Programme Specification: Undergraduate Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. Name of programme: Name of final award: Framework of Higher Education Qualification (FHEQ) level of final award: Name of exit award(s): Duration: Mode of Study: Single Honours/ Dual Honours/ Major-Minor: Philosophy BA(Hons) Philosophy 6 Honours Degree/Diploma in Higher Education/Certificate in Higher Education 3 Years Full-time Single Honours, Dual Honours, including Major-Minor Routes As part of the HEFCE Wider Information Set (WIS) requirements, we provide a table detailing the External Examiner and their home institution by programme. The table also provides the last examiners report and the school response to that report. The report and response are only available to internal users (with Keele University login and password). http://www.keele.ac.uk/qa/externalexaminers/reportsandresponses/ug 1. What is a Dual Honours Principal Programme? Keele University is committed to offering a broad undergraduate curriculum based on a Dual Honours system which allows students to study two subjects to Honours level. Each of these subjects is known as a Principal Subject. Keele offers two possible ways of combining the two subjects: Dual Honours and the Major/Minor Routes. In Dual Honours, students study both Principal Subjects in Year 1 (Level 4) and Year 2 (Level 5) at Keele. In the final year (Level 6), students continue to study modules from both Subjects. In the Major/Minor Route, students study both Principal Subjects in Year 1 (Level 4) and Year 2 (Level 5) at Keele. In the final year (Level 6), students specialise in one of the two Subjects, which is referred to as the Major subject. The other subject becomes the Minor subject. The Major/Minor Route is available in combination with all the Dual Honours subjects, which can be studied together with Philosophy. Students registered for the Major Route in Philosophy Programme Specification 1
Philosophy study all or mostly Philosophy in the final year. Students registered for the Major Route in their other subject study only or mostly the other subject in the final year. This is then a Minor Route in Philosophy. In order to give students the widest possible choice, and to enable them wherever possible to tailor their programmes to their own needs and interests, the University puts as few restrictions as possible on the combinations of Principal Subject that may be taken. Consequently, Keele students in a Dual Honours or Major/Minor Route programme incorporating Principal Philosophy will find that many of the skills described in this Programme Specification will be strengthened and reinforced in their other Principal Programme; in some cases they will find that their other Principal Programme extends the range of skills they acquire. Both Principal Programmes together will contribute to helping the student achieve the learning outcomes appropriate to an Honours Degree. It should be noted that the aims of the Programme may not fully be met in the case of students who choose to take Philosophy as their Minor subject. Students taking the Minor route in Philosophy might not necessarily be able to demonstrate that they have achieved all of the Programme s learning outcomes. 2. What is a Single Honours Programme? The University also offers a range of Single Honours programmes, including Philosophy. Some of these are professional programmes, while others enable students to study one academic subject in much greater depth while taking advantage of the wide range of elective modules open to all Keele students. Single Honours Programmes are studied throughout the student s three years at Keele. What is Philosophy? The aim of Western Philosophy, as it has been practiced from Ancient Greece to the present day, is to develop an overall conception of human life and its place within reality. Philosophy is concerned with questions about the good life (Ethics), the ultimate nature of reality (Metaphysics), the extent to which we can achieve knowledge (Epistemology), and the relation between language, truth and meaning (Philosophical Logic). It also asks questions about the relation between thoughts, feelings and the brain (Philosophy of Mind) and how society ought to be organised (Political Philosophy). Philosophy at Keele Keele has been one of the most renowned centres of Philosophy in England since the Second World War: it made its reputation in the 1960s under Anthony Flew, when it was closely associated with the Ordinary Language Philosophy movement, and it again came to worldwide prominence in the 1980s and early 1990s under Jonathan Dancy, when it gained a reputation for epistemology and moral philosophy. Keele Philosophy today is a small, research-led programme, with particular strengths in metaphilosophy and metaphysics, as practised within a variety of traditions: analytic, phenomenological, Kantian and post-kantian. It maintains an active agenda of extra-curricular philosophy, through the Royal Institute of Philosophy lecture series, the Keele Forum for Philosophical Research Jean-Jacques Rousseau Annual Lecture and Conference or Political Philosophy Seminar series, in which philosophers from other universities are invited to Keele to talk about their recent work. It also has a thriving student-led Keele Philosophy Society, which holds regular debates and film screenings. In addition, it runs a Summer Seminar series (where philosophers from Keele present their work), reading groups and other events. Our offer of programmes makes Keele Philosophy the perfect choice both for students who want to combine philosophy with another subject and for those who want to specialise in Philosophy wither through Single Honours in Philosophy or through the Major/Minor Route with Philosophy as the major subject. The placement within the interdisciplinary school of SPIRE (the School of Politics, Philosophy, International Relations and the Environment) means that students are able to specialise in political or environmental philosophy, if this is where their main interests lie. Philosophy Programme Specification 2
