Download PIP Proposal 4045 - PHCU Sociology 1A: Self and Society

Course Specification1
1. Course Code:
PHCU
2. Course Title:
SOCIOLOGY LEVEL 1A: Self and Society
3. Academic Session:
2011-12
4. Level:
Level 1
5. Credits:
20
6. College:
College of Social Sciences
7. Lead School:
Social and Political Sciences [REG40500000]
8. Course Coordinator:
Dr. Robert Gibb
9. Collaborative:
No
9.1. Teaching Institutions:
University of Glasgow
10. Short Description:
1
This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student
might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More
detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course can be found in
course handbooks and other course documentation and online at http://www.gla.ac.uk
CourseSpecification2010-V1
Proposal ID - 4045
Page 1 of 18
This course introduces students to the discipline of sociology, assuming little or no prior knowledge of the
discipline and with a view to providing a basis for Sociology Level 1B, Sociology Levels 2A and 2B and Joint
or Single Honours in Sociology. Drawing on a wide range of examples, it introduces students to some of the
key concepts, theories and research methods sociologists use to understand the nature of contemporary
societies, the relationship between the individual and society, and processes of social reproduction and
change.
11. Requirements of Entry:
None.
12. Co-requisites:
This course has no co-requisites. However, in order to enter Sociology Honours, students are required to
complete both this course and Sociology Level 1B (achieving an overall grade of ‘D’ or higher), plus
Sociology Level 2A and Sociology Level 2B. Occasionally, at the discretion of the Head of Subject, students
may be admitted to Honours whose qualifications are deemed to be equivalent to these.
13. Excluded Courses:
None, except that this course replaces the previous Sociology and Anthropology Level 1A course [LTCU 20
credits].
14. Honours Year Prescription:
15. Associated Programmes:
M.A. (SOC SCI)
16. Offered in alternate sessions:
No
17. When Taught:
Semester 1 (September - December)
18. Timetable:
The timetable will be as follows: (1) two lectures per week (Mondays and Tuesdays, 12-12.50pm) and (2) a
fortnightly tutorial (timetslots scheduled throughout the week, one hour).
19. Examination Diet:
December
20. Resit Examination Diet:
August
21. Duration of Examinations: .
90 minutes
CourseSpecification2010-V1
Proposal ID - 4045
Page 2 of 18
21.1. Standard Duration:
Yes
21.2. Non-Standard Rationale:
22. Minimum Requirement for Award of Credits:
Students must submit at least 75% by weight of the components (including examinations) of the course’s
summative assessment. The attendance requirements are as stated in the University’s Student Absence
Policy.
23. Available to Visiting Students:
Yes
24. Distance Learning:
No
25. DACE Credit Bearing:
No
26. Placement Flag:
No
27. Course Aims:
1. To introduce students to the discipline of sociology, assuming little or no prior knowledge of the
discipline and with a view to providing a basis for Sociology Level 1B, Sociology Levels 2A and 2B
and Joint or Single Honours in Sociology.
2. To introduce students to some of the key concepts sociologists use to understand the nature of
contemporary societies and processes of social reproduction and change.
3. To enable students to begin to ‘think sociologically’ about themselves, their experiences and their
own place in society.
28. Intended Learning Outcomes of Course:
By the end of this course students will be able to:
1. describe and examine a range of key concepts and theoretical approaches within sociology and
evaluate their application ;
2. summarise and explain the findings of empirical sociological research, including a critical
assessment of the methodological frameworks used ;
3. evaluate the relationship between sociological arguments and evidence in a range of contexts ;
4. draw on evidence from a range of appropriate sociological sources and demonstrate an ability to
synthesise them ;
5. evaluate competing explanations and draw reasoned conclusions.
The course will also develop students’ transferable/key skills, valuable in relation to personal development
and employability, including:
•
oral communication skills;
•
written communication skills;
•
numeracy skills;
•
information retrieval and research skills;
CourseSpecification2010-V1
Proposal ID - 4045
Page 3 of 18
•
•
•
•
interpersonal skills;
forward planning;
time management;
IT Skills in web use and word processing.
