Modules for 2

nd

year.

Module Code : PS0802A Module Title : Cognitive Psychology Level School Division Status Tutor External Prerequisites Corequisites Prohibited None 8 SCQF 15 Semester 1 2013/4 26/04/13

School of Social and Health Sciences Psychology Draft Year Last Update

SCOTT-BROWN , KENNETH TATLER, DR BENJAMIN (30/09/2015)

Aim The multidisciplinary approach of this module is designed to enable students to make connections between cognition, cognitive neuroscience, brain and behaviour. By showing the relevance of cognitive psychology through examples, applications and international research, including neuropsychology, the goal is to make students conversant in the topic of Cognitive Psychology. The teaching and assessment is designed to encourage critical thinking, showcase research methods, appreciate the interdisciplinary nature of cognitive psychology and its application. Learning Outcomes By the end of this module the student should be able to : 1. Appreciate the relationship between brain organisation and brain function and understand how these support normal cognition 2. Comment on the use of experimental paradigms in the field of cognitive psychology when attempting to understand specific aspects of human performance. 3. Relate theoretical insights and basic research findings to practical applications of Cognitive Psychology in society. Indicative Content 1. Historical and Conceptual issues The historical and theoretical development of cognitive, including historical concepts, structure and function of the brain. 2. Sensation and Perception How the central nervous system interacts with the environment to produce observable behaviours including evidence from neuroimaging and neuropsychology. 3. Perception, Attention and Consciousness Depth Perception, Colour Vision, Motion Perception, Visual Attention, Eye Movements and Active Vision. Focused and Divided Attention; Auditory and Visual Attention. 4. Sensory, Short-Term & Long-Term Memory A critical evaluation of Baddeley's model of working memory. Explicit and Implicit Long Term Memory; Semantic and Episodic Long-Term Memory 5. Cognitive Neuropsychology Biological substrates underlying cognition; The brain- damaged mind; Amnesia; Aphasia 6. Learning and Forgetting Classical and operant conditioning. Application of learning theory to applied contexts. e.g. Gambling,

Educational Games etc 7. Motor Control and Action Vision for action, reaching and grasping, Eye Movements. 8. Contemporary Issues Judgment and Reasoning; Decision Making, Problem Solving, Cognition and Emotion 9. Language

Statement on Teaching, Learning and Assessment This module is designed to help students understand and evaluate theoretical and empirical research on a range of topics within Cognitive Psychology. The module comprises lecture- based delivery (24 hours) and supervised practical activity (4 hours). During the 24 hours of formal lecture- based teaching, core material will be delivered. The module also relies, in part, on supervised practical activity designed to facilitate active learning. This includes demonstrations and mini-experiments based on the indicative content. Students will be expected (and encouraged) to actively engage with the material presented in this module. They will also be expected (and supported) to independently source their own relevant reading material to use as evidence to support the arguments they present in the class tests and the exam. The assessments facilitate an appreciation of the place of academic knowledge in society and prepare the student for more profound investigations in honours years.

Teaching and Learning Work Loads : Total Lecture Supervised Practical Activity Assessment Independent Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Issue Submission Return Outcome (%) 50 50 No No 1 EP 9 EP 12 20 1,2,3 1,2,3 : 150 hours : 24 hours : 4 hours : 20 hours : 102 hours

Type

Coursework Essay Examination One hour

Summary

100

*EP denotes the Final Examination Period and occurs in the following weeks of the Academic Calendar. Week 13 for Semester 1 (i.e. S1) modules with final examinations; Weeks 30 & 31 for 15-credit modules with teaching in Semester 2 and which have a final examination; Week 36 for 30-credit or more modules with teaching in Semester 2 and which have a final examination;

Additional Assessment Information

Supportive Reading Gilhooly, K. 2013 Cognitive Psychology McGraw Hill Eysenck M. W. & Keane M. T. 2010 Cognitive psychology: A student's handbook Psychology Press Goldstein, E. B. 2010 Sensation and Perception (8E) Wadsworth Specialist Resources All lecture rooms require data projector, Turning Point loaded to PC and AV for movies and audio Teachability Issues for this module are : Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Professional Key Transferable Skills for this module are : Communication,Enterprise,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Quantitative,Professionalism