Aims of the Programme The aims of the Programme are to enable students to: Think, talk, and write about the central areas of philosophical theory, such as moral philosophy, metaphysics, epistemology, and political philosophy, and thus develop knowledge of a range of philosophical traditions and canonical texts. Empathise with philosophical problems, and thereby come to appreciate the various solutions that have been offered to these problems. Learn the basic logical and critical thinking skills required to deploy sound argument, identify underlying issues, and detect fallacies and other argumentative weaknesses. Become familiar with the different approaches to philosophy associated with various movements in the past and present, and appreciate their attendant methodologies. Develop the ability to conduct and report on their own research, using suitable methods of investigation and appropriate techniques of scholarship in philosophy. Obtain the transferable skills necessary to find a fulfilling and rewarding career, and become critically aware citizens with a lifelong interest in philosophical issues. Obtain the subject-specific skills and knowledge necessary to study philosophy at postgraduate level. What students will learn What students on the Programme will know, understand, and be able to do can be described under four main headings, as employed later in this document in describing each year of the course: Subject knowledge and understanding Subject specific skills Key or transferable skills (including employability skills). Research skills A. Students who complete all three years of the Programme and graduate with a BA (Hons) in Philosophy as a Dual Honours Principal subject or a Major subject will be able to: Show familiarity with some central views and arguments in logic, metaphysics, epistemology and philosophy of mind. Demonstrate familiarity with some central theories and arguments in moral, political and social philosophy. Identify underlying issues in various debates. Understand the importance of careful interpretation of philosophical texts. Show familiarity with the use of specialised philosophical terminology. Philosophy Programme Specification 3
Recognise arguments on both sides of a philosophical question. Demonstrate awareness of the nature of sound arguments and logical fallacies. Engagement with this programme will enable you to develop your intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Our educational programme and learning environment is designed to help you to become a well-rounded graduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in after your studies are completed. Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes through full engagement in the programme and other educational opportunities at Keele. B. In addition to the knowledge, understanding and skills under A. above, students who complete all three years of the Programme and graduate with a BA (Hons) in Philosophy as a Single Honours subject will also be able to: Show familiarity with the writings of some of the major philosophers. Appreciate the wide range of techniques of philosophical reasoning. Grasp some philosophical problems, mentioning arguments for or against proposed solutions. Appreciate how generalisations can be supported or weakened by detailed discussion. Demonstrate awareness of some major issues currently at the frontiers of philosophical debate and research. 2. How is the Programme taught? Learning and teaching methods used on the Programme vary according to the subject matter and level of the module. They include the following: Traditional lectures where the lecturer provides students with a framework for reading and independent study. Most lecturers employ presentation software such as MS Powerpoint, while sometimes some lectures feature also video and audio presentations. Interactive learning in large classes where students have the opportunity to work together in smaller groups, interact with the lecturer and reflect on their own learning. Interactive lectures may involve the use of buzz groups, debates and quizzes. Tutorials and seminars in groups of up to 20 students where key issues can be discussed in more depth. Students are expected to play a full part, and occasionally to lead, these discussions. Many tutorials and seminars consist of student presentations and debates. Independent study based on directed reading from textbooks, research monographs, and academic journals. Web-based learning using the University s virtual learning environment (KLE). The KLE is an online learning environment that provides a range of tools to support your learning, including access to documents and other resources, quizzes, discussion boards, assignments and announcements. Philosophy Programme Specification 4
