UNIVERSITY OF ULSTER. Programme Specification. COURSE TITLE: B.Sc. (HONS) PSYCHOLOGY (Magee)

Transcription

1 36 UNIVERSITY OF ULSTER Programme Specification COURSE TITLE: B.Sc. (HONS) PSYCHOLOGY (Magee) PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found in the course handbook and module descriptions of individual modules. 1 AWARDING INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Magee 4 COURSE ACCREDITED BY: The British Psychological Society (BPS) 5 FINAL AWARD: B.Sc. Honours Psychology 6 MODE OF ATTENDANCE: Full-Time / Part-Time 7 SPECIALISMS: None 8 COURSE / UCAS CODE: 1711 / C815 9 DATE REVISED: Effective from EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE The course aims to provide students with knowledge and critical understanding of contemporary psychology, and the practical skills required as a foundation for further training in psychological research or professional psychology. Whilst the core areas of psychology are given comprehensive coverage, the course focuses on mental health and health related issues to a greater extent than the BSc Psychology at Coleraine. Specifically, the course aims to provide students with: an appreciation of the multiple perspectives and tensions which inform and characterise the discipline; an ability to frame psychological questions and propose ways of answering them; experience of the varied demands made of practising psychologists, including academic, practical and ethical demands; an understanding of the role and limitations of psychology in a variety of contexts; an appreciation of the ways in which psychological knowledge can be applied in a range of professional contexts, particularly in the mental health and other health related areas. The main learning outcomes of the course, and how they are linked to the module content, are outlined in detail in Section 11.

2 37 11 MAIN LEARNING OUTCOMES The course provides opportunities for students to develop a knowledge and understanding of psychology, a range of intellectual qualities, and several practical skills that are important in professional psychology and other professions. The learning outcomes are set out in more detail below: 11K KNOWLEDGE AND UNDERSTANDING Graduates of the programme will be able to: K1 Understand the scientific and conceptual foundations of psychology, its historical origins and development, and its limitations K2 Recognise the complexity and diversity of psychological processes and the multifaceted nature of psychology K3 Demonstrate a systematic knowledge and critical understanding of the core areas of psychology as defined by the national accrediting bodies ; K4 Discuss, from a psychological perspective, major social issues and areas of concern such as the causes of individual and group differences, gender, ethnicity, aggression and conflict, psychological disorder, health and wellbeing K5 Recognise how academic knowledge and practical skills may be applied to problems in the real world, particularly in relation to mental health and other health related areas. Learning and Teaching Methods: Formal lectures, seminars/workshops, tutorials, practical work, video presentations, online resources on Web-CT, topic centred directed reading and independent study. Assessment Methods: Essays, practical reports, seminar presentations, multiple-choice tests and written examinations. 11I INTELLECTUAL QUALITIES Graduates of the programme will be able to: I1 Reason scientifically, understand the relationship between theory, hypothesis testing and evidence, and make critical judgements about arguments in psychology I2 Gather and synthesise information from a variety of relevant sources I3 Adopt multiple perspectives and be able to integrate these perspectives for conceptualising problems and finding solutions I4 Detect meaningful patterns in behaviour and experience and evaluate their significance; I5 Reason statistically and use a range of statistical methods with confidence; I6 Formulate and critique research questions and be able to design appropriate means of investigating them; I7 Critically apply a knowledge of psychology and methods of investigation to professional issues Learning and Teaching Methods: Formal lectures, seminars/workshops, laboratory-based activities, resources on Web-CT, computer-based learning packages and independent study. Assessment Methods: Essays, practical reports, seminar presentations and written examinations.

3 38 11P PROFESSIONAL/PRACTICAL SKILLS Graduates of the programme will be able to: P1 Demonstrate competence in a range of research methods through practical activities P2 Display skills and knowledge pertinent to work in social and community settings; P3 Conduct an independent piece of research and produce a written report in accordance with the conventions of the discipline; P4 Articulate ethical principles and be able to relate these to personal study, particularly the research project, and be aware of the ethical context of psychology as a discipline Learning and Teaching Methods: Formal lectures, laboratory-based activities, workshops, resources on Web-CT, computer-based learning packages and independent study. Assessment Methods: Workshop exercises, class-tests, practical reports, written examinations and final year dissertation. 11T TRANSFERABLE/KEY SKILLS T1 Communicate ideas and research findings by written, oral and visual means; T2 Demonstrate self-direction and initiative in identifying, evaluating and solving problems; T3 Recognise contextual and interpersonal factors in groups and teams; T4 Interpret and employ numerical, statistical and other forms of data; T5 Retrieve and organise material particularly with regard to IT resources involving library searches, word processing, databases and statistical software. T6 Demonstrate skills related to entrepreneurship, such as the development of new and innovative ideas, problem solving, the planning and completion of a new project, and the preparation of a report on a new project. Learning and Teaching Methods: Formal lectures, laboratory-based activities, seminars/workshops, resources on Web-CT, group tutorials and computer-based learning packages. Assessment Methods: Seminar and tutorial presentations, practical reports, essays, written examinations and final year dissertation.

