Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences

Transcription

1 Programme Specification BA (Hons) Religion and Valid from: September 2012 Faculty of Humanities and Social Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recogniti on: Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University, Harcourt Hill, Oxford OX2 9AT BA (Hons) Religion and CertHE, DipHE, BA U736 V600 V600 Face-to-face and Distance Learning Full-time and part-time English and Religious Studies (2007) s/.pdf N/A Humanities and Social Sciences April

3 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale and distinctiveness of the programme: Religion and at Oxford Brookes University has unique strengths and meets student demands with the highest levels of student experience: This degree programme embraces three distinct strands, the study of religions, philosophy of religion and the study of theology. This is a cutting edge and contemporary course, in which students are encouraged to explore current issues around religion and theology. We look at religion and theology in context, and how they affect people in their daily lives. We explore religion from a modern and contemporary point of view, from the perspective of social science and humanities It is also a subject that employers recognise has great value in our plural and multicultural world. We have a flexible course structure that enables students to focus on areas that suit their interests. Modes of study are also flexible: the course is full-time or part-time, and also, can be combined it with another degree subject. Religion and can also be studied through distance learning. We hold two annual schools aimed at our distance learners in April and September, to which all undergraduates are invited. We also have a range of speakers and study visits. We take full advantage of the latest advances in technology. All teaching materials on this course are made available entirely on-line through the Brookes Virtual Learning Environment (VLE). Teaching by staff active in research and who have written books that explore some of the leading issues of the day. The course has been designed to meet the needs of students who are independent thinkers who want to explore some of the major issues around what religion means in the modern world. 2.2 Aim/s of the programme 1. To provide knowledge of at least one religious tradition in some of its varied and central forms. 2. To provide a broad understanding of the plurality of religions, their unique characteristics and shared resemblances. 3. To provide opportunities to engage with the classical sources of religions and some of their subsequent articulations in different social or geographical settings. 3

4 4. To encourage students to reflect on pluralism and interfaith dialogue in a multicultural global environment. 5. To enable students to engage in informed debate on issues of Religion, and Philosophy of Religion. 6. To provide opportunities for students to engage with the key themes and debates within the disciplines of Religion, and Philosophy of Religion as well as utilise the key methods of investigation and analysis used by these and, where appropriate, other cognate disciplines, for example the humanities and social sciences. 7. To assist students in developing the intellectual and cognitive skills required for enquiry, independent research and analysis. 8. To provide a curriculum supported by scholarship, staff development and a research culture that promotes intellectual enquiry and debate. 9. To create a learning environment that is receptive to the needs and views of students and encourages them to achieve their full potential. 10. To enable students to communicate appropriately and effectively in a variety of situations. 11. To enable students to engage in short and extended individual research work. 12. To enable students to develop a range of skills which are valued by employers and which will provide a foundation for career progression. These are communication skills, analytical and study skills, and interpersonal skills. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills are developed through 5 Graduate Attributes that are intrinsic to the design of the programme (see also Section 5.1). The Graduate Attributes provide a framework for students to: 3.1 Academic literacy Discuss and demonstrate critical comprehension of at least one religion s classical sources and their subsequent articulations by some interpreters of the tradition(s) in different historical periods and in different social and geographical settings. Also contributes to Global citizenship. Understand the multi-faceted complexity of religions, e.g. in the relationships between specific religious beliefs, texts, practices and institutions. Identify and make use of appropriate library and other resources to analyse and evaluate a range of themes, debates and methods of the disciplines of religion and theology, and, where appropriate, related disciplines from e.g. the humanities or social sciences. Also contributes to Research literacy. State clearly, discuss and demonstrate critical comprehension of some of the following: the political, social, textual, intellectual, historical, theological, ritual, ethical, institutional or aesthetic expressions of the religion(s) studied. 3.2 Research literacy Use materials from different disciplines. Identify, gather and analyse primary data and source material. 4

5 Demonstrate intellectual flexibility through the practice of a variety of complementary methods of study, for example, philosophical, historical, systematic, dogmatic, phenomenological, hermeneutical, empirical, and social scientific. Also contributes to Academic literacy. Communicate information, ideas, arguments, principles, theories, and develop an argument by a variety of means, for example essays of various lengths and dissertations which are clearly and effectively organised and presented. Relate materials to an intended audience Make discriminating use of a full range of library resources in order to identify appropriate source material, compile bibliographies, inform research and enhance presentations. Also contributes to Academic literacy. 3.3 Critical self-awareness and personal literacy Show independence in thought, and critical self-awareness about one's own beliefs, commitments and prejudices. Also contributes to Global citizenship. Demonstrate a sophisticated understanding of how personal and communal identities and motivations are shaped by religion, and how this can have both constructive and destructive effects. Also contributes to Global citizenship. Work collaboratively as a member of a team or group in a way which allows each individual's talents to be utilised effectively. Also contributes to Academic literacy. Undertake independent/self-directed study/learning and reflect on one's strengths and weaknesses as a learner. Also contributes to Academic literacy and Research literacy 3.4 Digital and information literacy Evaluate and critically analyse a diversity of primary and secondary sources, including materials from different disciplines using electronic databases search engines and journal collections. Also contributes to Academic literacy and Research literacy. Demonstrate sophisticated understanding of the multi-faceted complexity of religions, from their presence and activities in e-religion, including online religious practices and representations of religion in electronic environments. Also contributes to Research literacy. Communicate information, ideas, principles and theories and develop an argument effectively by appropriate visual means using a variety of platforms and range of technologies to deliver and present ideas to an intended audience. Also contributes to Academic literacy and Research literacy. Make discriminating use of a full range of electronic resources, including Virtual learning environments, podcasts, blogs and discussion boards, in order to identify appropriate source material, inform research and enhance presentations. Also contributes to Academic literacy and Research literacy. 5