For those who choose to take the dissertation double module in Philosophy in their final year, the opportunity to undertake a piece of independent research supervised and supported by a member of staff. Apart from these formal activities, students are also provided with regular opportunities to talk through particular areas of difficulty, and any particular learning needs they may have, with their module, seminar and tutorial group leaders on a one-to-one basis. These learning and teaching methods enable students to achieve the learning outcomes of the programme in a variety of ways. For example: Lectures and independent study allow students to gain a systematic and structured knowledge of philosophical ideas and how they may be used in the course of seminars and tutorials to analyse a variety of contemporary and traditional problems. Seminars, tutorials and online discussions provide opportunities for students to ask questions about, and suggest answers to, philosophical problems, and to present their own ideas to members of staff and other students using an appropriate medium of communication. Interactive lectures, seminars, tutorials and web-based activities encourage students to reflect on their own learning and take responsibility for its development by addressing areas of difficulty, perhaps by discussing them with their fellow students or by getting additional help from a member of staff. Undertaking a research dissertation with the support of an experienced and active researcher allows students to formulate relevant research questions and develop their own strategies for answering them. Teaching staff All members of staff have doctorates (PhDs or the equivalent) in philosophy and, as members of the University s Research Centre for the Study of Politics, Philosophy, International Relations and the Environment (in the Research Institute for Social Sciences), all are active researchers. Their work, across many different aspects of philosophy, has been widely published in books, research monographs and leading international journals. Keele s research profile in philosophy also benefits from a research-active Emeritus Professor who if the founding editor of one of the major international philosophy journals. In addition, to the permanent teaching staff on the Philosophy Programme, Keele Philosophy s placement within the interdisciplinary school of SPIRE also allows it to draw on the political philosophy teaching of teaching staff from the Politics Programme. All of the politics staff who teach on the programme hold at least one philosophy degree. The Philosophy staff group has extensive experience of teaching at undergraduate and postgraduate level in a variety of leading UK and international universities. They are all either members or associates of the HEA, or have a formal teaching qualification. All permanent teaching staff on the Philosophy Programme have received awards or nominations for excellence in teaching. 3. What is the Structure of the Programme? An outline of the structure of the Programme is provided in the table below. All taught modules are worth 15 credits and the Level 3 double-module Dissertation is worth 30 credits. The pass mark for all modules is 40%. Compulsory core modules are shown in bold; programme elective modules are in regular font. Philosophy Programme Specification 5
Major in Philosophy Students who choose to take Philosophy as a Major subject must accumulate at least 225 credits in Philosophy. They must take: at least one compulsory core module in each semester at Level 4 (Year 1) (for the Major route, these are: 10 Problems of Philosophy, in Semester 1, and How to Think, in Semester 2); at least one compulsory core module in each semester at Level 5 (Year 2) (for the Major route, these are:, in Semester 1, and Pursuit of the Good, in Semester 2); the Level-6 (Year-3) Philosophy double-module Dissertation, which is compulsory for students taking Philosophy as a Major subject; other Philosophy electives up to at least 135 credits during the 3 years of study. Dual Honours in Philosophy Students who take Philosophy as a Dual Honours Principal Subject must accumulate at least 120 credits in Philosophy to graduate with a named Dual Honours Degree in Philosophy. They must take: at least one compulsory core module in each semester at Level 4 (Year 1) (for the Dual Honours Principal Subject Philosophy programme, these are 10 Problems of Philosophy, in Semester 1, and How to Think, in Semester 2); at least one compulsory core module in each semester at Level 5 (Year 2) (for the Dual Honours Principal Subject Philosophy programme, these are, in Semester 1, and Pursuit of the Good, in Semester 2); at least one Philosophy elective module in each semester at Level 6 (Year 3), choosing from a range of taught elective modules, including the elective Dissertation double-module; other Philosophy electives necessary to accumulate overall at least 120 credits during the three years of study. Minor Route in Philosophy Students who choose to take Philosophy as a Minor subject must accumulate at least 90 credits in Philosophy. They must take: at least one compulsory core module in each semester at Level 4 (Year 1) (for the Minor route, these are 10 Problems of Philosophy, in Semester 1, and How to Think, in Semester 2); at least one compulsory core module in each semester (for the Minor route, these are, in Semester 1, and Pursuit of the Good, in Semester 2) and one elective at Level 5 (Year 2). At Level 6 (Year 3), students taking Philosophy as their Minor subject may, if they wish, take one or two elective modules in Philosophy. Single Honours in Philosophy Students who take the Single Honours Programme in Philosophy must accumulate at least 255 credits in Philosophy in order to be able to graduate with a Single Honours degree in Philosophy. They must take: Philosophy Programme Specification 6
