This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 04/07/2022 10:52:29
|
Title of Module: Introducing Sociology |
|---|
|
Code: SOCY07004 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | I
Rafanell |
|---|
| Summary of Module |
|---|
This module will provide students with the basis for the development of the ’sociological imagination’ (that is, the critical capacity to understand the links between wider social structure and individual action) and its application to the study of contemporary society. It will form the foundation that will equip and prepare students to undertake subsequent sociological studies by promoting a greater understanding of the dynamic nature of modern society. The module will introduce and examine theories associated with core sociological concepts to develop students’ analytical skills and knowledge. Students will gain an understanding of the nature and patterns of social change and inequality by studying the debates relevant to key issues in modern society such as social class, gender identity and gender inequality, masculinity, health and race and ethnicity.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate an awareness of the thinking behind the central concepts and perspectives within the discipline of sociology.
L2.
Apply sociological approaches and concepts to the systematic study of social structures and social processes in contemporary society.
L3.
Be able to appreciate and utilise empirical evidence and understand, on a basic level, how empirical evidence is generated and how evidence can be useful for policy-making, but also problematic and 'interested'.
L4.
Demonstrate the ability to present coherent argument and analysis in written work, and to appreciate and utilise social debate and empirical evidence. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 7.
Developing an understanding of core sociological perspectives and debates at an introductory level.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
The ability to discriminate between common sense and sociological perspectives, and apply sociological theory to contemporary issues.
|
| Generic Cognitive skills |
SCQF Level 7.
Developing an understanding of relevant concepts, ideas and issues relevant to sociological inquiry;
Developing skills to discuss sociological issues during participation in seminars.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
The ability to distill key themes and arguments through engagement with a variety of source materials;
Access both empirical and qualitative data using communications technology;
Developing communication skills through written work.
|
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Time management, exercising autonomy and responsibility for individual assessment requirements;
Sharing knowledge responsibly and respectfully during seminar discussions and in all teaching events.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
Students will be introduced to the concept of reflective practice. Thus, acknowledgement will be given to the importance of students being able to reflect upon some of the skills and knowledge they have acquired during the completion of this module, and how this relates to their PDP. A seminar class will also be arranged towards the end of the seminar programme so that students will have to opportunity to undertake revision for assessments.
This module supports the development and achievement of graduate attributes, employability, transferable skills and lifelong learning and citizenship competencies by:
? Providing opportunities for students to develop imaginative and critical thinking and problem solving.
? Providing the bases to becoming an active global citizen by exploring contemporary research areas.
? Encouraging students to develop creative and enterprising team player and group working capabilities.
? Encourage an engaged and participative team member by collaborative activities and collective debate and communicate knowledge to the public.
? Providing students to develop interpersonal skills of responsibility and sensitivity and personal reflexivity.
|
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 30 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Fulcher, J, and Scott, J. (2011). Sociology, 4th edition, Oxford, OUP
Giddens, A. (2013). Sociology, 7th edition, Polity Press.
Haralamabos, M. and Holborn, M. (2008). Sociology: Themes and Perspectives, 7th edition, London, Collins.
Macionis, J. and Pummer, K. (2011). Sociology: A Global Introduction, Pearson, Harlow.
McLennan, G. (2011) Story of Sociology. London, Bloomsbury
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their Programme leader for any queries)are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-andregulations/regulatory-framework/ |
[Top of Page]
Supplemental Information
| Programme Board | Social Sciences |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | UG Social Sciences |
|---|
| Moderator | C Gilligan |
|---|
| External Examiner | R Ryder |
|---|
| Accreditation Details | |
|---|
| Version Number | 3.01 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| A Multiple Choice Test (30%) |
| B Group Portfolio (70%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|