4 39 11 MODULE OUTCOME MAP Please Note: The matrix displays only the main measurable outcomes. There may be other outcomes detailed in the module descriptions (e.g. attitudes and behaviours), which are not assessed. MODULE TITLES CODE K K K K K I I I I I l I P P P P T T T T T T Introduction to Psychology PSY102M1 X X X X X Research Design and Analysis 1 PSY123M1 X X X X X X X X X X X X X X Contemporary Issues in Psychology PSY X X X X X X X X X X X X X Classic Studies PSY125M2 X X X X X X X X X Research Design and Analysis 2 PSY126M2 X X X X X X X X X X X X X X X Learning and Communication in Psychology PSY127M1 X X X X X X X X X X Developmental Psychology PSY302M1 X X X X X X X X X X X X Personality and Individual Differences PSY304M2 X X X X X X X X X X X X X Advanced Research Methods PSY306M2 X X X X X X X X X X X X X X X X Social Psychology PSY308M2 X X X X X X X X X X X X X Biopsychology PSY322M1 X X X X X X X X X X X X Cognitive Psychology PSY323M1 X X X X X X X X X X X X Psychology Project PSY517M1/2 X X X X X X X X X X X X X X X X X Clinical Psychology PSY521M1 X X X X X X X X X X X Experimental Cognitive Psychology PSY546M1 X X X X X X X X X X X X X X Occupational Psychology PSY548M1 X X X X X X X X X X X X X Counselling Psychology PSY549M2 X X X X X X X X X X X X X Health Psychology PSY552M2 X X X X X X X X X X X X X X Health Ergonomics PSY556M2 X X X X X X X X X X X X X Peace and Conflict PSY555M2 X X X X X X X X X X X X X

5 12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD 40 Year 1 is a foundation course in Psychology, which aims to provide students with (a) a basic introduction to the major areas of the discipline, (b) a knowledge and appreciation of its scientific nature, history and social context, (c) training and experience in research methods, statistics and computing necessary for more advanced study in years 2 and 3 and (d) skills to enable them to engage competently with and enjoy the activities involved in the present and future years of the course. Students are required to take modules totalling 120 credit points in Year 1. Year 2 contains five advanced modules, each devoted to one of the five core areas of Psychology i.e. Developmental Psychology, Personality and Individual Differences, Social Psychology, Biopsychology, and Cognitive Psychology. The final module in year 2, Advanced Research Methods, extends students knowledge of research methods in the behavioural sciences, and its location in the degree programme provides support for the development of appropriate research skills necessary for preparation and completion of student s final year projects. Year 2 contributes 25% of the weighting toward the honours classification of the degree award, so that an advanced knowledge of the core areas is necessary to attain a good honours grade. Students are required to take modules totalling 120 credit points in Year 2. Final year consists of a compulsory project module (40 credits) and four modules chosen from a range of advanced options. These options extend the coverage in year 3 across all of the core areas of the syllabus and include a number of modules associated with professional disciplines in psychology (Clinical psychology, Counselling psychology, Health psychology, and Occupational psychology). In the project module students develop and submit a cogent research project proposal and the submission of associated ethical approval forms, and the research project itself. The research project must be passed for the degree to be awarded. Final year contributes 75% of the overall degree classification. Students are required to take modules totalling 120 credit points in Year 3. Module Title Credit Credit Module Awards Level Points Status Year 1 Introduction to Psychology 4 20 C None Research Design and Analysis C None Contemporary Issues in Psychology 4 20 C None Classic Studies in Psychology 4 20 C None Research Design and Analysis C None Learning and Communication in Psychology 4 20 C None Year 2 Developmental Psychology 5 20 C None Personality and Individual Differences 5 20 C None Advanced Research Methods 5 20 C None Social Psychology 5 20 C None Biopsychology 5 20 C None Cognitive Psychology 5 20 C None Year 3 Psychology Project 6 40 C None Psychology Options (4 chosen): Clinical Psychology 6 20 O None Experimental Cognitive Psychology 6 20 O None Occupational Psychology 6 20 O None Counselling Psychology 6 20 O None Health Psychology 6 20 O None Health Ergonomics 6 20 O None Peace and Conflict 6 20 O None 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Exit point: BSc Hons Psychology 360 BSc

