UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP

Transcription

1 25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP 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: Coleraine 4 COURSE ACCREDITED BY: The British Psychological Society (BPS) 5 FINAL AWARD: B.Sc. Honours Social Psychology / B.Sc. Honours Social Psychology with DPP 6 MODE OF ATTENDANCE: Full-Time / Part-Time 7 SPECIALISMS: None 8 COURSE / UCAS CODE: 1689 / C880 9 DATE REVISED: Effective from EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE BSc Psychology aims to provide students with a comprehensive education in psychology and training in the practical skills and competencies associated with the scientific study of behaviour and the mind. Specifically, the course aims to: provide students with a knowledge of psychology and training in the methods of psychology in sufficient breadth, depth and level to enable accreditation by the British Psychological Society; promote the development of advanced knowledge and skills in social psychology facilitate the development of skills necessary for the critical appraisal of theory, the evaluation of research findings and other forms of evidence, and the integration of multiple perspectives provide training in a range of research methods and other practical skills allied to the application of psychology, particularly in social settings and in relation to social issues foster attributes related to initiative, teamwork and the ability to effectively solve problems of a theoretical, empirical or applied nature facilitate the development of key transferrable skills that are of value in a range of professional contexts provide students with an opportunity to work for a year in a professional agency which is cognate with psychology and during which students can gain experience in the application of psychology in a real life setting develop a well resourced teaching and learning environment that enables the acquisition by students of a range of appropriate practical skills and research methods in psychology in general and social psychology in particular, culminating in the ability to carry out an independent research project in social psychology

2 11 MAIN LEARNING OUTCOMES 26 The course provides opportunities for students to develop a knowledge and understanding of psychology, a range of intellectual qualities, and several practical and applied skills that are important in professional psychology, particularly in social contexts and in relation to social issues. 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; appreciate the connections and points of differentiation between social psychology and other areas of psychology K2 Recognise the complexity and diversity of psychological processes and the multifaceted nature of psychology, particularly social psychology K3 Demonstrate a systematic knowledge and critical understanding of the core areas of psychology as defined by the national accrediting bodies ; demonstrate a relatively advanced knowledge of social psychology 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 the context of professional psychology, social processes and social issues. Learning and Teaching Methods: Formal lectures, seminars/workshops, tutorials, practical work, video presentations, topic centred directed reading and independent study, supported by online Blackboard resource and peer assisted 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, particularly social 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 social processes 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 / social issues. Learning and Teaching Methods: Formal lectures, seminars/workshops, laboratory-based activities, computer-based learning packages, supported by Blackboard resources and peer assisted study. Assessment Methods: Essays, practical reports, seminar presentations and written examinations.

3 27 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 in social psychology 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, computerbased learning packages and independent study, supported by online resources on Blackboard and peer assisted 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, group tutorials, computer-based learning packages, Blackboard resources and peer assisted study. Assessment Methods: Seminar and tutorial presentations, practical reports, essays, written examinations and final year dissertation.

4 28 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD The modular structure of the course is shown overleaf. The normal duration is three years full time or six years part time. Each year of the full time course (credit levels 4, 5 and 6 respectively) consists of 120 credit points. In the part time route the set of modules at each credit level is taken over two years. A distinctive feature of the course is an optional placement between Years 2 and 3 of the full time course, leading to the separate award of the Diploma in Professional Practice (DPP). Students who choose to take the Diploma are placed in an agency cognate with social psychology where they are able to gain experience in its application in real world settings. The modules in Year 1 (Level 4) aim to provide students with (a) an induction to University life and the fundamental study methods necessary for effective learning and skills development, (c) a knowledge and appreciation of the scientific foundations of psychology and its history and social context, (c) a basic introduction to several of the major areas of the discipline, including the relevance of psychology to our understanding of human nature and health and wellbeing, and (d) training and experience in the research methods and practical skills necessary for more advanced study in further years of the course. Students are required to take modules totalling 120 credit points in Year 1. Year 2 (Level 5) of the full time course contains six 20 credit modules. Five are advanced modules each of which is devoted to one of the core areas as set out in the BPS guide Quality Assurance Policies and Practice for First Qualifications in Psychology (October 2009). Each of the core modules contains a practical component and the requirement to write a standard laboratory report. The sixth module, Theoretical and Applied Issues in Social Psychology, differentiates the course from the BSc Psychology and extends students knowledge of the theory and application of psychology in relation to social processes and social issues. Year 2 contributes 25% of the weighting toward the honours classification of the degree award, so that an in depth knowledge of the core areas contributes to the attainment of a good honours grade. Students are required to take modules totalling 120 credit points in Year 2. The DPP placement year is between Years 2 and 3 of the full time course. It consists of a single 60 credit module PSY334. Efforts are made to place students studying Social Psychology in placements that are relevant to their course. Extensive guidance and induction is provided throughout Year 2 for students who take the Diploma. Final year (Level 6, Year 3 or 4 depending on whether the student has undertaken a placement) consists of a compulsory research project module (40 credits) which runs throughout the year and a further four 20 credit modules chosen from a range of advanced options. The advanced options cover a mixture of the major professional areas of psychology or modules related to social behaviour and social issues. The research project must be passed for the degree to be awarded. Students are required to take modules totalling 120 credit points in Year 3.