Module Code : PS0811A Module Title : Psychological Research Methods 2 Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 30 Semester 1 through 2 2013/4 26/04/13

School of Social and Health Sciences Psychology Draft MCARA , NOELLE Year Last Update

TATLER, DR BENJAMIN (30/09/2015)

Aim The aim of this Module is to provide the student with the opportunity to further develop the knowledge and skills required to design, conduct, analyse and report quantitative and qualitative psychological research in APA format Learning Outcomes By the end of this module the student should be able to : 1. Report, design and conduct ethically acceptable psychological research using techniques taught on the module. This requires active participation 2. Report, evaluate psychological research and present this in APA format. This requires active participation 3. Use SPSS to analyse empirical data utilising a variety of statistical techniques. This requires active participation 4. Identify and locate, using a variety of resources, suitable reference material for practical work. This requires active participation 5. Demonstrate, a good understanding of the key principles of psychological research design and data analysis. This can only be shown if students have actively participated Indicative Content 1. Methods of Research Main quantitative and qualitative research methods available to psychologists; Use in applied settings; advantages and disadvantages 2. The Experimental Method Variables and levels; hypotheses; design - basic and advanced; control techniques; validity and reliability in experimentation; ethics in experimentation 3. Data Analysis - Descriptive Statistics Data types; measures of central tendency; measures of dispersion; normal distribution; graphing data; confidence intervals; effect size; power 4. Data Analysis - Inferential Statistics Test selection; parametric and nonparametric 2-sample test of difference; Within and Between oneway ANOVA; correlation; Tests of both internal and external reliability; inter rater reliability 5. Qualitative Methods Main types of qualitative research techniques; questionnaire design, narrative enquiry, interviewing types, advantages, disadvantages; analysing interview material. 6. Quantitative Methods Experimental method, two variable tests of difference (parametric and non-parametric), tests of relationships (parametric and non-parametric); multilevel testing, post hoc and a priori testing using

Tukey HSD and Bonferonni. Reliability analysis using Cronbach's alpha, quantitatve content analysis, item analysis 7. Reporting Research Sections and content of an APA formatted psychology lab report; APA referencing 8. Information Searching Structured and unstructured search; Search using the Internet and locating electronic journals using the university library system and appropriate data bases 9. I.T.Skills Designing a lab report template using Word for Windows; using SPSS for data analysis;

Statement on Teaching, Learning and Assessment This module aims to build upon and enhance skills gained in PS0711a Research Methods 1 and is designed to map on to the core modules PS0801 (Cognitive psychology) and PS0802a (biological psychology) providing an opportunity to put theory covered in the core modules in to practice and to prepare students for PS0911a Research Methods 3. One third of the module is delivered as lectures while the reminder is covered in lab sessions that build on the material presented in the lectures. Active participation in small group settings (labs) is essential for successful engagement with the material (60% of the module requires active enquiry). This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other psychology modules. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems.

Teaching and Learning Work Loads : Total : 300 hours Lecture : 22 hours Tutorial/Seminar : 24 hours Supervised Practical Activity : 48 hours Unsupervised Practical Activities : 2 hours Assessment : 40 hours Independent : 164 hours Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Issue Submission Return Outcome (%) Coursework Report Coursework 15 20 15 50 100 6 20 22 EP 12 24 27 EP 18 27 30 39 2,3,4,5 1,2,3,4 2,3,4 3

Type Portfolio Practical Portfolio

Examination Examination Summary

*EP denotes the Final Examination Period and occurs in the following weeks of the Academic Calendar. Week 13 for Semester 1 (i.e. S1) modules with final examinations; Weeks 30 & 31 for 15-credit modules with teaching in Semester 2 and which have a final examination;

Week 36 for 30-credit or more modules with teaching in Semester 2 and which have a final examination;