6 3.5 Global citizenship Demonstrate a clear analysis of religions origins and sources, and of their later interpreters and opponents, in a range of historical periods and global settings. Represent views other than the student's own sensitively and intelligently with fairness and integrity. Also contributes to Critical self-awareness and personal literacy. Understand the complex character and interplay of religious beliefs, texts, practices, norms and aspirations and their consequences. Also contributes to Academic literacy. Show the ways in which religion and belief contribute to important global debates on such multifaceted issues and themes as justice, peace, truth, identity, health and beauty. Also contributes to Critical self-awareness and personal literacy. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Module number LEVEL 4 U73605 U73610 U73607 U73606 U73608 U73609 U73611 U73612 U73101 Module name Credits Status Semester oncampus Introduction to Introduction to the Study of Religions Academic Literacy: Religion and Sources and Texts in Religion and Contextual Studies in Religion and Issues in Contemporary Issues in Contemporary Religions Introduction to Philosophy and Religion Introduction to Ethics Semester runs offcampus Recommended Recommended Recommended Recommended

7 LEVEL 5 U73621 U73628 Essentials of the Study of Religions Essentials of the Philosophy of Religion Essentials of 30 Acceptable 30 Acceptable 1 and and 2 2 U Acceptable 1 and 2 2 U73632 Research Methods in Religion and U73633 Special Topics in 15 Acceptable 1 2 Religion U73635 Special Topics in 15 Acceptable 2 2 U73634 Vice and Virtue 15 Acceptable 1 0 U74121 U73668 LEVEL 6 U73670 U73671 U73677 U73674 U73675 U73688 U73673 U73699 Culture Gender and Sexuality Independent Study 1 Religions in Social Context in Social Context Continental Philosophy of Religion Research Topics in Research Topics in Religion Independent Study 2 Religion, Philosophy and the Body Dissertation Double Module 15 Acceptable Acceptable 1 or 2 30 Acceptable 30 Acceptable 30 Acceptable 1 and and and Acceptable Acceptable Acceptable 1 or 2 15 Acceptable and 2 1 7

8 4.2 Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Learning Teaching, and Assessment Learning Graduate attributes are progressively developed through the programme. The programme is also designed to meet the University Academic Progression Initiative in the constructive development of knowledge, understanding and Graduate Attributes, in each level 4, 5 and 6. There is a core spine through the degree that develops Academic and Research literacies, specifically in the modules: at Level 4 U73607 Academic Literacy: Religion and ; at Level 5 U73632 Research Methods in Religion and ; at level 6 U73699 Dissertation. The programme has been designed to support students in becoming increasingly active and independent learners. Students will be encouraged to take responsibility for their own learning and to learn to reflect upon their own learning. The graduate attributes of Critical self-awareness and personal literacy, Digital and information literacy and Research literacy are specifically developed in the modules: U73633 and U73635 Special Topics in Religion and in ; U73674 and U73675 Research Topics in and in Religion; U73668 and U73688 Independent studies. Students are encouraged to construct their own critical understandings of the subject, informed by the relevant academic literatures, and this is reinforced by an aligned assessment strategy. Students will develop an ability to be constructively critical and evaluative, and to respect the views of others through exposure to a variety of theories, methods and viewpoints, and debate and discussion in the classroom. These key Academic literacies are developed in each of the double modules for each strand of the subject: at level 5 U73621, U723628, U73629 Essentials of Philosophy of Religion, Religion and ; at Level 6 U73670 Religion in Social Context, U73671 in Social Context and U73677 Continental Philosophy of Religion. Students will be supported to find their own academic voices and to understand the processes of academic research. By the end of the programme students will be competent to research a topic, and the best students will be well placed to undertake Masters level study. Critical self-awareness and personal literacy is specifically developed in the core spine modules and in the independent study modules. Students are strongly encouraged to develop a powerful web of connected knowledge and understanding across modules, and to relate their academic study to the contemporary realities of religion and theology. In addition to competence in the subject area, graduates of the programme will have developed essential lifelong skills of learning that will mean that they are well prepared for professional work in a changing world. Global Citizenship is intrinsic to the study of Religion and and is evident in each of the three strands modules: at Level 4 in introductory modules U73605, U73610, U73612, and those related to contemporary issues, U73609, U73611; at Level 5 U73621, U723628, U73629 Essentials of Philosophy of Religion, Religion and ; at Level 6 U73670 Religion in Social Context, U73671 in Social Context and U73677 Continental Philosophy of Religion. 8

