Programme Specification (Undergraduate) Date amended: April 2014

Transcription

1 Programme Specification (Undergraduate) Date amended: April Programme title(s) and UCAS code(s): Certificate of Higher Education in Psychology (no UCAS code) 2. Awarding body or institution: University of Leicester 3. a) Mode of study: Part-time b) Type of study: Campus-based 4. Registration periods: The normal period of registration is two years The maximum period of registration is four years 5. Typical entry requirements: none specified but GCSE English or equivalent is recommended 6. Accreditation of Prior Learning: None 7. Programme aims: The programme aims to: provide a broad general introduction to psychology through exploration, discussion and debate of theory and research in psychology provide a framework within which behaviour, thought and emotion are explored develop students knowledge and critical understanding of the work of psychologists in a range of key areas advance students knowledge and understanding of the methodology in psychology and the basic use of statistical techniques in the reports of psychological research develop and enhance students writing skills in exploring psychological topics in essay form and to reference source material appropriately enable students to develop and demonstrate a range of transferable skills necessary for successful career/personal development and a lifetime of independent learning 8. Reference points used to inform the programme specification: The Framework for Higher Education Qualifications QAA Benchmarking Statement Psychology.pdf University of Leicester Learning and Teaching Strategy University of Leicester Periodic Developmental Review Report External Examiners reports (annual) 9. Programme Outcomes:

2 Intended Learning Outcomes Understanding of major theoretical and methodological themes in contemporary psychology. Knowledge and understanding of the ways in which psychologists source and reference material, and research and report data whilst also appreciating the framework within which behaviour, thought and emotion are explored by psychologists. Understanding ethical principles as they apply to research in psychology Critical appreciation of the place of research findings in the advancement of psychological theory and the link between theory and practice. Critical understanding of the multiple perspectives within psychology. Understanding of the real life applications of theory to experience and behaviour, thought and emotion. Teaching and Learning Methods (a) Discipline specific knowledge and competencies (i) Mastery of an appropriate body of knowledge, YouTube videos. (ii) Understanding and application of key concepts and techniques How Demonstrated? Reports, Role plays Reports, Role plays Critically analyse evidence and the capacity to address problems critically. (iii) Critical analysis of key issues Reports,.

3 Intended Learning Outcomes Ability to communicate concepts and arguments relevant to the material being discussed, both orally and in writing. Ability to communicate orally and in writing the interpretation of research reports. Teaching and Learning Methods How Demonstrated? (iv) Clear and concise presentation of material Reports, Role plays Critical appraisal of appropriate psychological evidence with appropriate insights. (v) Critical appraisal of evidence with appropriate insight Reports, Role plays Use of online research databases and other publications to appreciate current positions within psychology. (vi) Other discipline specific competencies Reports, Role plays Ability to communicate psychological concepts and arguments in a way that is appropriate to the audience. (b) Transferable skills (i) Oral communication Reports and Role plays.

4 Intended Learning Outcomes Demonstrate ability to communicate in written form knowledge of research and theory in contemporary psychology. Teaching and Learning Methods (ii) Written communication How Demonstrated? Demonstrate the acquisition and use of IT skills and software such as PowerPoint and Excel and the ability to access and evaluate a variety of electronic information resources. (iii) Information technology IT component of study skills training if required; Seminars, Directed reading, Problem solving classes, Computer practical classes, Demonstrations, Computer-aided learning, Example sheets, Resource-based learning,, Essay. Ability to read and interpret statistical or other numeric material encountered in the course of modules and/or private study. (iv) Numeracy. Written reports Writing tasks, Reports, Essay. Ability to work efficiently, supportively and constructively as part of the class group. (v) Team working Seminars, Problem solving classes. Reports and Role plays. Ability to respond imaginatively and effectively to new or unfamiliar material in psychology. Work out the most efficient way to retrieve psychological knowledge. (vi) Problem solving Seminars, Problem solving classes. Writing tasks, Contributions to discussions, Role plays