the two compulsory modules in each semester at Level 4 (for the Single Honours programme, these are 10 Problems of Philosophy and Moral Philosophy, in semester 1, and How to Think and Ancient Philosophy in semester 2); the two compulsory modules in each semester at Level 5 (for the Single Honours programme, these are Pursuit of the Good and Philosophy of Science in semester 1, and, and Philosophy of Mind, in semester 2); one optional core module in each semester at Level 6 (for the Single Honours programme, these are either I or Philosophy of Art, in semester 1, and either Metaphysics or Philosophy of Language in semester 2); the double core module Dissertation at Level 6; other philosophy electives necessary to accumulate overall at least 255 credits during the three years of study. The elective modules listed for Levels 4, 5 and 6 are subject to change depending on staff availability and may not be offered every year. LEVEL SEMESTER 1 SEMESTER 2 4 10 Problems of Philosophy Moral Philosophy Continental Philosophy How to Think Ancient Philosophy Justice, Authority and Power 5 Pursuit of the Good Philosophy of Science Philosophy of Religion Work Experience P&PD 6 I Philosophy of Art Dissertation The Individual and the Community Rorty and the Mirror of Nature Philosophy of Mind Freedom and Equality Metaphysics Philosophy of Language Dissertation Great Philosophers of the 20th Century Human Rights: Concepts, Norms and Identities Citizenship and the Environment In addition to the elective modules listed in this table, students may choose to study modules that are offered as part of other programmes in SPIRE and across the University. These include: Modules in other subjects related to Philosophy such as Psychology and Sociology. Modules in other subjects in which they may have a particular interest such as English, History, Politics, International Relations, or Criminology. Modules designed to help students for whom it is not their first language to improve their use of English for academic purposes. Modern foreign languages modules at different levels in French, German, Spanish, Italian, Russian, Japanese, Chinese and Arabic. Philosophy Programme Specification 7
Freestanding modules related to student volunteering, studying abroad as part of the University s exchange programme, employability skills and personal development. The table below sets out what students learn in each year of the Programme, the modules in which that learning takes place, and the main ways in which students are assessed on their learning. In Years 1 and 2 these learning outcomes are achieved in the two compulsory core modules that all students taking Philosophy as a Principal (Dual Honours) or Major or Minor subject, as well as Single Honours Philosophy students, are required to take. Some of these outcomes may also be achieved in elective modules together with other outcomes not stated here. In Year 3, the stated outcomes are achieved by taking any of the modules offered in each semester. YEAR 1 First year modules provide students with a thorough grounding in the study skills needed for philosophy, and present an overview of its main areas, namely epistemology and metaphysics, logic and critical thinking, moral philosophy and political philosophy. Subject knowledge and understanding Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Explain the distinctive characteristics of philosophy 10 Problems of Philosophy Class tests; portfolio; essay. and its various sub-disciplines. Recognise some of the central problems of 10 Problems of Philosophy Class tests; portfolio; essay. philosophy. Critically engage with philosophical problems. 10 Problems of Philosophy Class debates; portfolio; essay. Recognise the main theoretical traditions in 10 Problems of Philosophy Class tests; portfolio; essay. philosophy and illustrate their application to a variety of philosophical problems. Develop their own philosophical views and defend them using rational argument. 10 Problems of Philosophy How to Think Class debates; portfolio; essay. Recognise basic argument forms and apply the How to Think basic principles of deductive logic. Recognise and apply reasoning skills essential for How to Think the proper presentation, analysis and criticism of arguments. Identify common fallacies and rhetorical devices. How to Think Apply logical and critical thinking skills to How to Think philosophical problems, as well as to arguments encountered in everyday contexts. Subject specific skills Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Use appropriate bibliographic search tools to find 10 Problems of Philosophy Class tests; portfolio. relevant materials in hard copy and electronic formats. Present written work in an appropriate scholarly 10 Problems of Philosophy Class tests; portfolio; essay. style for contemporary philosophy, using the Harvard system of citation and referencing. Identify the main points of key texts, and use them in developing arguments and making judgements about philosophical positions. 10 Problems of Philosophy How to Think Class tests; portfolio; essay. Distinguish between and appropriately engage with both primary and secondary sources. 10 Problems of Philosophy How to Think Portfolio; essay. Philosophy Programme Specification 8