29. Summative Assessment Methods:
Method
%
Coursework
50.00%
Project work
0.00%
Placement
0.00%
Examination
50.00%
Other
TOTAL
0.00%
100.00%
29.1 Description of Summative Assessment:
Summative assessment is based on the submission of one 1,500-word essay (50%), and a ninety-minute
written exam in which students answer two questions from a previously unseen paper (50%, each question
25%). The essay question is chosen from a list provided in the course guide. The examination asks students
to answer two questions from a list. Students may not answer a question relating to the same section of the
course as the one from which they chose their coursework essay.
29.2 Description of “Other” Summative Assessment Method:
30. Formative Assessment:
The formative assessment for this course is a written assignment of 1,000 words. Students answer two
questions (500 words each): the first asks them to summarise and discuss a relevant journal article, the
second asks them to discuss a key theory, concept or research method introduced in one of the early
sections of the course. This assignment, which is submitted and returned with comments early in the
course, is designed to help students reflect on the ways they have interpreted, synthesised, summarised,
analysed and referenced relevant material, so that they can build on strengths and address any
weaknesses when preparing the essay that contributes towards the final grade.
31. Learning and Teaching Methods:
Method
Formal Contact Hours
Notional Learning Hours
Lecture
20.00
20.00
Seminar / Presentation / PBL
0.00
0.00
Tutorial
5.00
5.00
Laboratory work
0.00
0.00
Project work
0.00
0.00
Field work / Clinical work
0.00
0.00
E-learning / Distance Learning
0.00
0.00
Placement
0.00
0.00
Examination
1.50
35.00
Essay
0.00
35.00
Private study
Not Applicable
105.00
Other (please specify below)
TOTAL
0.00
26.5
0.00
200
(including formal contact hours)
31.1 Description of “Other” Teaching and Learning Methods:
CourseSpecification2010-V1
Proposal ID - 4045
Page 4 of 18
32. Additional Relevant Information:
The course has been designed with reference to the QAA Sociology Benchmark Statement and the
International Benchmarking Review of UK Sociology. These documents are available online at:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/sociology.asp
http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Images/Sociology%20IBR%20Report_tcm6-36279.pdf
The course has also been designed with reference to the overall learning outcomes of the Sociology
Honours programme.
33. Intended Student Numbers—Max:
34. Intended Student Numbers—Min:
35. Intended Student Numbers—Target:
Date of production / revision:
CourseSpecification2010-V1
360
200
350
02/05/2017
Proposal ID - 4045
Page 5 of 18
Proposal Support Document C1
For New Courses and Changes to Courses
Section A — to be completed by the proposer
A1. List of Proposed Courses: This field will be automatically populated when this document is entered into PIP.
Code
Title
PHCU
SOCIOLOGY LEVEL 1A: Self and Society
A2. Rationale for the proposal: ** Please explain the reason for introducing the new course(s) or making the
changes.
The introduction of this new course is a consequence of the decision to withdraw from the Joint Honours
Degree Programme in Anthropology. The new course is intended to replace the existing course Sociology
and Anthropology Level 1A (LTCU) which will run for the last time in 2010-2011.
A3. Additional Resources: **Please identify the resources required for this proposal that are in addition to the
resources already available to the school, e.g. teaching staff, support staff, accommodation, equipment, consumables,
library, computing or audio visual. In no additional resources are required, enter “None”.
None.
If extra resources are required, please check the box to confirm that there has been
agreement with budget controller regarding the extra resources required:
If extra resources are required,
please indicate the name of the
budget controller:
A4. Consultations: Please enter details of the consultation undertaken regarding this proposal, if any. Guidance on
the consultations required can be found on the Senate Office website (www.gla.ac.uk/media/media_107383_en.pdf)
because not all consultations are appropriate to every proposal.
Consultation:
4.1 External Academic:
CourseSupportDocument2010-V1
File Names: Please enter the name of
Optional Comment: e.g. status of the
any file containing consultation details.
consultant, or reason why consultation
details are not available.