5 Intended Learning Outcomes Gather information from multiple sources such as classroom materials, recommended texts, online and library resources. Teaching and Learning Methods (vii) Information handling How Demonstrated? Reports, Role plays Strategies for the acquisition of new knowledge, skills and competencies. (viii) Skills for lifelong learning Completion of the certificate programme 10. Progression points: There is no progression as the whole course is at level Special features: The Certificate is a Widening Participation programme which does not require formal entry requirements and embraces students of all backgrounds and previous educational experiences. The quality of the award is stringently maintained and thus includes support from tutors for students that have less familiarity with or have been away from formal education for a while. The small-group teaching approach and dedication of a team of experienced part-time contracted tutors that allows this is a special feature of the programme. 12. Indications of programme quality At University level, the certificate course is covered by regular university academic review activities and an annual report by the Course Director which includes details of progression and completion rates. The External Examiner provides an annual report and comment at an annual Board of Examiners meeting. At Vaughan Centre for Lifelong Learning, regular course evaluations are carried out by the Course Directors in conjunction with staff and students. The basis for this assessment is derived from several sources: comments made by the student representatives at once-a-term student/staff committee meetings, the results of completed student module evaluation questionnaires, direct comments from students (who may see the Course Director at any time, feedback from tutors, and feedback from the teaching team at the regular Board of Studies meetings. The Board of Examiners comprises the Course Director, the Course Administrator, Module Convenors, the External Examiner and any such other members of the academic staff, as are necessary to make informed progression and award decisions. The Board of Examiners meets once a year and determines final awards. The Board of Studies which comprises the Course Director, the Course Administrator and course tutors and review the course, proposes any changes it considers

6 necessary to go forward to the VCLL academic committee for ratification, and deals with any other relevant issues. The Board of Studies reports to the Certificate of Higher Education Programme Board and addresses issues of programme quality and maintains a watching brief on course quality indicators. The Certificate course also reports to the Panel of Examiners meetings which confirm marks for each module and the overall weighted mark for each specific student. These are sent to the Board of Examiners Meeting which awards students particular classifications based on the marks provided by the panel. 13. External Examiners The details of the External Examiner(s) for this programme and the most recent External Examiners reports can be found here. Appendix 1: Programme structure (programme regulations) Duration, constituent elements, allocation of hours and attendance requirements This certificate programme carries 120 credit points at HE Level 1. It will be taught as a two year, part-time course, comprising lectures-based meetings with a total teaching time of 150 hours. Students will be required to spend time in private study for reading and writing, in preparation for classes, and for the preparation of coursework assignments. Over two years a student should expect to spend up to 720 hours in private study. All course modules are compulsory. The attendance requirements for the certificate are that students should attend at least two thirds of all formal teaching sessions. Entry points to the course, constituent module titles, their length, credit weighting and mode of delivery The course comprises twelve compulsory modules spread over six terms. The course is split into two Blocks (A & B) that generally represents a cohort of students based upon the evening they attend the course. An alphabetical annotation is preferred rather than numerical as each block is considered the equivalent of half a year of full time study and students proceed from block A to block B rather than progress up to block B. Thus by successfully completing both block A and B the student gains a qualification that is equivalent to the first year of an undergraduate degree. Each block consists of one year of 30 x 2 1/2 hour classes. There are six modules (AE1350, AE1351, AE1352, AE1353, AE1354, AE1355) in Block A and six modules (AE1356, AE1358, AE1359, AE1357, AE1360, AE1361) in Block B. Each module is worth 10 CATS credits and consists of five 2 1/2-hour sessions. All sessions are taught on main campus. Students may join the course at the commencement of the academic year (September/October) and taking Block A, Module 1 (AE1350) followed by the rest of Block A and then Block B in their second year of study. The module references, blocks, module titles and number of credits attributed are shown below. AE1350: Block A, Module 1 (10 credits): Psychology as Science AE1351: Block A, Module 2 (10 credits): Biological Psychology AE1352: Block A, Module 3 (10 credits): Evolutionary Psychology AE1353: Block A, Module 4 (10 credits): Child Development AE1354: Block A, Module 5 (10 credits): Lifespan Development AE1355: Block A, Module 6 (10 credits): Brain Structure and Function AE1356: Block B, Module 1 (10 credits): Individual Differences AE1358: Block B, Module 3 (10 credits): Social Psychology 1 AE1359: Block B, Module 4 (10 credits): Social Psychology 2 AE1357: Block B, Module 2 (10 credits): Research Methods AE1360: Block B, Module 5 (10 credits): Cognitive Psychology AE1361: Block B, Module 6 (10 credits): Approaches to Psychological Problems