Key or transferable skills (including employability skills) Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Develop and present their own views, as well as How to Think devise solutions to problems, on the basis of valid forms of argumentation. Identify the general logical principles that apply to How to Think all forms of argument. Evaluate arguments for validity, soundness, How to Think reliance upon rhetorical devices, and fallacies. Communicate ideas and arguments orally and in writing to an audience of their peers using appropriate visual presentation aids. 10 Problems of Philosophy How to Think Group presentations; class tests; portfolio. Work with others, demonstrating the capacity to plan, share goals, cooperate and collaborate with other members of a team. Use IT for the retrieval and presentation of information in support of ideas and arguments. Reflect on and plan their own learning by acting appropriately on feedback. 10 Problems of Philosophy How to Think Group presentations; class tests. Group presentations; class tests; portfolio. Group presentations; class tests. 10 Problems of Philosophy Class tests; portfolio; essay. 10 Problems of Philosophy Portfolio, essay. YEAR 2 The second year builds on the foundations laid in the first, by continuing discussion of the central philosophical areas of epistemology, metaphysics and moral philosophy, and also by introducing more specialised areas of debate, with modules in the philosophy of religion, philosophy of mind and political philosophy. Subject knowledge and understanding Level Outcome Recognise changes to the subject matter and methodology of philosophy that occurred in the 17 th and 18 th centuries; relate the philosophy of this period to ancient and contemporary concerns. Summarise and evaluate some of the canonical texts of philosophy in the modern period. Analyse the major metaphysical and epistemological theories developed in the modern period in light of subsequent critiques. Summarise and compare the moral theories of Aristotle and Kant, both in their common aspects and their specificity. Analyse specific arguments concerning Aristotelian and Kantian moral philosophy in the primary literature, and engage with objections in the secondary literature. Module in which this is delivered Pursuit of the Good Pursuit of the Good Principal forms of assessment (of the Level Outcome) used Essay; unseen examination. Essay; unseen examination. Essay; unseen examination. Portfolio; essay. Portfolio; essay. Philosophy Programme Specification 9
Level Outcome Evaluate the theories of 17 th and 18 th century philosophers and apply them to traditional philosophical problems. Discern relationships between rationalist and empiricist systems of philosophy, and identify their presuppositions. Adjudicate between competing philosophical theories and methodologies. Conduct independent research in order to identify, locate, and retrieve appropriate paper and electronic materials to supplement module reading lists. Subject specific skills Module in which this is delivered Pursuit of the Good Principal forms of assessment (of the Level Outcome) used Group presentations; essay; unseen examination. Essay; unseen examination. Essay; unseen examination. Essay. Portfolio; essay. Summarise and explain the moral theories of Pursuit of the Good Portfolio; essay. Aristotle and Kant with reference to their specific intellectual contexts. Approach their own moral questions through the Pursuit of the Good Portfolio; essay. Aristotelian and Kantian conceptual frameworks. Key or transferable skills (including employability skills) Level Outcome Module in which this is Principal forms of assessment (of Summarise, analyse and collate the central ideas of highly complex and abstract theoretical texts. Analyse and formulate solutions to problems, working alone and as a member of a team. Communicate complex arguments supported by appropriate evidence, both orally and in writing. Undertake a range of basic research tasks making appropriate use of information technology. delivered Pursuit of the Good Pursuit of the Good Pursuit of the Good Pursuit of the Good the Level Outcome) used Essay; unseen examination. Portfolio; essay. Group presentations; class tests. Portfolio. Group presentations; essay; unseen examination. Portfolio; essay. Portfolio. Philosophy Programme Specification 10
