise Self-correct Evaluate and correct own practice errors/mistaken conclusions in relation to... Express criticism Present a reasoned critique of... based on... 12

13 Assume responsibility Theorise Perform complex Assume responsibility for..., e.g. own learning, assignments, etc. Formulate a general rule or theory on the basis of... Perform... (complex procedures, assignments, plan, etc. under supervision) 3.5 Study trips abroad Study trips abroad are an option as part of the bachelor programme. Exams taken at a non-danish university can replace subject elements on the bachelor programme. To obtain credit transfers for subjects studied at a university abroad, a significant degree of congruence is required between the subject for which the credits are transferred and the corresponding subject on the bachelor programme, as per section 34 (1) of the Study Programme Order. For details, please refer to 5.5 below on credit transfers for successfully completed programme elements. Applications for credit transfers are submitted to the study board. 4. Exams The objective of exams is to assess whether and to what extent the students qualifications comply with the objectives, competences and academic requirements stipulated for the programme in the Study Programme Order, curriculum, etc., as per the Exam Order, section 2 (1), and the Grading Scale Order, section 10. The form of the exam must match the purpose of the subject element and reflect the content of the teaching, see the Exam Order, section 3 (1). 4.1 General information about exams The exam schedule is published on KUnet and on notice boards in the department s exam administration. Dates for the release of assignment questions and the submission of assignments/synopses are included in the exam schedule Registration and withdrawal In the first two years of the bachelor programme, the administration registers students for classes and exams. For the remainder of the programme, students register themselves for classes and exams during the registration period. If the administration makes changes regarding which students are registered for classes and exams, this will be announced on KUnet s study programme pages. 13

14 By registering for a course, students are automatically registered for the exam. However, it is the students own responsibility to ensure that they are registered for the correct exams and classes. Similarly, it is the students responsibility to register for exams on courses where they do not physically attend the classes. Deadlines and procedures for registration and changes (including information about the registration/change period) are announced each semester on KUnet and on bulletin boards in the exam administration. Registration counts as one exam attempt, unless the registration is withdrawn on time or the student is absent due to illness, as per the Exam Order (see below). Students who enrolled on the bachelor programme on or after 1 September 2014 are not permitted to withdraw from classes and exams. For details, see below on compulsory registration Compulsory registration The provisions in this section apply to all students enrolled on a bachelor programme from 1 September 2014 onwards. As of 1 September 2015, all students will be covered by these rules. Each semester, every student must be registered for classes and exams worth a total of 30 ECTS credits. Only new classes count towards the 30 ECTS credits. Registration for exams not yet passed from previous semesters does not count. It is not possible to withdraw registration from classes and exam. Failure to sit an exam counts as an exam attempt. Registration for elective subjects is binding. In other words, once a student has registered and taken part in an elective subject, they cannot subsequently change to another subject. This is the case irrespective of whether students have sat the exam in the elective subject and failed, or have not yet sat an exam in the elective subject. Students who fail to attend an exam, fall ill or fail the exam are automatically registered for the next resit. However, students who fail to meet the requirements for sitting the exam, as stipulated in the course description, will not be registered for the resit, unless the course description stipulates that the prerequisites can be met in another way before the date of the resit. This will, however, count as an exam attempt. Some subjects provide another chance to meet the prerequisites or a chance to meet the prerequisites in an alternative manner before the exam or resit. This will be stipulated in the course description. Students who are granted another opportunity to meet the prerequisites before a resit are automatically registered for the resit, and therefore for a second exam attempt. 14