5 The modular structure of the course is shown below. 29 Module Title Credit Credit Module Awards Level Points Status Year 1 Introduction to Psychology 4 20 C None Introduction to Research Methods 4 20 C None Research Procedures in the Behavioural Sciences 4 20 C None Study Skills for Psychology 4 10 C None Introduction to Learning 4 20 C None Psychology Applied to Health 4 10 C None Psychology, Career Development & Employability 4 20 C None Year 2 Developmental Psychology 5 20 C None Social Psychology 5 20 C None Cognitive Psychology 5 20 C None Psychobiology 5 20 C None Individual Differences 5 20 C None Theoretical and Applied Issues in Social Psychology 5 20 C None Placement (DPP) 5 60 O DPP Year 3 Social Psychology Project 6 40 C None Optional Modules: Development of Social Behaviour 6 20 O None Cross-Cultural Psychology 6 20 O None Applications of Developmental Psychology 6 20 O None Occupational Psychology 6 20 O None Abnormal and Clinical Psychology 6 20 O None Behaviourism and Social Issues 6 20 O None Educational Psychology 6 20 O None Health Psychology 6 20 O None Stress and Coping 6 20 O None Evolutionary Psychology 6 20 O None Exit point: BSc Hons Psychology / with DPP 360 (420 with DPP) BSc

6 30 13 SUPPORT FOR STUDENTS AND THEIR LEARNING 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, a study skills programme operates in year 1 during which students are instructed on how to write essays, access the library, prepare for examinations, conduct computerised bibliographic searches and other matters related to smooth induction to the University. 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 oversees all aspects of the management of a specific course and deals with student issues related to the course. He or she Chairs the Course Committee and is responsible to the Board of the Faculty for the organisation and management of the course. Year Tutors: Subject to the overall management role of the Course Director and the Faculty Board, the Year Tutors have responsibility for the administration of each year group and for providing a contact point for students to raise and discuss issues at any time. The Year Tutor also manages the receipt and discussion of extenuating circumstances related to coursework and examinations. The Year Tutor also convenes the Staff-Student Consultative Committee and sits on it, although it is possible for the Committee to be Chaired by a student. Advisers of Studies: Each student is allocated to a Studies Adviser who is a member of the Course Committee 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. Staff Consultation: Whilst there is a strong tradition of academic staff operating an open-door policy for student support, a more formalised system in which staff are required to display their availability has been introduced which ensures that all students are equally offered the opportunity to avail of help and support. Both 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 the Year Tutor and elected student representatives. The Committee serves to promote student engagement through discussions relating to teaching and learning on the course. First Year Tutorials: In recognition of the fact that regular contact with staff is needed for first year students newly enrolled, a series of tutorials operate during the first semester. These sessions are linked to one of the introductory psychology modules. Therefore, the purpose is not only to help students adapt to University life but also to support them in their learning. Module Tutors: Each module has a module co-ordinator who has overall responsibility for its management and administration. Personal Development Planning: The School promotes personal development planning using the University templates through its tutorial system. Peer Assisted Study: The School has introduced a peer assisted study sessions (PASS) scheme in which trained Year 2 students provide advice and tutorials for Year 1 students. 13 (Continued)

7 31 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), 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 three 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. Module Evaluation Questionnaire: The Faculty and University are committed to the systematic evaluation of courses and see student views as an integral part of this process. Each module is evaluated by students using a standard questionnaire that provides quantitative and qualitative data. 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

8 32 examine a representative cross-section of all assessed materials for both accuracy and consistency. Student Forum: Student representatives from each campus meet three times during the academic year. Support structures within Faculty/School and University/institution 16 REGULATION OF STANDARDS Assessment rules Four modules are assessed by coursework alone in Year 1 and the Psychology Project (Year 3) is also assessed by coursework alone. 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 (Level 4) 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 (Level 5) 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 Psychology Project is compulsory, and students must choose four other modules from a list of Advanced Options in Psychology. The Research Project must be passed Students who take the BSc with DPP are assessed as above, with the exception that Year 3 is the placement year and students take their final year as Year 4. The pass mark for the Diploma in Professional Practice is 50%. 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).

9 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING 33 The course is accredited by the British Psychological Society for the Graduate Basis of Chartership. 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 points)