9 Teaching The programme will be taught by an established and talented team of teachers and active researchers. The subject area of and Religious Studies has been very highly rated in in the National Student Survey. In 2010, for example, 96% of respondents said that the course was intellectually stimulating, and 98% said that teachers were enthusiastic about what they teach. A close relationship between teaching and research ensures that teachers convey an intellectual excitement about the subject, and students also learn about research. Students can expect classes to be stimulating and highly interactive. In all modules there will be opportunities for smaller group discussions, and distance learning students will have an opportunity to come to Oxford Schools and work closely with a team of teachers. All modules benefit from wider resources available through Brookes Virtual, and in many cases there are supporting hard copy study materials. Typical contact hours for a single 15 credit module are based on a notional 150 hours total input: up to 12 hours lectures; up to 12 hours seminars; up to 2 hours tutorial support; up to 126 hours work with structured study material and independent study. Assessment Students will encounter a variety of summative assessment methods as they progress through the programme. The variety seeks to provide opportunities for students to demonstrate different abilities rather than assessing many times the same kind of ability. The assessment regime is progressive and seeks to secure foundational academic skills at level four, intermediate academic skills at level five, and advanced academic skills at level six. Thus, for example, there are book reviews and short essays at level four. At level five students have an opportunity to write an annotated bibliography and long essays. A number of forms of assessment provide the opportunity to prepare for the longer and more independent work at level six: a long essay, a research proposal, a literature review, a planned presentation, and an independent study. At level six there is scope for more independent, sustained and complex work through the long essay, portfolio work, independent study and the dissertation. Assessment for learning, in line with the University s Assessment Compact is an important commitment from the programme teaching team, and this is embodied in how the programme will be taught and assessed. Feedback on summative work will be written in a way that is supportive and developmental. Students will be clear about what they have done well, but also how they can improve at every level of performance. In several modules there are two pieces of summative assessment. Feedback on the first piece will also help to make the feedback formative within the module. This is a prominent feature of level four modules and double modules. 5.2 Assessment regulations The programme conforms to the University Regulations Undergraduate Modular Programme (UMP) regulations: 9

10 SECTION 6: ADMISSIONS 6.1 Entry criteria In addition to the University s general admission criteria for honours degrees, typical offers for this degree are: BBC at A-level; International Baccalaureate 30 points. AS-levels will be recognised in place of a maximum of 1 A-level; may include 12-unit Vocational A-level. Other A-level equivalent qualifications will be considered 6.2 CRB checks Not required. SECTION 7: STUDENT SUPPORT AND GUIDANCE There are a significant number of sources for help and advice for students. Online guidance and support is available through the open access University site with considerable extra specific support for students when they have enrolled through their Personal Information Portal (PIP) pages. On PIP students may track their own progress and results while they are also able to sign up for modules and find details about each module, timetabling, rooms and assessment. The Virtual Learning Environment for Religion and provides full course details, including handbooks, module guides, teaching and learning materials as well as discussion boards and links to e-learning repositories. There is a significant range of personal, including , telephone and social media links, and face-to-face support, for example: Induction for new students Access to Subject leaders, module leaders and individual Academic Advisors Access to Subject support coordinators who provide guidance and advise on programme choice and are a source of information for many other support services International Study Abroad Service Central support services Study skills development/support on a one-to-one basis Careers Centre SECTION 8: GRADUATE EMPLOYABILITY Potential careers the programme leads to and what previous graduates have gone on to do include: Civil services including local and national civil service posts Third sector including non-governmental organisations, international aid agencies, charities. Further education and academic posts including lectureship in and Religious Studies departments in the UK Teaching primary, secondary and FE levels. 10

11 Media industries including print publishers, television and film organisations and independent documentaries. Political and pressure group organisations including President of Student Union. Religious vocation SECTION 9: LINKS WITH EMPLOYERS There are strong internal links with Oxford Brookes Initial Teacher Training Programmes and local teacher employers. There are also some informal links with employers through visiting lecturers in a variety of open seminars and symposia. SECTION 10: QUALITY MANAGEMENT We have a range of robust indicators of quality and methods for evaluating the quality of provision. The student experience and the delivery of the highest quality of learning and teaching are at the heart of Religion and. There are a range of formal processes for evaluating the quality of provision derived from the Quality Assurance Agency and internal quality assurance systems These include, Annual and periodic programme review; External examiners reports, Student surveys (Module and course evaluations, National Student Survey). We also have a formal Student representation system on committees and for cohort feedback. Equally important is the good relationship between staff and students that is a powerful means of feedback for both module and programme enhancement. 11