6 41 Students and their learning are supported in a number of ways: Subject Area Provision: Induction process: All new entrants to the School are briefed during Registration and through group sessions in all years of the course. In addition, Learning and Communicating in Psychology, a study skills module located in semester 1 of year 1, aims to engender an awareness and appreciation of the university learning environment and to promote independent learning by providing opportunities to develop key skills for studying and communicating psychology at undergraduate level. Amongst other things students are instructed on how to write essays, access the library, prepare for examinations, conduct computerised bibliographic searches, develop oral presentation skills and other matters related to the transition process from secondary to university education. School Teaching and Learning Coordinator / Committee. A senior colleague holds the position of School Teaching and Learning Coordinator. The responsibilities of this role include Chairing the School Teaching and Learning Committee which oversees the coherence and quality of teaching and academic coherence across the School. The Teaching and Learning Committee oversees the investment of learning resources and considers issues raised by students that have cross school implications. Course Director: The Course Director is responsible to the Board of the Faculty for the organisation and management of the course. Year Tutors: Subject to the overall responsibility of the Course Director and the Faculty Board, the Year Tutors have responsibility for the overall administration of each year group. Advisers of Studies: Each student is allocated to a Studies Adviser who is a member of the Course Committee and whose role is to aid the fulfilment of the student s potential. Where possible, students maintain the same Adviser of Studies throughout their course so as to ensure continuity of support. Personal Development Planning: The School promotes personal development planning using the University templates through its tutorial system. Module Tutors: Each module has a module co-ordinator who has overall responsibility for its management and administration. Staff Consultation: Whilst there is a strong tradition of academic staff operating an open-door policy in Psychology in regard to student support, a more formalised system in which staff display their availability has been introduced which ensures that all students are equally offered the opportunity to avail of help and support. Students are also encouraged to communicate with staff via and to arrange meetings or address any issues suitable to this means of communication. However, all these systems operate side-by-side with great benefit to students. Staff-Student Liaison Committee: Each year group has a Staff-Student Consultative Committee, which includes elected Student Representatives, the Year Tutor, and Course Director. The Committee serves to promote student engagement through discussions relating to teaching and learning on the course. Student Representatives are encouraged to write the minutes of the Staff- Student Consultative Committee and to present issues therein, for appropriate action at the degree s course committee.

7 42 Central University Provision: The Student Services Directorate provides extensive and professional support for students in a number of important areas, including: Information Services Department Student Support Department Sport and Recreation Department International Office Students Union Chaplaincy Careers All psychology students are fully informed of these provisions and are encouraged to use them. While student services staff liaise with academic staff in order to provide good services, their relationship with their clients (the students) is, of course, confidential. 14 CRITERIA FOR ADMISSION TO THE COURSE Applicants must satisfy the University s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL). The initial offer may vary from year to year. See prospectus entry. 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF LEARNING AND TEACHING QAA Benchmarks and the Benchmarks required by the British Psychological Society for professional accreditation are identified in the list of main learning outcomes of the programme (Section 11) and tracked across modules in the Learning Outcome Map (Section 11) and in the syllabuses and assessment methods of modules (Section B5). These are adjusted from time to time and module syllabuses altered accordingly as requirements change. The quality and standard of learning and teaching is monitored through: Staff/student consultation: The Staff-Student Consultative Committee meets at least once each semester and is made up the Year Tutors and members drawn from each year of the course. The purpose of these meetings is to allow students a forum for the discussion of problems and issues relating to their modules and the general structure of the course. Minutes of the staff-student committee are presented to the Course Committee for consideration and issues or problems that arise are discussed and solutions implemented. Student Representation on the Course Committee: Students from each year of the course are invited to serve as student representatives on the Course Committee. Annual subject review and module evaluation: Students evaluate all modules, and the results are considered at both a Course and Faculty level as part of the Annual Subject Review process. External examiners: Degree standards are moderated by External Examiners, part of whose role is to examine a representative cross-section of all assessed materials for

8 43 both accuracy and consistency. Student Forum: Student representatives from each campus meet three times during the academic year. 16 REGULATION OF STANDARDS Assessment rules Four modules are assessed by coursework alone (one of which is the final year project module), but in some instances modules have a substantial class based test under strict examination conditions. All other modules are assessed by a combination of coursework and examination performance. The pass mark is set at 40% for both coursework and examinations. However, a module mark is weighted 40% for coursework and 60% for examinations. Year 1 does not contribute to the Honours Classification of the Award but successful completion of Year 1 modules is a prerequisite for enrolment on Year 2 modules. Year 2 contributes 25% of the Honours Classification of the Award. All of the modules in Years 1 and 2 are compulsory. Final Year contributes 75% of the Award. The Research Project module is compulsory, and students must choose four modules from a list of advanced options in psychology. Internal Moderation All examination scripts are anonymous. The accuracy and consistency of marking both examination scripts and other assessed materials is monitored internally by the practice of double-marking. To this end, module co-ordinators are responsible for identifying members of staff (usually co-workers on their particular module) whose role is to moderate marks for that module. The sample comprises a range of abilities and includes all firsts and all fails. In respect of the final year project, all work is double-marked and moderated accordingly. In order to ensure consistency in marking across modules, standard assessment criteria have been developed for coursework, laboratory reports and examination scripts together with standardised feedback sheets. External examiners External Examiners are academic subject or professional experts appointed from outside the University. Two External Examiners are appointed to the course. It is their duty inter alia to moderate the examination papers for each module, to consider student answer scripts and other assessed material, to attend Board of Examiners meetings and to consider administrative and other arrangements as well as issues of student progress. Their reports are an essential element in the maintenance of standards and receive consideration at various university committees (including the Course Committee and during the process of Annual Subject Review). 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING The course is accredited by the British Psychological Society Of the 32 academic staff in the School of Psychology, 25% are members of the Higher Education Academy, hold the PgCUT/PgCHET or hold an alternative teaching qualification Outcomes from QAA Subject Review/external inspection (April 2000): Excellent (23/24 points)