YEAR 3 In the third year students deepen their knowledge of philosophy by choosing to study two or more modules in a range of subjects chosen to provide students with a broad cross-section of philosophical inquiry. The third year gives students the options to continue studying the core areas of metaphysics and epistemology, to explore other more specialised areas of philosophy, or to specialise in political philosophy. Which modules are offered may vary slightly from year to year, but they will all reflect the specialist expertise and active research interests of members of staff. Students may also choose to write a dissertation in philosophy tailored to their own particular research interests and supervised by an appropriate member of staff. Subject knowledge and understanding Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Recognise, interpret and critically evaluate theories, concepts and research in defined areas, some of which are at the forefront of philosophical research. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Apply established philosophical theories and methodologies to understanding and resolving new and unfamiliar philosophical problems. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Subject specific skills Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Describe and make critical judgements about developments in current areas of philosophical research. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Communicate ideas effectively and fluently, informed by contemporary research in philosophy both orally and in writing. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Formulate research questions and identify appropriate research strategies to address them. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Manage their own learning, making use of appropriate materials in a current area of philosophical research. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Key or transferable skills (including employability skills) Level Outcome Module in which this is delivered Principal forms of assessment (of the Level Outcome) used Work productively in both structured and largely unstructured research contexts exercising initiative and personal responsibility. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Make decisions and plan activity in uncertain and unpredictable contexts. Undertake appropriate further training of an academic, professional or practical nature. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Modules are assessed in a variety of ways including: essays; unseen examinations; portfolios and oral presentations. Philosophy Programme Specification 11
Students may leave the Philosophy Principal Programme with one of four final awards, most students pursuing the first listed below: 1. Honours Degree (360 credits). To be awarded a Degree a student normally requires a total of at least 360 credits. Students must normally obtain a total of 10 credits at each level of study (that is, in each of the three years of their degree). The number of credits a student requires in Philosophy depends on whether Philosophy is taken as a Single Honours, Dual Honours, Major or Minor subject: Where Philosophy is taken as a Major subject, a student must take at least 225 credits in Philosophy and 90 credits in their other, Minor, subject over the course of their three years of study. Students taking Philosophy as a Major subject must take at least 30 credits in Philosophy at each level of study. Where Philosophy is taken as a Dual Honours Principal subject, a student must take at least 120 credits in Philosophy and 120 in their other principal subject over the course of their three years of study. Students must take at least 30 credits in Philosophy and 30 in their other Principal subject at each level of study. Where Philosophy is taken as a Minor subject, a student must take at least 90 credits in Philosophy and 225 in their other, Major, subject over the course of their three years of study. Students taking Philosophy as a Minor subject must take at least 30 credits in Philosophy in Year 1 and at least 45 credits in Philosophy in Year 2. Where Philosophy is taken as a Single Honours subject, a student must take at least 255 credits in Philosophy over their three years of study. Students taking Single Honours Philosophy must take at least 60 credits in Philosophy at leach level of study (that is, Year 1, Year 2 and Year3). 2. Diploma in Higher Education (240 credits). To be awarded a Diploma in Higher Education a student requires a total of at least 240 credits. Of these 240 credits at least 120 must be obtained at Level 5 (Year 2) or higher. 3. Certificate in Higher Education (120 credits). To be awarded a Certificate in Higher Education a student requires a total of at least 120 credits at Level 4 (Year 1) or higher. 4. How is the Programme assessed? The function of the assessments listed in the table above is to test students achievement of the learning outcomes of the Philosophy Principal Programme. For example: Unseen examinations in different formats test students knowledge of the relevant aspects of philosophy. Most examinations require students to answer questions by writing a number of short essays, while some involve multiple-choice questions. Essays test the quality and application of subject knowledge, as well the student s ability to empathise with philosophical problems and develop responses to them based upon the literature. In addition they allow students to demonstrate their ability to carry out basic bibliographic research and to communicate their ideas effectively in writing in an appropriate scholarly style using the Harvard system of referencing. Class tests taken either conventionally or online via the KLE, assess students subject knowledge and their ability to apply it in a more structured and focused way. Reviews of other scholars work test students ability to identify and summarise the key points of a text and to evaluate the quality of arguments and the evidence used to support them. Philosophy Programme Specification 12