7 The modules are taught by a combination of lecture and class discussion. Typically, a session might include an introductory tutor presentation followed by discussion and perhaps a problem solving class exercise to illustrate some aspect of psychology (e.g. a personality questionnaire, memory exercise etc.) or Computer practical classes to demonstrate statistical analyses and literature searches. Example sheets containing problem solutions and guidelines are also made available to students. Assessment and awards All modules are assessed by coursework and/or a two hour examination (this is a seen exam; the paper is given out 4 weeks in advance of the exam). There is a mix of assignment only modules and modules that are assessed by examination only. The rationale behind this is based upon the subject matter of the topics to which the type of assessment pertains. Over the whole certificate students submit the following coursework in Block A: Block A module 1 has one essay of 1500 words length; Block A module 2 has one set essay of 1500 words in length; Block A module 4 includes a 1500-word essay and Block A module 5 has a 1500-word review article. Block A module 3 has a two hour essaytype seen examination and Block A module 6 has a short-answer question two-hour seen examination. This gives a total of four pieces of written assessment for Block A plus two two-hour examinations. The reason that an examination is preferred for Block A module 3 is twofold: firstly Module 3 not only tests the ability to write an essay-form response on request following the previous two assignment essays, but also the material lends itself to use elsewhere in the course in terms of founding principles of psychology, so consolidating the knowledge through revision for examination is a useful process. The reason an examination is preferred for Module 6 is because it is a factually based topic that, rather than requires an essay response, needs assessment of factual information which short answer questions from memory best test. In Block B: the first module has a 1500 word essay; the second module requires a suitable request for Ethical Approval for a piece of questionnaire research plus a 1500-word practical report based upon a supplied research design and data; the third module requires one essay of 1500 words in length; the fourth module assessment comprises an essay-type two-hour seen examination; the fifth module has a seminar presentation with submitted notes plus a 1500 word essay on the same topic and the final, sixth module has an essay-type two-hour seen examination. The reason examinations are preferred for Block B Modules 4 and 6 is because they test the ability to write an essay on request and to demonstrate more extended understanding of a topic. The examination for Module 4 consolidates the knowledge of Social Psychology previously demonstrated in Module 3 so takes the material to a deeper level of comprehension concordant with two progressive assessments on the same topic. Module 6 lends itself to an examination as it tests the principles of understanding psychology and resolution to psychological problems in a clinical-type manner thus reflecting a diagnosis and treatment ethos best served by spontaneous responses to examination questions. This gives a total of five pieces of written assessment for Block B: 3 essays; a questionnaire and ethical approval form and a practical report. All course work and examinations are compulsory. The first piece of work submitted by students and one other at the start of the next academic year plus the request for ethical approval with attached questionnaire (Block B Module 4) are given detailed comments and a simple grade of pass/fail. Students whose work is not up to pass standard are invited to resubmit taking account of the tutor s comments. All other essays, the review article, the practical report and the seminar presentation task are given detailed comments and a percentage mark using a 20 point marking scheme (based on that used in the School of Psychology) thus marks in the 60s are limited to 62, 65 or 68 for example. Students may resubmit an essay if they achieve a mark under 40%. Examinations consist of three, two-hour papers in which students are required to answer two questions and one two-hour paper in which students are required to answer a series of shorter technical questions upon the brain. Exam questions are also marked using the discrete scale marking scheme but the overall mark for the exam is an exact average of the marks and is not confined to the 20 point scale. The final award for the certificate is based on a weighted average of all course work and exams but in the case of borderline marks, work and examinations in the student s second year of study will be appraised at the Board of Examiners as a better reflection of the finishing standard of the student. Marks are weighted in proportion to the credit value of the module from which they are derived but in practice as all modules in the programme are of equal value this equates to an equal contribution from all modules that provide other than a simple pass. Assignments that are marked as pass or fail are not included in any calculations simply that they must be a pass. Students mark records are inspected and those obtaining a majority of marks in the range of 40-59% will be deemed to have passed the certificate; those obtaining a majority marks in the range of 60 69% will be awarded