'Consultation - Proposed Changes
to Level 1 courses from 2011-2012
24 August 2010 - Response Prof.
D. McGhee''
The comments contained in the file were
the subject of subsequent discussion
and clarification in an exchange of
emails between the Level 1 Convenor
and the External Examiner. All the
External Examiner's comments were
incorporated into the revised document
'Proposed Changes to Level 1 courses
from 2011-2012' (attached).
Proposal ID - 4045
Page 6 of 18
4.2 Students:
'Consultation - Proposed Changes
to Level 1 courses from 2011-2012
24 August 2010'
4.3 Central Room
Bookings:
N/A
4.4 Academic Services:
N/A
4.5 Other GU Schools:
N/A
4.6 Potential Employers:
N/A
4.7 Learning & Teaching
Centre:
N/A
(1) Chief Adviser (Social Sciences)
- meeting on 16 September 2010
4.8 Other:
(2) Library (Subject Librarian) email exchange 5 and 7 October
2010 (see attached file: 'Emails Robert Gibb and Honor Hania 5 and
7 October 2010')
Comments incorporated into the revised
document 'Proposed Changes to Level
1 courses from 2011-2012' (attached)
Comments incorporated into the revised
document 'Proposed Changes to Level
1 courses from 2011-2012'
A5. Additional Information: Please enter any additional information relevant to this proposal.
The consultation process was conducted as follows:
(1) The Level 1 convenor drafted the document ‘Consultation - Proposed Changes to Level 1 courses
from 2011-2012 24 August 2010’ (attached) and sent it to Sociology academic staff, the Level 1
administrator, the Level 1 tutors, Level 1 student representatives and the External Examiner for
Level 1, Prof. Derek McGhee, on 24 August 2010.
(2) The Level 1 Convenor met with the Chief Adviser (Social Sciences) to discuss this document on 16
September 2010.
(3) The Level 1 Convenor drafted the revised document ‘Proposed Changes to Level 1 courses from
2011-2012’ incorporating all the written and oral feedback received on the document mentioned in
(1) above.
(4) The Level 1 Convenor sent the document mentioned in (3) above to the Sociology Subject Librarian
for comment on 5 October 2010.
(5) The Level 1 Convenor tabled the document mentioned in (3) above for discussion at the Sociology
Subject Meeting on 20 October 2010 (with the External Examiner’s and Subject Librarian’s
comments). At this meeting, the proposed changes were agreed with one amendment. As fortnightly
tutorials will become the norm in the School from 2011-2012, the proposed timetable for the course
was amended accordingly.
Please check the box to confirm that there has been consideration of equal opportunity
and employability together with matters relevant to disability and ethnic issues:
Date of production/revision:
CourseSupportDocument2010-V1
02/05/2017
Proposal ID - 4045
Page 7 of 18
** Section B — to be completed on behalf of the Board of Studies or Higher Degrees
Committee
B1. Is the proposal in accordance with the current University guidelines
(www.gla.ac.uk/services/senateoffice/qae/progdesignapproval/progapproval/#d.en.87515)?
Select...
B2. Is the proposal clear and consistent?
Select...
B3. Is the proposal compliant with the Scottish Credit and Qualifications Framework?
Select...
B4. Are notional learning hours and assessment methods appropriate to the level of, and
number of credits assigned to, the course(s)?
Select...
B5. Are examination durations consistent with Senate prescriptions set out in the Code of
Assessment? [Colleges have limited discretion to allow examinations to exceed the normal
prescription, and the rationale for such an extension should be indicated in field B8 below.]
Select...
B6. Are Intended Learning Outcomes written according to the guidelines?
Select...
B7. Is there adequate provision for, and monitoring of, the external supervision of project
work, work placement, etc., where this is an integral part of the course(s)?
Select...
