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Session: 2022/23
Last modified: 29/03/2022 11:32:21
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Title of Module: Introduction to Psychology (B) |
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Code: PSYC07010 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A
Parke |
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| Summary of Module |
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Summary of Module
This module is the companion module of Introduction to Psychology A and builds on the information covered in it by developing an understanding of basic core methodological knowledge. This module will introduce descriptive statistics, probability, and hypothesis testing. The module will also introduce students to the discussion of psychology as a science. Scientific principles, scientific method, and general philosophies of science will be introduced along with discussions about how psychologists conduct and make sense of research. This will provide students with an understanding of the wider scientific context The module will then introduce students to the area of psychopathy and psychopathology. Students will then apply their knowledge of scientific enquiry to produce a report in this area. Throughout the module, there will be an emphasis on real-world and practical applications; ethical and cultural awareness and links to reflecting on the transferable skills gained throughout the module.
At the end of the module, a student will have developed the following attributes:
Critical Thinker
Analytical Inquiring
Research-minded
Knowledgeable
Effective Communicator
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Understand the importance of research-based, psychological explanations as opposed to common-sense explanations
L2.
Understand the development of psychology as a discipline
L3.
Interpret data and report findings from an area within psychology |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Understand the development of psychology as a discipline.
Understand different models and approaches used to explore human behaviour.
Understand the importance of research-based, psychological explanations as opposed to common-sense explanations.
Understand the importance of cultural, ethical and diversity awareness.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some of the basic techniques for psychological investigation.
Retrieve and reference basic psychological research
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| Generic Cognitive skills |
SCQF Level 7.
Discuss and evaluate information core to the discipline of psychology.
Use different approaches to address applied problems and issues in human behaviour.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Discuss psychological issues in a coherent and structured manner, both verbally and written.
Use dedicated software to investigate psychological phenomena.
Use of information retrieval systems.
Use numerical and graphical data to address psychological issues.
Use of Virtual Learning Environment
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Work effectively in class-based group activities.
Take account of personal responsibility to address own learning needs.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate
This module will be delivered through a combination of weekly lectures and fortnightly workshops/laboratory-based classes. Throughout the module, students will be required to engage in laboratory-based, online formative tasks as preparation for their coursework 2. In addition, students will engage in self-study activities to support the information covered in the lectures and workshops.
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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 | 20 |
| Laboratory/Practical Demonstration/Workshop | 14 |
| Tutorial/Synchronous Support Activity | 2 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Schacter, D., Gilbert, D. Wegner, D., & Hood, B. (2016). Psychology (2nd European edition). Palgrave Macmillan: Basingstoke, Hampshire.
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(**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)
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| Engagement Requirements |
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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 full-time 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-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | A Robertson |
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| External Examiner | TBC |
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| Accreditation Details | BPS |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A lab-based report worth 60%.
students will be provided with a lab report guide that is a ‘step by step’ guide in terms of how the module is designed to help prepare them for the writing up of the lab report. Three workshops have specifically been designed to support students with each section of their report.
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A multiple-choice online assessment worth 40%. (class test)
Students will access online, this is supported by formative assessments via VLE to help prepare them for the 2nd piece of coursework. Students can use the practice tests to gain insight into areas that they need to prepare for during the summative assessment at the end of the module. Students with equality and disability requirements will be given the opportunity to sit the online test in an environment that is suitable to their specific needs.
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(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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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/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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