8 their certificate with merit; and those obtaining a majority marks in the range of 70% and above will be awarded their certificate with distinction. The following table summarises that described above. Module Code AE1350 AE1351: AE1352 AE1353 AE1354 AE1355 AE1356 AE1358 AE1359 AE1357 Block, module and title A1-Psychology as Science A2- Biological Psychology A3- Evolutionary Psychology A4- Child Development A5- Lifespan Development A6- Brain Structure and Function B1- Individual Differences B3- Social Psychology 1 B4- Social Psychology 2 B2- Research Methods Coursework Examinations Credits 1500 word essay 10 as (pass/fail) 1500 word essay 10 credits 2 hour exam 10 credits 1500 word essay 10 credits 1500 word article review 10 credits 2 hour exam 1500 word essay 10 as (pass/fail) 1500 word essay 10 credits Ethical Approval Request (marked as pass/fail) & 1500 word practical report (mark used for module) 2 hour exam 10 credits 10 credits AE1360 AE1361 B5- Cognitive Psychology B6- Approaches to Psychological Problems Presentation (in class) and associated 1500 word essay 2 hour exam 5 credits for each assignment Appendix 2: Module specifications See module specification database

9 Appendix 3: Skills matrix Leicester Graduate Attributes 1 Oral Communication skills 2 Written Communication Skills 3 Use of Information Technology Intended learning outcomes Ability to communicate psychological concepts and arguments in a way that is appropriate to the audience. Demonstrate ability to communicate in written form knowledge of research and theory in contemporary psychology Demonstrate the acquisition and use of IT skills and the ability to access and evaluate a variety of electronic information resources How achieved Tutor presentations, set texts, and discussions, Tutor presentations, set texts, discussions, practical exercises, and private study IT component of study skills training if required; use of IT facilities to research material associated with coursework assignments and exercises. Use of the VLE Blackboard materials posted by tutors. Use of discussion boards in Blackboard to promote student led help sessions which is overseen by tutor. How demonstrated Effective participation in group discussions throughout and the oral presentation assignment in Block B, Module 5 Successful completion of coursework assignments and examinations throughout. Successful completion of coursework. Incorporation of electronically sourced or retrieved material, if and where appropriate, in coursework assignments. Module 2 of Block B specifically requires the downloading of materials from Blackboard to complete the assignment. Module 4 requires the use of online databases to search for required journal articles and Module 5 of Block B includes the use of PowerPoint for class presentations. 4 Basic Numeracy Ability to read and interpret statistical or other numeric material encountered in the course of modules and/or private study 5 Team Working Ability to work efficiently, supportively and constructively as part of the class group. 6 Problem Solving Ability to respond imaginatively and Analysis and evaluation of various information sources encountered in the course of modules. Any statistical data or other numeric material referred to during the course of seminars and workshops will be explained where its use and applicability is not immediately apprehensible Class discussions, group exercises and various other forms of group work. Class activities, discussion and research tasks. Accurate use, analysis or evaluation of numeric or statistical data in coursework assignments, where relevant and appropriate. Module 2 of Block B specifically requires the use of databases and statistical analyses to complete the assignment. Effective participation in class discussion and other group work or presentations. Successful completion of coursework assignments. Effective participation in class discussion.

10 7 Skills for lifelong learning effectively to new or unfamiliar material in psychology. Work out the most efficient way to retrieve psychological knowledge. Strategies for the acquisition of new knowledge, skills and competencies. Attendance at formal teaching sessions and completion of set tasks, including all coursework assignments. Successful completion of coursework assignments throughout. Completion of the certificate programme