B8. Comments on any “No” answers:
B9. Date of Board of Studies /
Higher Degrees Committee Approval:
B10. Name of Convener of above:
CourseSupportDocument2010-V1
Proposal ID - 4045
Page 8 of 18
Consultation Document: Proposed Changes to PIP Forms for Levels 1A and 1B (2011)
Introduction
The Minutes of the Department of Sociology, Anthropology and Applied Social Sciences
Staff Meeting held on 16 September 2009 record that ‘it was AGREED to phase out’
Anthropology and that the appropriate Programme Information Project (PIP) forms (see:
http://www.gla.ac.uk/services/it/projects/pi/) would need to be submitted in order to do this.
This will not affect students currently registered for a Degree in Anthropology at the
University, as they will be able to complete their programme of study in the normal way.
However, 2010-2011 will be the last academic year in which Anthropology is offered to new
students at Level 1.
In light of this, Prof. Satnam Virdee (Head of Subject, Sociology) has asked me, in my
capacity as Convenor of Level 1, to prepare – with Lesley Scott’s help – a PIP form for the
new Sociology 1A course that will replace the current Sociology and Anthropology 1A course
in 2011. After discussing this with Satnam, I propose to prepare not only a new PIP form for
Level 1A but also one for Level 1B, primarily to ensure the coherence of the Level 1
programme overall but also to take account of the fact that a core lecturer on the Level 1B
course, Prof. Greg Philo, will be retiring in a few years’ time. The present document outlines
a number of proposed changes to the Level 1 courses (most of which are directly related to
sections of the relevant PIP forms) and offers a rationale for each of these.
As part of the consultation process (which involves students, the external examiners, the
Level 1 teaching and administrative staff, and other Sociology staff), I would like to invite
you to send me ([email protected]) written comments on these proposals by noon
on Friday 2 October 2010. I will then produce a revised set of proposals which will be tabled
at the staff meeting on 20 October (and circulated at least a week in advance of this meeting).
An agreement at the 20 October meeting about the nature of the changes needed will make it
possible for Lesley and I to submit the PIP forms before the November deadline.
In what follows, I outline the changes I propose to make to these sections of the PIP forms:
1.
2.
3.
4.
5.
Course titles
Timetable
Course Aims
Intended Learning Objectives of Course
Summative Assessment Methods
1. Course Titles
The titles of the existing courses are:
SOCIOLOGY AND ANTHROPOLOGY 1A: Global Inequalities and Diversity
SOCIOLOGY LEVEL 1B: Critical Research in Contemporary Societies
The new courses will obviously be SOCIOLOGY 1A and 1B, but I would like to propose that
the name of the 1A course be changed to reflect its new content.
The content of both courses is currently as follows:
9
Level 1A: Introduction (4 lectures); Self and Society (5 lectures); Stratification (5 lectures);
Urban Sociology (5 lectures); Study skills (1 lecture); Anthropology 1 (5 lectures);
Anthropology 2 (5 lectures); Revision session.
Level 1B: Introduction (4 lectures); Crime and Control (11 lectures); Media (11 lectures);
Overarching Issues (3 lectures); Exam Revision (1 lecture)
I have introduced the ‘Self and Society’ section to Level 1A this coming year in an attempt to
‘increase the visibility of the sociological “core”’ (to borrow a phrase used in the International
Benchmarking Review of UK Sociology) in the sense of focusing explicitly on the
relationship between the individual and society and on core concepts such as ‘self’, ‘society’,
‘group’, ‘structure’ and ‘institution’. In my view, the new Level 1A course could be designed
as a general introduction to ‘the sociological imagination’ that examines how sociologists
have answered the following questions: What is society? What is the relationship between
society and the individual? How are contemporary societies structured in terms of different
form of social division and inequality? How do societies change? The course could have three
main sections: Self and Society; Stratification; and Social Change. Building on this general
‘foundation’, the Level 1B course could be composed of three main sections (rather than the
current two) each of which would be devoted to a specific ‘sub-field’ or ‘thematic area’ (such
as ‘crime and control’ and ‘media’). The areas taught could vary from year to year if staff
changes or other circumstances required this.
The preceding comments provide a rationale, in my view, for renaming the 1A course as
follows and I propose using it as the course title on the PIP form:
SOCIOLOGY 1A: Self, Society and Social Change
NB: I am fully aware that there may be better titles (‘Introducing the Sociological
Imagination’ was one I also considered), and any suggestions would be greatly appreciated!