Additional Assessment Information *EP denotes the Final Examination Period To pass this module students must demonstrate competency in carrying out and reporting statistical analyses. This will be evidenced in passing at least the report and one portfolio. Supportive Reading Field. A (2013) Discovering Statistics Using SPSS (4th Edition) London Sage Brace, N., Kemp, R., & Snelgar, R (2012) SPSS for Psychologists (5th Edition) Palgrave: Basingstoke American Psychological Association (2009) Publication manual of the APA APA : London Specialist Resources SPSS Version 21; Microsoft Excel, Superlab Pro V2, Micorsoft Word Teachability Issues for this module are : Oral,Visual,Symbolic,Diagrammatic,Computer Based,Reading,Writing Key Transferable Skills for this module are : Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS0801A Module Title : Biological Psychology Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 15 Semester 2 2013/4 26/04/13

School of Social and Health Sciences Psychology Draft CUNNINGHAM , CLARE Year Last Update

TATLER, DR BENJAMIN (30/09/2015)

Aim The aim of this module is to provide knowledge of the structure and function of the nervous and endocrine systems, and their role in the production of behaviour. Also, it will introduce the evolutionary mechanisms that shape the complex physiological and psychological processes seen in modern humans. Learning Outcomes By the end of this module the student should be able to : 1. Demonstrate a basic understanding of the structure and function of the nervous and endocrine systems, and their contributions to the production of human behaviour. 2. Provide explanations of how biological processes influence specific behavioural responses. 3. Appreciate biological and psychological mechanisms seen in modern humans are a product of their evolutionary history, and evidence an understanding of the evolutionary processes that shape them. 4. Demonstrate an understanding of how biological theories relating to individual differences contribute to the production of human behaviour. 5. Incorporate information gained through self-study into own knowledge base and disseminate this information to peer group in disscussion- based learning. Indicative Content 1. Foundations of biopsychology Historical views of the brain, mind and behaviour; consideration of dichotomies such as whether behaviour is physiological or psychological, innate or learned; introduction to an evolutionary approach in the study of behaviour. 2. Structure and function of the central nervous system Structure of the brain, neurons and neuronal networks; neuronal communication within and between neurons, and brain. 3. Biologogical control of behaviour How the central nervous and endocrine systems interact to produce observable behaviours such as movement, ingestion and sleep. 4. The neuroendocrine system and reproductive behaviour Examining how hormones influence mate choice, mating behaviour and sexual orientation. 5. The brain and emotion Emotions and emotional valence and components of the emotional response, the amygdala and limbic systems involvement in emotional arousal. 6. Neuropsychology and neuroimaging Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life; introducing methods used in investigation of neural correlates of cognition. 7. Behavioural genetics

Influences of genetic inheritence and environment on human behaviour. 8. Evolutionary psychology and sociobiology Introducing natural and sexual selection and considering how these evolutionary processes impact human and non-human animal cognition, and how environmental pressures shape social behaviour and social decision making. 9. Psychopharmacology Looking at the physiological consequences of taking recreational and therapeutic drugs, and biological and psychological underpinnings of drug addiction. 10. Learning and learning disabilities Synaptic plasticity underpinning learning, learning preparedness and biological causes of cognitive impairments.

Statement on Teaching, Learning and Assessment This module builds upon the biological psychology component offered in the first year introductory module PS0702A affording the opportunity for students to develop a more critical approach to this material. The module incorporates lecture-based delivery, lectorials and small-group teaching where discussions will be based on guided independent learning brought to the sessions by students. The core information will be delivered through lectures (16hrs = 57%). As second year students, it is important that the relevant knowledge base is developed so that discussions and own learning can be based on informed reasoning. Activities within lectorials (8hrs) are aimed at improving understanding of how research drives knowledge and so teaching. Tutorial (4hrs) sessions will also focus on psychology research to stimulate student interest in the science that underpins the information presented. Thus, enquiry-based learning will contribute 43% of the course delivery. Small-group sessions allow the students to build on material disseminated in lectures and lectorials both through questioning information given, allowing them to become independent thinkers, and by broadening their understanding. Learning outcomes will be assessed in a class test (MCQ format worth 20% of module grade) designed to build confidence through the assessment of a small amount of material (8hrs), and a final exam that will comprise of multiple choice and short answer questions as well as an essay-style answer based on material delivered in the tutorials. Tutorials will require students to hand in a short piece of work based on self- study at each class (4 in total). These will form part of a portfolio of work that must be completed. Failure to submit these summaries will result in the withdrawal of a reassessment opportunity for failed units.