Bibliographic exercises require students to critically evaluate the arguments of philosophers, in addition to summarising the key points of specific texts as they assemble a short annotated bibliography of published materials that they judge to be especially useful in addressing a set question or solving a particular problem. Oral and group presentations assess students subject knowledge and understanding. They also test their ability to work effectively as members of a team, to communicate what they know orally and visually, and to reflect on these processes as part of their own personal development. Portfolios may consist of a range of different pieces of work but routinely include a requirement that students provide some evidence of critical reflection on the development of their own learning. Marks are awarded for summative assessments designed to assess students achievement of learning outcomes. Students are also assessed formatively to enable them to monitor their own progress and to assist staff in identifying and addressing any specific learning needs. Formative assessment is not formally marked. Purely formative assessment is concentrated in Year 1 of the programme when students are tested and provided with extensive feedback - on both the quality of their academic writing and the development of their subject knowledge and understanding. Feedback, including guidance on how students can improve the quality of their work, is also provided on all summative assessments and more informally in the course of tutorial and seminar discussions. 5. What are the typical admission requirements for the programme? The University s general entry requirements are a minimum of two A-level passes or the equivalent in other qualifications, plus GCSE grade C or above in English Language and either mathematics or a science subject. In addition to the University s general entry requirements, the tariff points needed to study Philosophy depend on the other Principal Programme subject chosen. As a general rule, offers are in the BBB range. There are no specific subject or additional GCSE requirements. Keele welcomes applications from students with qualifications other than A-levels including 14-19 Diplomas, the BTEC National Certificate and Diploma, the Scottish Certificate of Education (Advanced Higher Level) and the International Baccalaureate. Students with these qualifications are advised to contact the University s Admissions Office before applying through UCAS. The University also accepts Access to Higher Education Diplomas and normally requires a certain amount of Level 3 credits to be at Distinction level, and, for some degree subjects, the study of specific subjects at Access or equivalent level. Applicants who are not currently undertaking any formal study or who have been out of formal education for more than 3 years and are not qualified to A-level or BTEC standard may be offered entry to the University s Foundation Year Programme. The Foundation Year includes a module called Critical Thinking which is specifically aimed at students intending to go on to study philosophy. 6. How are students supported on the programme? Support for student learning on the Philosophy Programme is provided in the following ways: Module and tutorial group leaders are responsible for providing support for learning on the modules and in the tutorial groups for which they are responsible. They also give individual feedback on in-course assessments and more general feedback on examinations. Every student is allocated to a personal tutor who is responsible for reviewing and advising on students academic progress in Philosophy and on their other Principal Programme. Philosophy Programme Specification 13
Personal tutors also act as a first point of contact for students on non-academic issues, which may affect their learning and can refer students on to a range of specialist health, welfare and financial services coordinated by the University s Student Support and Development Services (SSDS). Additional help with study skills and development can also be sought from the Life and Learning Team within Keele s SSDS. All members of teaching staff on the Philosophy Principal Programme are available to see students during advertised weekly office hours and at other times by appointment. 