2. Timetable
The timetable for both Level 1 courses is currently three lectures a week and a weekly tutorial
(beginning in Week 2). Following modularisation, Levels 1A and 1B involved two weekly
lectures in 2008-2009, but this was increased to three per week in 2009-2010 in response to
student feedback.
However, at the Staff/Student Consultative Committee meeting held on 21 October 2009, one
of the student representatives reported that there was a view that one of the lectures should be
dropped and a second tutorial introduced instead. The cost of replacing the third lecture by
another tutorial probably rules this out, at least in the current financial context. On the other
hand, I think that a strong case can be made on intellectual and pedagogical grounds for
reverting to two lectures per week at Level 1.
The current 1A course asks the students to read material for three different lecture topics and
one seminar activity every week. This has the advantage of breadth – the students are
introduced to a wide range of topics – but the disadvantage is arguably a lack of depth in the
sense that students are likely to have time to read only a very few sources, if that, for each
topic (with the notable exception of the topic on which they choose to write their assessed
10
essay). A reduction in the number of Level 1A lectures and a focus on a smaller number of
‘core’ topics would, in my view, increase the intellectual coherence of the course and also
allow students to read more deeply on each of the topics covered. The ‘sharper focus’ of the
Level 1A course would have as its counterpart, in the proposals outlined here, an increase in
the breadth of the Level 1B course (the vast majority of students who take this course will
also have taken the 1A course) in that the number of thematic areas of subfields covered
would rise from two to three. The current focus on ‘Crime and Control’ and ‘Media’ is
arguably a little narrow, and the course would be strengthened by the inclusion of a third area.
A reduction in the number of 1B lectures to two per week would still enable lecturing staff to
introduce students to key studies and debates within each of the areas, while at the same time
allowing students to read more deeply on each of the particular topics covered. Two lectures
per week at Level 1 would, moreover, be consistent with the timetable at Level 2 (two
lectures per week) and also with that of first-year Sociology courses at comparable
universities (e.g. Edinburgh).
If the changes proposed above were implemented, the two courses would look as follows:
Level 1A: Introduction (2 lectures); Self and Society (6 Lectures); Social Stratification (6
lectures); Social Change (6 lectures); Revision lecture.
Level 1B: Introduction (2 lectures); Thematic Area 1 (6 lectures); Thematic Area 2 (6
lectures); Thematic Area 3 (6 lectures); Revision lecture.
Against this background, I propose therefore that:
the timetable for both Level 1A and 1B courses is stated on the PIP forms as two
lectures per week and a weekly seminar.
3. Course Aims
The course aims for Level 1A currently are:
1. To introduce students to sociology and anthropology as major academic disciplines
within the social sciences, focusing on the theme of Global Inequalities and Diversity.
2. To introduce students to some of the major sociological and anthropological research
and theories concerning the nature of contemporary societies, social change, and the
causes and consequences of inequalities in Scotland and the United Kingdom, and in
comparative and global perspectives.
3. To provide students with skills for learning in sociology and anthropology.
To take account of the ‘phasing out’ of Anthropology and the proposed name and content of
the new Level 1A course (see above), I propose replacing these with the following (adapted
from the QAA Sociology Benchmark Statement):
1. To introduce students to the discipline of sociology, assuming little or no prior
knowledge of the discipline and with a view to providing a basis for Sociology Level
1B, Sociology Levels 2A and 2B and Joint or Single Honours in Sociology.
2. To introduce students to some of the key concepts sociologists use to understand the
nature of contemporary societies and processes of social reproduction and change.
11
3. To enable students to begin to ‘think sociologically’ about themselves, their
experiences and their own place in society.
The course aims for Level 1B currently are:
1. To develop understanding of sociology as a major academic discipline within the
social sciences, focusing on the theme of Critical Research in Contemporary
Societies.
2. To introduce students to some of the major sociological research and theories
concerning the nature of contemporary societies, social change and social institutions
in Scotland and the United Kingdom, in comparative and global perspectives.