Teaching and Learning Work Loads : Total Lecture Tutorial/Seminar Assessment Independent Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Outcome Issue Submission Return (%) 45 minutes short answer Short reports (4) 80 20 23 20 EP 23 28 EP 26 36 36 1,2,3,4,5 1,2,3,4,5 1,2,3,4,5 : 150 hours : 24 hours : 4 hours : 24 hours : 98 hours

Type

Class Test Portfolio

Examination 2hr Exam

Summary

100

*EP denotes the Final Examination Period and occurs in the following weeks of the Academic Calendar. Week 13 for Semester 1 (i.e. S1) modules with final examinations; Weeks 30 & 31 for 15-credit modules with teaching in Semester 2 and which have a final examination; Week 36 for 30-credit or more modules with teaching in Semester 2 and which have a final examination;

Additional Assessment Information Class test will take place in normal lecture slot and will cover lecture material from weeks 18-21. Final exam will cover rest of lecture material and tutorials. Portfolio requires submission of four short summaries prepared before tutorials. Failure to submit this work will result in withdrawal of any reassessment opportunity. Supportive Reading Pinel, J.P.J. 2011. Biopsychology, (8th Edition). Pearson Education Inc. Carlson, N.R. 2012. Physiology of Behavior, (11th Edition). Pearson Education Inc. Kolb, B. & Whishaw, I.Q 2008. Fundamentals of Human Neuropsychology (6th Edition). London: Worth Specialist Resources

Teachability Issues for this module are : Oral,Visual,Symbolic,Aural,Reading,Writing Key Transferable Skills for this module are : Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0813A Module Title : Thoughts on Psychology Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 15 Semester 2 2013/4 26/04/13

School of Social and Health Sciences Psychology Draft LA ROOY , DAVID Year Last Update

TATLER, DR BENJAMIN (30/09/2015)

Aim The aim of this Module is to provide the student with: An understanding of how common myths about the mind and brain might be perpetuated and why people tend to believe them; A basis to better understand the difference between 'pop psychology' and scientific evaluation; The opportunity to develop oral communication skills; The opportunity to develop a more critical perspective when reading different types of published material. Learning Outcomes By the end of this module the student should be able to : 1. Identify and evaluate the scientific evidence surrounding a number of popular myths surrounding the human mind and human behaviour. 2. Be better placed to communicate effectively in a small group setting. 3. Write effectively and succinctly for an academic audience. Indicative Content 1. Paranormal Beliefs and Experiences. Exploring the cognitive and perceptual factors that underlie such beliefs. 2. Myths about the Brain. Do we only use 10% of our brains? Is a bigger brain a better brain? Does listening to Mozart improve a child's IQ etc etc? 3. Myths about our Mind. What evidence is there for out of body experiences? Can we use our mind to cure cancer and other ailments? Is there such a thing as a 'gay gene'? 4. Myths about Language. The truth about deception. Beliefs about the bilingual mind. Can we talk to the dead?

Statement on Teaching, Learning and Assessment This module is designed to give students the opportunity to develop more critical evaluation skills and to improve their library search skills. Particular emphasis will be placed on developing writing skills with students given the opportunity to develop their ability to formulate and present an argument in spoken and written forms. Students will engage with published research material and learn how to evaluate this in terms of reliability, validity and the appropriateness of the methodology employed. There will be an opportunity to develop an understanding of psychological concepts relevant to a number of fields of psychology. Students will need to work closely with other students when discussing the merits of the material brought to the discussion sessions. This module is entirely based on discussion. There will be one introductory session followed by 6 discussion sessions arranged throughout the semester. Students will be expected to attend all discussion sessions and to actively

participate in group discussions. Students will be required to write a series of succinct scientific summaries based on the class discussions sessions. As the assessment is based directly on the discussion sessions, students must earn the right to submit the work by attending and participating in the classes. If a student fails to attend a discussion they will forfeit the right to submit the associated assessment. For the first 3 discussion sessions students will submit summaries within a week of each discussion. Individual feedback will be returned to students within a week. These summaries will be 500 words in length and the best 2 of the 3 summaries will be averaged and contribute 40% of the final grade. For the final 3 discussion sessions students will submit a portfolio of 1000 words which will contribute 60% of the final grade. This class involves 100% Active Enquiry which is a type of selfdirected learning that that will help facilitated the discussion sessions.