15 If the prerequisites are not met, and students do not have a chance to meet them before the resit, they will have to register for the subject and a second exam attempt the next time the subject is offered, on top of being registered for the 30 ECTS credits required. Students who do not pass at the first and second exam attempts must register for a third attempt and pass it to finish the programme. They are not obliged to register for the third attempt at a specific time, unless passing the exam is a prerequisite for registering for another subject. In this case, they are automatically registered for the next exam if they have not passed at the first and second attempts. Students who sign up for more than 30 ECTS credits (including registration for summer schools) are allowed to register for correspondingly fewer ECTS credits in the following semester. The opposite is not the case. Students are not allowed to register for fewer than 30 ECTS credits one semester and more than 30 in the next semester. The study board is empowered to grant exemptions from the rules above under special circumstances Make-up exams/resits Resits and make-up exams are held in accordance with the rules stipulated in the Exam Order: Students on programmes in which the exam period is at the end of the autumn semester, who have taken the ordinary exam without passing it, have the opportunity to take it again in the same period or immediately thereafter, although no later than February. Students on programmes where the exam period is at the end of the spring semester, who have taken the ordinary exam without passing it, have the opportunity to take it again in the same period or immediately thereafter, although no later than August. This also applies to students who are prevented from taking an ordinary exam due to illness. Students who do not pass a resit must be given the opportunity to sit the next ordinary exam. The curriculum can stipulate whether make-up exams and resits will take a different form and/or be assessed differently from the ordinary exam. However, this is not the case for the bachelor project. Resits may take a different form to the ordinary exam. Students enrolled on 1 September 2014 and later will be automatically registered for resits if they fail or do not take part in the ordinary exam. See below on compulsory registration Assessment An exam is deemed to have been successfully completed when the assessment Pass, Approved or the grade 02 or higher is awarded. Exams that have been passed cannot be taken again, as per the Exam Order, section 13, and the Grading Scale Order, section

16 Exams are held at the end of each subject element. The descriptions of the individual subject elements outline which type of exam, grading, etc. applies in each instance. See 6 below (Catalogue of course details). Exams are either internal or external. Internal exams are graded by one or more lecturers (examiners) appointed by the University from the teaching staff at the University. External exams are graded by one or more internal examiners and one or more external examiners appointed by the Danish Agency for Higher Education, as per section II on grading in the Exam Order. For oral exams, the result is announced immediately after completion of the exam and assessment. For written exams both those held in the University and take-home assignments the results are published on Self-Service on KUnet. The assessment will be available within four weeks (not counting July) of the exam. For the bachelor project, this period can be up to two months (not including July) after submission The exam language Exams will be held in Danish, unless one of the objectives of the exam is to document the students skills in a foreign language. See section 6 (1) of the Exam Order. However, exams may be taken in Swedish and Norwegian instead of Danish, unless one of the objectives of the exam is to document skills in Danish. If the course was held in a foreign language, then the exam will be in the same language. The University (via the study board) is empowered to deviate from this rule, as per section 6 (3) of the Exam Order. The University (via the study board is empowered to grant exemptions that allow the exam to be taken in another language, unless presentation in Danish is a prerequisite, as per 6 (2) of the Exam Order. Applications must be submitted to the study board at the Department of Psychology at least two months before the exam date Exam attempts Students are allowed a maximum of three attempts at passing an exam, as per the Exam Order, section 13. The University is empowered to grant exemptions from this rule under special circumstances. An exemption to facilitate further attempts must be sought from the study board at the Department of Psychology First-year exam By the end of the first year, students must have sat all of the exams stipulated for the first year in the curriculum in order to continue on the programme (see the Exam Order, section 15). To continue on the programme, students must pass the first-year exam before the end of the second year after they commenced their studies. The first-year exam for the bachelor study programme in psychology constitutes 60 16

17 ECTS credits and includes the following subject elements: Philosophy of Science and History of Psychology 5 ECTS credits Biological Psychology and Neuropsychology 5 ECTS credits Statistics 1 5 ECTS credits Statistics 2 5 ECTS credits Personality Psychology 20 ECTS credits Social Psychology 20 ECTS credits The above provisions apply regardless of whether the student has used three exam attempts, as per the Exam Order Special exam conditions Where deemed necessary by the University (via the study board), special exam conditions may be arranged for students with physical or mental disabilities or for students whose native language is not Danish (see the Exam Order, section 7) Syllabus Compulsory syllabus lists drawn up by the subject teachers and approved by the study board are available in early January and early August. The syllabus for each subject element must consist of academically central and current literature. Literature chosen by students must be approved by the teacher responsible for the exam no later than one month before submission of the assignment. At least one third of the literature chosen by students must be primary literature. Primary literature is defined as literature in which the author(s) make a new and original contribution to the scientific literature in the area concerned. This contribution can be empirical or theoretical in nature. Primary literature may include, to a limited extent, elements of references to other literature, scientific books, chapters from these books and review articles. Textbooks of an explanatory nature do not fall within the definition of primary literature. Literature chosen by students must be on the same level (or higher) as the compulsory literature. Literature listed as chosen by the student or that is compulsory in other subject elements cannot be listed within the required syllabus framework for a subject element. In other words, the literature must be new. A standard page for a syllabus list is defined as 2,400 2,800 keystrokes (including punctuation and spaces) Exam aids When exam aids are permitted, they include written material such as books, notes, papers of any kind and calculators. Students are also allowed to bring USB memory sticks, unless it is specified by the subject element concerned that electronic devices are not permitted. Students must not attempt to communicate with others either inside or outside 17