3. To provide students with skills for learning in sociology.
To take account of the proposed link between the new Level 1A and 1B courses (see section 1
above), I propose replacing these with the following (adapted from the QAA Sociology
Benchmark Statement):
1. To introduce students to the discipline of sociology with a view to providing a basis
for Sociology Levels 2A and 2B and Joint or Single Honours in Sociology.
2. To introduce students to several different thematic areas or sub-fields of sociology.
3. To develop students’ ability to ‘think sociologically’ about themselves, their
experiences and their own place in society.
4. Intended Learning Objectives of Course
The intended learning objectives for Level 1A (those relating to the disciplines of sociology
and anthropology) currently are:
By the end of the course students are expected to be able to:
1. identify and discuss key issues relating to the nature of societies, social diversity and
inequalities in Scotland, the United Kingdom, and various societies globally, including
non-Western societies:
2. discuss the scope and character of sociology and anthropology, and the relationship
between these disciplines;
3. explain and contrast some central theoretical approaches used in sociological and
anthropological enquiry; and be able to relate these to empirical evidence;
4. identify and discuss the use of some basic quantitative and qualitative research
methods, data and research findings;
5. apply sociological and anthropological perspectives to critically interpret public
debates regarding specific issues of inequality and diversity at Scottish, UK and global
levels.
To take account of the ‘phasing out’ of Anthropology and the proposed name and content of
the new Level 1A course (see above), as well as the need to emphasise the nature of scholarly
research and sociological research evidence and the importance of reading widely and
reflecting critically on material from a range of sources (point agreed and minuted at Level 1
team meeting on 4 June 2010), I propose replacing these with the following (adapted from
the QAA Sociology Benchmark Statement):
12
By the end of the course students are expected to be able to:
1. describe and examine a range of key concepts and theoretical approaches within
sociology and evaluate their application ;
2. summarise and explain the findings of empirical sociological research, including a
critical assessment of the methodological frameworks used ;
3. evaluate the relationship between sociological arguments and evidence in a range of
contexts ;
4. draw on evidence from a range of appropriate sociological sources and demonstrate
an ability to synthesise them ;
5. evaluate competing explanations and draw reasoned conclusions.
The intended learning objectives for Level 1B (those relating to the discipline of sociology)
currently are:
By the end of the course students are expected to be able to:
1. identify and explain key issues, concepts, theories and empirical evidence relating to
the nature of societies and social institutions in Scotland, the United Kingdom, and
various societies globally;
2. represent the scope and character of sociology, via contrasts with other types of
knowledge;
3. compare and contrast the use of some empirical research methods and methodologies
in research studies; analyse basic quantitative and qualitative data; and present
research findings;
4. apply sociological perspectives to critically interpret public debates regarding issues of
current social concern.
To take account of the proposed link between the new Level 1A and 1B courses (see section 1
above), I propose replacing these with the following (adapted from the QAA Sociology
Benchmark Statement):
By the end of the course students are expected to be able to:
1. summarise and explain the findings of empirical sociological research, including a
critical assessment of the theoretical and methodological frameworks used;
2. evaluate the relationship between sociological arguments and evidence in a range of
contexts;
3. draw on evidence from a range of appropriate sociological sources and demonstrate
an ability to synthesise them;
4. evaluate competing explanations and draw reasoned conclusions;
5. identify and comment on the value of sociological work with regard to social, public
and civic policy issues.
5. Summative Assessment Methods
The summative assessment methods for the current Level 1A and 1B courses are (a) one 23,000 word essay (50%) and (b) a ninety-minute written exam in which students answer two
13
questions from a previously unseen paper (50%, each question 25%). The essay question is
chosen from a range of topics covered in the course. In the exam the students must answer a
compulsory general question relating to the course as a whole and a second question (from a
list) which must relate to a section of the course other than the one from which they chose
their coursework essay.
Level 2 students are asked to write a 2,500-3,000-word essay and there may be a case for
adopting the same upper and lower limits for the Level 1 essays. I would welcome any
thoughts you may have on this.