Teaching and Learning Work Loads : Total Tutorial/Seminar Assessment Independent Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Outcome Issue Submission Return (%) Best 2 of 3 Summaries 1000 words 40 60 19 19 21 35 23 39 : 150 hours : 14 hours : 20 hours : 116 hours

Type

Coursework Portfolio

Summary

100

Additional Assessment Information For the first 3 discussion sessions students will submit summaries within a week of each discussion. Individual feedback will be returned to students within a week. These summaries will be 500 words in length and the best 2 of the 3 summaries will be averaged and contribute 40% of the final grade. For the final 3 discussion sessions students will submit a portfolio of 1000 words which will contribute 60% of the final grade. Supportive Reading Della Sala, Sergio 2007 Tall Tales About the Mind and Brain: Separating fact from fiction. OUP; Oxford Van Den Brink- Budgen 2000 Critical Thinking for Students How to Books; Oxford Cottrell, S 2005 Critical Thinking Skills Palgrave MacMillan; Basingstoke Specialist Resources

Teachability Issues for this module are : Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are : Communication,Team Work,Research,ICT Skills,Interpersonal

Module Code : SO0813A Module Title : Classical Sociological Theory Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 15 Semester 1 2013/4 26/04/13

School of Social and Health Sciences Sociology Draft WORK , HAZEL SMITH, DR ANDREW (30/09/2014) Year Last Update

Aim The aim of this Module is to provide the student with : working knowledge of the principle ideas of the key contributors to the foundations of sociological thought. Learning Outcomes By the end of this module the student should be able to : 1. Demonstrate an understanding of the philosophical influences upon the key contributors to the foundation of sociological thought. 2. Illustrate an understanding of how each thinker interpreted the impact of modern capitalist society upon the 'human condition'. 3. Articulate an understanding of how each thinker used different methodologies to analyse and explain the nature of social cohesion and social conflict. 4. Display an ability to effectively communicate the similarities and differences between the key classical sociological thinkers. 5. Critically assess the significance of the classical thinkers' social theory in the analysis of contemporary society. Indicative Content 1. Lectures The lecture programme is divided into three sections which focus upon the origins, development and application of the thought of Karl Marx, Max Weber and Emile Durkheim. 2. Tutorials Tutorials are structured around the discussion of core readings from primary sources and student answers to independent inquiry questions as set in the core text.

Statement on Teaching, Learning and Assessment Teaching and learning for this module is delivered through the traditional format of lectures and tutorials. Two one hour lectures per week are required to properly introduce key topics and direct further independent study. Weekly turorials centred upon readings from the core text give students the opportunity to discuss core concepts, ask questions and gain guidance for the assessments. This module contains a strong PDP element at its core in that it encourages students to reflect upon themselves and their relationships towards family, work, education and wider contemporary social, economic and political issues through the prism of critical social theory. Graduate attributes are framed through encouragement of the sociological imagination that operates as a form of master framing narrative for the said attributes.

Teaching and Learning Work Loads : Total Lecture Tutorial/Seminar Assessment Independent Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Outcome Issue Submission Return (%) 2000 words 50 50 No No 01 EP 10 EP 18 EP 1,2,3,4,5,6 1,2,3,4,5,6 : 150 hours : 24 hours : 12 hours : 20 hours : 94 hours

Type Essay

Examination 2hrs, seen

Summary

100

*EP denotes the Final Examination Period and occurs in the following weeks of the Academic Calendar. Week 13 for Semester 1 (i.e. S1) modules with final examinations; Weeks 30 & 31 for 15-credit modules with teaching in Semester 2 and which have a final examination; Week 36 for 30-credit or more modules with teaching in Semester 2 and which have a final examination;