18 the exam room. Mobile phones and other handheld devices, e.g. tablets, must be handed in before the exam starts. Violations will be considered as cheating and dealt with accordingly. Bilingual dictionaries that translate from one language to another are always permitted. 4.2 Written exam Written exams last for a specific length of time and take place either at the University or at a location determined by the University. For each subject element, an announcement about which aids are allowed is made at the exam. For more detailed information, see 6 below (Catalogue of subject elements). As per section 10 of the Exam Order, the University can set rules for the use of computers in written exams. Any rules set for the use of computers in a written exam will be published on the department website. 4.3 Oral exam Oral exams are held as individual exams or as group exams. In both cases, an individual assessment is made and an individual grade awarded. More detailed information about the forms of exam is published in the description of the individual subject elements in 6 below (Catalogue of subject elements). A written paper can be included, directly or indirectly, in the assessment of an oral exam. See the descriptions of the individual types of exam under 6 below (Catalogue of subject elements) and in 4.4 below Written assignments Written exams are held as individual exams at the University (see 4.2 above) and take the form of written papers or a combination of written and individual oral exams. The exams can be individual or group exams, see section 4 (1) of the Exam Order. In both cases, an individual assessment is made and an individual grade awarded. Written papers can be written by several students, but an independent grade can only be given for a jointly written paper if each student s contribution can be determined and an individual assessment made, see section 4 (3) of the Exam Order. Students individual contributions must be clearly identified. This must be clearly indicated, both in the table of contents and at the beginning of the sections for which the student concerned is responsible. The introduction and conclusion, as well as any subconclusions and/or summaries, may be written collectively. A maximum of 20% of the assignment must consist of collective work. Each student s performance is assessed on the basis of his/her own contribution, as well as the common parts of the assignment. The assessment focuses on the individual 18

19 student s performance, and documents academic breadth in relation to the assignment question/selected topic, the achievement of the curriculum s academic requirements and skills in academic argumentation. If an assignment set by a teacher includes several subquestions, each student must document his or her part in answering each sub-question. If an independent grade or other assessment is not given for a written assignment prepared jointly by several students, the paper may be included in the assessment of a subsequent oral exam, see section 4 (4) of the Exam Order. At the oral exam, each student is assessed on the basis of the group assignment as a whole. Submission of a paper can be a prerequisite for taking the exam in the subject element without the paper then being included in the subsequent exam. The descriptions of the individual subject elements specify the specific form of exam used. For more detailed information, see 6 below (Catalogue of subject elements). The requirements for the extent of the assignment are listed under the individual subject elements. Extent is measured in keystrokes and must be stated on the front page of the assignment. Exceeding the permitted number of standard pages is seen as a shortcoming in the student s academic performance. One of the requirements for written assignments is that they are restricted to a given number of standard pages. Failure to comply with this requirement may affect the grade awarded. Whether it does so and if so, to what extent is a decision for the assessors. A standard page for written assignments is 2,400 keystrokes. Keystrokes include punctuation and spaces, footnotes/endnotes and summaries, but exclude tables of contents and bibliographies. If other people are quoted in the assignment, this must be clearly stated. Quotes must be enclosed in quotation marks and the source must be clearly stated. If the assignment contains parts of the student s own, previously graded assignments, this must be clearly stated with source references and quotations with quotation marks. Please refer to 4.7 below regarding exam cheating and any local rules concerning source references and the use of quotations. Writing and spelling skills form part of the overall assessment of all written take-home assignments, although the academic content will be weighted most heavily, as per the Exam Order, section 24 (1). The University (via the study board) is empowered to grant exemptions from this regulation for students who are able to document a relevant and specific impairment, unless spelling and writing skills are a significant part of the exam s purpose. 4.5 Bachelor project The bachelor project is written during the third year of the programme (see the Study Programme Order, section 15 (5)). According to the Study Programme Order, section 15 (5), the University must approve the subject matter and set a deadline for the project. The subject for the bachelor project in psychology must be approved and signed by the 19

20 course director at least one month before submission. If the bachelor project is written in Danish, Swedish or Norwegian, it must include a summary in a foreign language, see the Exam Order, section 24 (2). If the assignment is written in a foreign language, the summary can be written in Danish. In this case, however, the study board has decided that the summary must also be written in English. 4.6 Exam type for individual subject elements Please refer to section 6 below (Catalogue of subject elements), which describes how the exam is conducted in each subject element Exam basis The objectives for the subject element and the latest approved curriculum form the basis for the exam Exam forms Ordinary exam: Exam at the end of/in semesters when classes in the subject element have been held. Extraordinary exam: Exam at the end of/in semesters when classes in the subject element have not been held. Make-up exam/resit: Only held after ordinary exams. Oral exam: The exam consists of an examiner-led conversation between the student and examiner. Timeframes and content are specified for each subject element. Free written take-home assignment The subject is agreed between the student and the lecturer entitled to conduct exams. Compulsory written one-week exam: The exam question is given to the student one week before the deadline for submission. A week is calculated as seven days. Compulsory written 72-hour assignment: The exam question is given to the student 72 hours before the deadline for submission. Compulsory written 48-hour assignment: The exam question is given to the student 48 hours before the deadline for submission Written six-week assignment on a specific theme: Students are informed of the exam theme six weeks before the deadline for submission. A week is calculated as seven days. Written exam in the University: Within a given timeframe, the student answers one or more questions asked by the examiner. For each subject element, it will be specified whether exam aids are permitted. Attendance: For subject elements in which attendance is a requirement, students must 20

21 attend a minimum of 75% of classes. Active participation: For subject elements in which active participation is a requirement, students must participate in all activities relevant to the subject element. Written presentations: For subject elements with written presentations (e.g. exercise reports, response papers, process papers), students must submit and have approved all of the presentations required for the subject element in order to sit the exam. 4.7 Exam cheating Cases of cheating in exams are dealt with according to the rules for disciplinary measures for students at the University of Copenhagen. Exam cheating includes forgery, plagiarism, nondisclosure (e.g. failing to reveal sources) or any other deception about the work or results of the person concerned. Aiding fellow students in their cheating is also covered by the rules. Attempted cheating will be dealt with in the same way as actual cheating. The head of studies will investigate cases of cheating. If the allegation is proven, a report is submitted to the Dean, who reports the matter to the Rector. The Rector is empowered to issue an oral or written warning, expel the student from the exam, from all exams in the same exam period or from the University for a specified or an unlimited period. 4.8 Exam complaints and appeals Complaints concerning exams or other forms of assessment are submitted to the University (the Faculty of Social Sciences Secretariat) by the student concerned. They must be submitted in writing, and the grounds for them must be specified, as per the guidelines laid down in the Exam Order, section 34. The deadline for submission is, at the latest, two weeks after the assessment has been announced, as per the Exam Order, section 34 (2). As far as the ordinary summer exams are concerned (held after 1 June), complaints must be submitted by 1 August. Under the Exam Order, section 35, complaints may be lodged on the following grounds: 1. Legal issues 2. The basis for the exam (questions, assignments, etc.) 3. The exam procedure 4. The assessment. If the complaint is rejected, pursuant to the Exam Order, section 36 (3), the student can appeal the University s decision to an appeals board. The appeal is submitted to the University (the Faculty of Social Sciences Secretariat). Appeals must be submitted in writing, and the reasons for the appeal must be specified. Appeals must be submitted within two weeks of being informed of the decision by the assessors, as per the Exam Order, section 38 (3). 21

22 Reassessments, resits and appeals may result in a grade being confirmed, raised or lowered. There is no right of appeal regarding the new grade. Appeals may, however, be submitted about legal aspects related to the new grade. See the Exam Order part 8 for further details. 5. Other regulations 5.1 Enrolment After enrolment, students are registered on the bachelor programme as per the Bachelor Admission Order, section 28. In general, students cannot be enrolled on more than one full-time study programme at a time (see the Bachelor Admission Order, section 29 (1)). However, there are certain exceptions. For more details, see the Bachelor Admission Order, section Withdrawal of enrolment Under the Bachelor Admission Order, section 31, registration is withdrawn: when students have completed the study programme when students are unable to continue the programme as a result of not having complied with the study-activity requirements when students are unable to continue the programme as a result of using up all their exam attempts, or have failed to pass the first-year exam when students withdraw from the programme when students are unable to continue the programme under the rules of the programme when students are permanently expelled from the University. Re-enrolment is possible under certain circumstances. Please refer to the rules for this the Bachelor Admission Order, section 32. Re-enrolment takes place under the most recent curriculum. Students who are enrolled/registered on a new programme cannot resit exams already passed, unless the exams no longer count due to the rules for the programme, see the Bachelor Admission Order, section 32 (4). The study board assesses whether an exam no longer counts. Students who withdraw their own enrolment from the programme before the first-year exam has been passed cannot be re-enrolled, but must apply for admission again. 5.3 Leave of absence Students are entitled to leave of absence from the programme according to rules set by the University, as per the Bachelor Admission Order, part 8. During the period of leave of absence, students cannot participate in courses on the 22

23 programme in question. Students cannot sit examinations or tests within the programme in the semester or corresponding period during which they have taken a leave of absence, as per the Bachelor Admission Order. Leave of absence can be interrupted. However, as previously mentioned, students cannot sit exams during a semester in which they have taken leave of absence. Leave of absence cannot be granted until the student has completed the first year of studies on the bachelor programme or has passed the first-year exam (see the Bachelor Admission Order). The University (via the Faculty) may, however, grant exemptions under extraordinary circumstances. The Faculty must, however, be informed of any leave applied for on grounds of childbirth, adoption or national service. Students under contract to the Danish defence forces to make themselves available for service with the UN, etc., follow the rules in the Act Amending the Act Governing Armed Forces Personnel, the Home Guard Act, the Student Maintenance Grant Act and the National Service Act. 5.4 Changing study programme, transfers and re-enrolment Students can apply to change programme, transfer and re-enrol under the rules laid out in the Bachelor Admission Order, section Credits Programme elements passed on the same social-science programme at the same level in Denmark can replace elements of this programme (see part 10 of the Study Programme Order). In each individual case or under general rules set by the University, the University (via the study board) can approve that elements passed under the Study Programme Order replace elements of other programmes at the same level under the Study Programme Order. The University (via the study board) can also approve that course elements passed on another Danish or non-danish programme at the same level replace programme elements under this order (see section 34 of the Study Programme Order). This requires an academic assessment, as per the Study Programme Order, section 34 (3). In certain cases, it is possible to challenge decisions to refuse credit transfers to the credit appeals board/qualification board (see the Faculty website: Pre-approval and final approval Pre-approval, i.e. registering for a subject at another Danish or non-danish university, is binding and will be included as part of the student s programme at the University of Copenhagen. 23

24 From 1 September 2015, all students must register for 30 ECTS credits per semester. Preapproval of a study trip or one or more individual subjects counts as registration for the semester concerned. If the student is not allocated a place on the pre-approved subject, or for any other reason does not use the pre-approval process, the administration must be notified so that the student is given the opportunity to register for the required number of ECTS. As soon as possible after completion of a pre-approved course at another Danish or non- Danish university, students are required to submit documentation of their grade to the study board. If the subjects are passed, credits will be transferred and included as part of the study programme. The documentation must be submitted within three months of the end of the study trip. 5.6 Exemptions Under special circumstances, exemptions may be granted from those rules concerning the curriculum that are set by the University alone. 5.7 Digital communication between the University and students The University may decide that all communication with students regarding the study programme or parts thereof must be digital. Please refer to Ministerial Order no of 4 November 2010 on Electronic Communications in Universities. Digital communication became compulsory in the Department of Psychology on 1 September Complaints and appeals procedure Complaints about decisions by the study board or the study administration on legal issues related to students conditions can be submitted to the Dean. The Dean s decisions on legal issues can be appealed to the Rector. Internal University procedures must be exhausted before cases are appealed to the Ministry Legal questions regarding the University s decisions on exam conditions can be raised with the Danish University and Property Agency, see the University Act, section 34. The rules are laid down in the Study Programme Order, section 39, in the Bachelor Admission Order, section 40, and in the Exam Order, section Bachelor certificate The University (via the Faculty) issues a certificate upon successful completion of the bachelor programme. The certificate includes the results of the assessments in individual 24