The main change I propose making here, however, relates to the ‘general’ question for both
courses. In recent years, students, tutors and lecturing staff have all expressed concern in one
way or another about the ‘general’ question. Although some students answer the ‘general’
question well, many do not and their mark for the ‘general’ question is often noticeably lower
than the one for their other question. There are no doubt several different reasons for this, but
I feel personally that the current ‘problems’ with the ‘general’ question are in part an
unintended outcome of recent changes (over which the Level 1 lecturing staff have had little,
if any, control). The ‘general’ question was introduced when there were separate Level 1
Sociology and Anthropology courses and the Level 1 Sociology course was taught by a
relatively stable ‘team’ of full-time, permanent staff who had worked closely together for
years and were thus able to integrate or link their different contributions together into a
(relatively) coherent whole. As a result the course probably provided the students with some
kind of overall sense of ‘sociology’ as a discipline and made it possible for them, in theory at
least, to answer the ‘general’ question successfully. In recent years, however, two important
changes have taken place which arguably have made it much more difficult for the Level 1
courses to prepare the students adequately for the ‘general’ questions. The first has been the
replacement of the separate Sociology and Anthropology Level 1 courses by Sociology and
Anthropology Level 1A. One important consequence of this change is that when the students
now answer a ‘general’ question on Sociology or Anthropology in the Level 1A examination,
they do so on the basis of half as many lectures on the discipline in question as their peers
would have had in previous years (before the ‘merger’). The second change relates to staffing.
For various reasons, the Level 1A course has been taught by a different set of lecturers each
year over the past three years, and it has relied on the contribution of colleagues appointed on
a temporary, contractual basis, sometimes very close to the start of term. The combined effect
of the ‘merger’ and changes in the lecturing staff every year has inevitably been to make the
Level 1A course (and the resulting ‘student experience’) more fragmented, and it is thus
perhaps not surprising that students have difficulty answering the ‘general’ question despite
the best efforts of the teaching staff (lecturers and tutors).
The replacement of the current Level 1A course by a new Sociology 1A course will allow the
focus to be on one discipline rather than two, but the composition of the Level 1A and 1B
lecturing teams will change again this year and other changes will take place in future years
(following Greg’s retirement, for example). For this reason, I feel that it may be time to
consider dropping the ‘general’ question from the Level 1A and 1B exams, and instead adopt
the following format: the exam asks the students to answer two questions neither of which can
relate to the section of the course from which they chose their coursework essay. If both Level
1 courses have three main sections (as proposed above), then this would mean that the
students would be assessed on all parts of both courses.
14
What I propose, therefore, is that the paragraph on the exam in the new PIP forms for the
Level 1A and 1B courses reads as follows:
The exam asks students to answer two questions from a list. Students cannot answer a
question relating to the same section of the course as the one from which they chose
their coursework essay.
(I do not propose to change the formative assessment for either course.)
Robert Gibb
Level 1 Convenor
Glasgow, 24 August 2010
15
From: Honor Hania
Sent: 07 October 2010 17:09
To: Robert Gibb
Subject: RE: Sociology Level 1 (2011-)
Robert
I've had a look at this and can see no problem with the library. You're always very good at
getting the course readings to me, and in time, and those are really the main requirements
as far as I am concerned.
Honor
From: Robert Gibb
Sent: 05 October 2010 13:40
To: Honor Hania
Subject: Sociology Level 1 (2011-)
Dear Honor,
As you may be aware, a decision was taken a while ago to ‘phase out’ anthropology from the
undergraduate programme at the University. This year’s intake of ‘anthropology’ students will be
the last. As a result, the first-semester, first-year course will be changing in 2011 from ‘Sociology
and Anthropology 1A’ to ‘Sociology 1A’ (the second-semester course, ‘Sociology 1B’, will not be
affected). We are currently preparing revised PIP forms and consulting colleagues about the
changes we propose. I was wondering whether you would be kind enough, in your capacity as
Subject Librarian, to look at the changes we are proposing (I’ve attached a summary) and tell me
whether you foresee any potential problems as far as the library is concerned.
Thank you in advance.