Additional Assessment Information Information about and the requirements for the seen exam will be given to the students during the final block of the module. Supportive Reading Calhoun, C. et al (eds) 2002 Classical Sociological Theory Blackwell:Oxford Callinicos, A. 2000 Social Theory: a Historical Introduction Polity: Cambridge Appelrouth, S. & Edles, L. D. 2008 Classical and Contemporary Sociological Theory (Text and Readings) Sage: London Specialist Resources Powerpoint availability for lectures. Large lecture theatre. Teachability Issues for this module are : Oral,Visual,Reading,Writing Key Transferable Skills for this module are : Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0828A Module Title : Individual Lives in Digital Worlds Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 15 Semester 1 2013/4 07/05/13

School of Social and Health Sciences Sociology Draft MOIR , JAMES ELLISON, DR MARION (30/09/2016) Year Last Update

Aim The aim of this Module is to provide the student with :(i) an introduction to a sociological analysis of digital media; (ii) an understanding of the impact of digital media on various practices in everyday life; (iii) an understanding of the above in relation to identities within digital media. Learning Outcomes By the end of this module the student should be able to : 1. Explain the shift towards a networked society and the active citizen. 2. Demonstrate an understanding of the relationship between digital technologies and everyday practices. 3. Assess the sociological significance of various digital media in relation to identity. Indicative Content 1. Theorizing Digital Life The networked society (e.g. Castells) 2. The Internet Navigating www.worlds and cybercultures 3. Digital Entertainment Games, music, TV, film (games cultures and narratives) 4. Digital Participation Social media and social lives: self-presentation, friendships, and following others 5. Being Mobile Mobile phones, mobile identities; mobile phones,protests and riots 6. The Digital Divide All in this together? Inequalities in digital participation 7. Digital Democracy Having a voice and connecting with others; political communication 8. Learning and Working in a Digital World Knowledge Society: What knowledge? Whose knowledge? 9. Consuming in a Digital World Products, persuasion and practices 10. Being in Digital Worlds Ubiquitous media and the always-switched-on culture

Statement on Teaching, Learning and Assessment The teaching is through a mix of lectures and seminars. Seminar classes offer students the opportunity to learn via a series of case studies that involve groupwork exercises. The course is

assessed through the submission of a reflective report and a coursework assignment. This module contributes to PDP through the inclusion of the reflective report which is designed to encourage students to evaluate the role of new media in their lives. The module builds upon SO0711A Individual in Society and SO0713A Globalisation and Society and in so doing connects up the themes of individual lives with broader global themes. It also encourages a consideration of complexity through a consideration of the changing nature of society through digital media and its impact on peoples lives. The module contributes to the development of graduate attributes, mainly through the development of skills that enhance reflexivity (e.g. via an understanding of the role of digital media in our lives). This process of being able to challenge complexity is further developed through in-class exercises designed to stimulate debate. The aim is therefore to enable students to grapple and reflect upon the changing digital landscape and the promises and perils that it may offer. Students are encouraged to engage with technologies that support EBL through accessing materials, exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Work Loads : Total Lecture Tutorial/Seminar Assessment Independent Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Outcome Issue Submission Return (%) Approx. 3000 words directed learning 100 1 1 17 10 22 10 1,2,3 1,2,3 : 150 hours : 10 hours : 12 hours : 20 hours : 108 hours

Type

Coursework Portfolio

Summary

100

Additional Assessment Information There are 8 directed learning activities (DLAs) in the seminar series. These must be brought to the associated seminars to be signed off as completed. Satisfactory completion of = or >75% (6/8) of these results in the award of grade A20 for Unit 2 assessment (DLAs). Failure to meet the 75% target results in grade CF3 being awarded (< 6 completed activities),or an NS0 for failing to submit any. At the Subject Assessment Board those students who have achieved a numeric grade > or = 8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed Unit 2 they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Students who have a numeric grade of <8.5 but have NOT passed Unit 2 will be awarded an LA0 for the module. Students presented to the Programme Assessment Board with an LA0 grade will be ineligible for re-assessment. Supportive Reading Athique, A 2013 Digital Media and Society - An Introduction Polity: Cambridge Baym, N. K. 2010 Personal Connections in the Digital Age. Polity: Cambridge