7. Learning Resources Philosophy is taught in modern teaching rooms across the University, almost all of which are equipped with computers, internet access and electronic whiteboards or projection equipment. Rooms may be arranged either in traditional lecture format or more informally to allow students to work together in small groups. The learning resources available to students on the Programme include: The collection of philosophy materials relevant to undergraduate study held in the University Library. This extensive collection of books and journals has been built up over 60 years of delivering philosophy at this level. Much of this material is also accessible online to Keele students from anywhere in the world with a University username and password. The KLE, which provides easy access to a wide range of learning resources including lecture notes, electronic materials available in a repository maintained by the University Library and other resources video, audio and text-based accessible from external providers via the internet. Electronic Access to Periodicals: the library has increased its subscription to journals and resources in electronic form, enabling students to make full use free of charge of the over 650 academic journals relevant to their degree programmes. 8. Other learning opportunities Students on the Philosophy Principal Programme have the opportunity to spend a semester abroad in their second year studying at one of Keele s partner universities in Europe, the USA or Canada, Australia or South Africa. Exactly which countries are available depends on their choice of degree subjects. No additional tuition fees are payable for studying abroad but students do have to bear the costs of travelling to and from their destination university and insurance. Grants may be available to cover some of these additional costs for students choosing to study elsewhere in Europe. Further information on studying abroad is available from advisers in Keele International s Study Abroad and Exchanges office and at the annual Study Abroad Fair held in November. 9. Quality management and enhancement The Philosophy Programme Director is responsible for the overall direction of learning and teaching on the Programme supported by the Philosophy Programme Board. The Programme Board consists of student representatives plus all members of staff teaching on the philosophy programme. Philosophy Programme Specification 14
The quality and standards of learning in Philosophy are subject to a continuous process of monitoring, review and enhancement. The Learning and Teaching Committee of the School of Politics, International Relations and Philosophy is responsible for reviewing and monitoring quality management and enhancement procedures and activities across the School. Individual modules and the Philosophy Principal Programme as a whole are reviewed and enhanced every year as part of the University s Curriculum Annual Review and Development (CARD) process. The Programme is run in accordance with the standards set out in the University s Academic Quality and Standards Manual (AQSM) and is subject to audits of its compliance with the Manual by the University s Quality Assurance Section. Student evaluation of, and feedback on, the quality of learning in philosophy takes place in several ways: The results of student evaluations of all modules are reported to module leaders and reviewed by the Programmes Board as part of the Curriculum Annual Review and Development (CARD) process referred to earlier. Findings related to the Philosophy Principal Programme from the annual National Student Survey (NSS), and from regular surveys of the student experience conducted by the University, are subjected to careful analysis and a planned response at Programme and School level. Feedback received from representatives of students in all three years of the Philosophy Principal Programme is considered and acted on at regular meetings of the School of Politics, International Relations and Philosophy Staff/Student Liaison Committee. In addition to this, the quality and standards of learning are regularly discussed and monitored by the Philosophy Programme Board and by the School Learning and Teaching Committee. A senior member of academic staff from another university is appointed by the University s Senate to act as an external examiner on the Philosophy Principal Programme. He or she is responsible for: Approving all examination questions Confirming all marks which contribute to a student s degree Reviewing and giving advice on the structure and content of the Programme and assessment procedures. External examiners see samples of work marked internally as a fail, of first class and borderline between the classes. They also receive a sample of other work from all modules in Years 2 and 3. 10. The principles of programme design The Philosophy Principal Programme described in this document has been drawn up with reference to, and in accordance with the guidance set out in, the following documents Programme Specification Template: Undergraduate, Keele University, 2012. Guidelines for preparing programme specifications, Quality Assurance Agency for Higher Education, 2006. The framework for higher education qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education, 2006. Philosophy Programme Specification 15
Subject Benchmark Statement: Philosophy, Quality Assurance Agency for Higher Education, 2007. University's Learning and Teaching Strategy 2011-2015. University's Learning and Teaching Strategic Map 2011-2015. 11. Faculty Approval Information Version History Date CHANGES / NOTES Date first created (if known) March 2009 Date last reviewed / revised Sept 2014 Last reviewed by? Name Date last approved at SLTC Date last approved at FLTC Approved at ULTC Sept 2014 Philosophy Programme Specification 16