Best wishes,
Robert
16
Proposed Changes to PIP Forms for Levels 1A and 1B (2011)
Introduction
A consultation document on proposed changes to the Level 1A and 1B courses following the
‘phasing out’ of Anthropology in 2011 was sent to academic staff, the Level 1 administrator,
the Level 1 tutors, Level 1 student representatives and the external examiner for Level 1, Prof.
Derek McGhee, on 24 August 2010. On 16 September 2010, the Level 1 Convenor met with
the Chief Adviser (Social Sciences), Mr Fred Cartmel, to discuss the proposals. In light of all
the comments received, the following set of revised proposals have been prepared and will be
tabled at the staff meeting to be held on 20 October.
1. Course Titles
The Level 1A course will be renamed:
SOCIOLOGY 1A: Self and Society
NB: The Level 1 Convenor had initially proposed ‘Self, Society and Social Change’. The
external examiner suggested the shorter title above, and it is arguably an improvement.
However, another colleague preferred ‘Introducing the Sociological Imagination’.
2. Timetable
The timetable for both Level 1A and 1B courses will be stated on the PIP forms as two
lectures per week and a weekly seminar.
3. Course Aims
The aims for the new Level 1A course will be listed as:
1. To introduce students to the discipline of sociology, assuming little or no prior
knowledge of the discipline and with a view to providing a basis for Sociology Level
1B, Sociology Levels 2A and 2B and Joint or Single Honours in Sociology.
2. To introduce students to some of the key concepts sociologists use to understand the
nature of contemporary societies and processes of social reproduction and change.
3. To enable students to begin to ‘think sociologically’ about themselves, their
experiences and their own place in society.
The aims for the Level 1B course will be listed as:
1. To introduce students to the discipline of sociology with a view to providing a basis
for Sociology Levels 2A and 2B and Joint or Single Honours in Sociology.
2. To introduce students to several different thematic areas or sub-fields of sociology.
3. To develop students’ ability to ‘think sociologically’ about themselves, their
experiences and their own place in society.
17
4. Intended Learning Objectives of Course
The intended learning objectives of the new Level 1A course will be described as follows:
By the end of the course students are expected to be able to:
1. describe and examine a range of key concepts and theoretical approaches within
sociology and evaluate their application ;
2. summarise and explain the findings of empirical sociological research, including a
critical assessment of the methodological frameworks used ;
3. evaluate the relationship between sociological arguments and evidence in a range of
contexts ;
4. draw on evidence from a range of appropriate sociological sources and demonstrate
an ability to synthesise them ;
5. evaluate competing explanations and draw reasoned conclusions.
The intended learning objectives of the Level 1B course will be described as follows:
By the end of the course students are expected to be able to:
1. summarise and explain the findings of empirical sociological research, including a
critical assessment of the theoretical and methodological frameworks used;
2. evaluate the relationship between sociological arguments and evidence in a range of
contexts;
3. draw on evidence from a range of appropriate sociological sources and demonstrate
an ability to synthesise them;
4. evaluate competing explanations and draw reasoned conclusions;
5. identify and comment on the value of sociological work with regard to social, public
and civic policy issues.
5. Summative Assessment Methods
The paragraph on the exam in the new PIP forms for the Level 1A and 1B courses will read as
follows:
The exam asks students to answer two questions from a list. Students cannot answer a
question relating to the same section of the course as the one from which they chose
their coursework essay.
After discussion with the external examiner, it is also proposed to reduce the word limit of the
assessed essay from 2-3,000 words to 1,500 words, bringing it in line with the limits for other
Level 1 courses in the School and with a view to making the word limit for Level 1 essays
lower than the one for the Level 2 essays. The section on ‘Summative Assessment Methods’
in the new PIP forms for the Level 1A and 1B courses will therefore start with the following
sentence:
Summative assessment is based on the submission of one 1,500-word essay (50%) and a
ninety-minute written examination in which students answer two questions from a
previously unseen paper (50%, each question 25%).
Robert Gibb
Level 1 Convenor
Glasgow, 4 October 2010
18