Creeber, G. and Martin, R. (eds) 2009 Digital Cultures: Understanding New Media. Maidenhead, Berkshire: OU/McGraw-Hill Specialist Resources Data projection and video playback Teachability Issues for this module are : Oral,Visual,Aural,Reading,Writing Key Transferable Skills for this module are : Communication,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO0822A Module Title : Social Research Methods Level School Division Status Tutor External Prerequisites Corequisites Prohibited 8 SCQF 15 Semester 2 2013/4 26/04/13

School of Social and Health Sciences Sociology Draft WINTER , AARON ELLISON, DR MARION (30/09/2016) Year Last Update

Aim The aim of this module is to provide students with: an introduction to social research methods; an understanding of methodological approaches, debates and critical issues; and an understanding of the relationship between theory, methods, data and research. This module will also prepare students for the third year Sociological Methods course in which they will apply this knowledge of research methods in the development of their own research project proposal. Learning Outcomes By the end of this module the student should be able to : 1. Have a foundational and critically informed understanding of social research methods, methodological approaches, issues and debates. 2. Understand the relationship between sociological theory, methods, data and research. 3. Understand and make basic use of a diverse array of social research methods. 4. Understand how methods and methodological issues relate to the sociological research they are reading in their studies, their own research interests and possible future research pursuits. 5. Have a knowledge of methods that will prepare them for the third year Sociological Methods course in which they will develop their honours research proposal, and choose a method for that research. Indicative Content 1. Sociological Research Introduction to and overview of sociological research, its history, concerns, approaches and debates. 2. Social Research Methods Introduction to and overview of social research methods, types, approaches, debates(e.g. quantitative vs. qualitative methods). 3. Quantitative Methods Statistics, surveys and questionnaires. 4. Qualitative Methods Interviewing, ethnography, documentary and historical research, and discourse analysis. 5. Critical Issues in Social Research Methods Ethics and critiques of social research methods (e.g. postmodernism and poststructuralism, feminism, post- colonial theory and critical race theory).

Statement on Teaching, Learning and Assessment The module helps students to acquire knowledge and understanding of social research methods. The module is lecture and tutorial based. Tutorials will consist of group-based discussions, presentations and collaborative practical activities that will apply what the students learn from lectures and readings. The tutorials will also help students to develop their understanding and critical engagement with the

course subject matter and related issues. Assessment will be based on a portfolio consisting of multiple pieces, including a reflective/reflexive statement. This will help develop and assess students planning, research and writing skills, their knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as consider their own beliefs, assumptions and development. In terms of T&L, this module and reflective/reflexive assignment will help in the development of the students' existing knowledge, research interests, practical research skills, collaborative enquiry-based learning, preparation for their honours year research project and hence is development-focused teaching and learning. This module engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through the independant library-based research and in-class collaborative group discussions, activities and presentations. Students will reflect on this method of learning in a select number of the activities themselves, an end of semester discussion and de-briefing and their course evaluations. This module, its subject matter, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity, will ensure that the the students develop and reflect on graduate attributes (e.g. becoming flexible collaborators, determined creators, challenging complexity and driving change, and confident thinkers). thinkers).

Teaching and Learning Work Loads : Total : 150 hours Lecture : 11 hours Tutorial/Seminar : 10 hours Unsupervised Practical Activities : 1 hours Assessment : 20 hours Independent : 108 hours Assessment Final Assessment Week Assoc Grade Compulsory Number Description Learning Weighting Unit * Outcome Issue Submission Return (%) 100 No 18 34 38 1,2,3,4,5,6

Type

Coursework 3000 words

Summary

100

Additional Assessment Information Three Piece Portfolio. Supportive Reading Gilbert, N. 2008 Researching Social Life Sage Seale, C. 2004 Social Research Methods: A Reader Routledge Seale, C. 1998 Researching Society and Culture Sage Specialist Resources

Teachability Issues for this module are : Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are : Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative