UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
SE606 Connections
2.
School or partner institution which will be responsible for management of the module
School of Anthropology and Conservation
3.
Start date of the module
September 2015
4.
The number of students expected to take the module
15-18
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
N/A
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Intermediate
7.
The number of credits and the ECTS value which the module represents
30
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and Spring Term
9.
Prerequisite and co-requisite modules
Prerequisite: SE310, SE311, SE312
10. The programmes of study to which the module contributes
BA Liberal Arts
11. The intended subject specific learning outcomes
On completion of this module students will be, as appropriate to this level, able to:
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UNIVERSITY OF KENT
a. Demonstrate knowledge and understanding of key discourses within the sciences,
humanities and social sciences, how they were implemented, and their impact on broader
society
b. Understand how to develop and test hypotheses across a disciplinary range spanning
social sciences, natural sciences and humanities using study design approaches
appropriate to the disciplines
c. Understand the utility and interpretation of qualitative and quantitative data
d. Demonstrate the ability to critically evaluate primary and secondary literature across a
disciplinary range spanning social sciences, natural sciences and humanities appropriate
to the disciplines
e. Demonstrate an ability to comprehend, and debate, as appropriate topics across a
disciplinary range spanning social sciences, natural sciences and humanities
12. The intended generic learning outcomes
In completing this module students will demonstrate, as appropriate to this level the ability to
work both independently and as part of a research group using peer support, diplomacy and collective
responsibility in pursuit of the following learning outcomes:
a. Research skills: how to formulate research questions and hypotheses and how to
address problems across a range of disciplines
b. Analytical skills: interpretation of arguments, evidence and data; marshalling information
from published sources; critical evaluation of own research and that of others
c. Information technology: use of appropriate technology to retrieve, analyse and present
information
d. Numerical evaluation: the use of appropriate analytical methods in handling statistical
evidence and data
e. Reasoning: how to construct arguments within different intellectual contexts and
disciplines; how to formulate and address research questions and problems
f. Communication: how to communicate across disciplines; how to mediate key ideas
between disciplines; how to speak and write persuasively in discursive contexts
g. Reflection: make use of constructive informal feedback from staff and peers and assess
own progress to enhance performance and personal skills
h. Self-motivation and independence: time and workload management in order to meet
personal and group targets and imposed deadlines
i. Team work: the ability to work both independently and as part of a research group using
peer support, diplomacy and collective responsibility
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13. A synopsis of the curriculum
One of the core concepts behind the Liberal Arts degree is maintaining communication and debate
between the diverse groups of students the programme attracts. Through collective discussion and
debate around seminal readings, this module will equip Liberal Arts students with a broad-ranging
grasp of the full field of social sciences, natural sciences, arts and humanities. The topics covered
depend on the optional modules and particular knowledge streams chosen by that year’s cohort of
students. A concern with politics and current developments continues to influence debate and
discussion throughout the second year. Engagement with the Nuffield Curricula will involve further
pedagogical familiarization with quantitative methods across the disciplines.
14. Indicative Reading List
Alan Badiou, The Century. London: Polity. 2007.
Susan Buck-Morss, Thinking Past Terror: Islamism and Critical Theory on the Left. London: Verso
2003.
Nessa Carey, The Epigenetics Revolution: How Modern Biology is Rewriting our Understanding of
Genetics, Disease and Inheritance. London: Icon Books. 2012.
T. J. Clark, Farewell to an Idea: Episodes from a History of Modernism. New Haven: Yale. 1999.
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UNIVERSITY OF KENT
Sheila Jasanoff, States of Knowledge: the Co-production of Science and Social Order. London:
Routledge. 2004.
Bruno Latour, We Have Never Been Modern (trans. Catherine Porter). London: Harvester
Wheatsheaf. 1993.
Donald Mackenzie, An Engine, Not a Camera: How Financial Models Shape Markets. Cambridge:
MIT. 2008.
David P. Mindell, The Evolving World Evolution: Evolution in Everyday Life. Cambridge: Harvard.
2006.
Edward Said, Culture and Imperialism. London: Vintage. 1994.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
module learning outcomes
Study hours: 300 overall
Seminars: 48 hours
Seminars will focus on close discussion of core texts with the aim of drawing student experience in
other modules, both Liberal Arts and in others drawn from across the university that they have
engaged with, into debate with core texts for understanding scholarship in the contemporary period.
These will address learning outcomes 11a, 11b, 11c, 11d, 11e, 12a, 12b, 12e, 12f, 12g and 12i. Core
readings will be researched, contextualised and presented to seminars by students whose learning
trajectories have familiarised them with the fields they emerge from in coordination with others
unfamiliar with those discourses, thus addressing 12b, 12c and 12h.
Computing and Quantitative workshops: 24 hours.
Workshops in statistics, model analysis and economics address 11c,12c and 12d. Computing
workshops to develop familiarity with analytic programmes, both quantitative and qualitative, will
address 11c and 12c.
Self-study and assessments: 228 hours
This will comprise seminar preparation, research for assessments and group work, and will address
all learning outcomes.
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
The core aim of the Liberal Arts programme is to facilitate students' abilities to gather, evaluate and
integrate an interdisciplinary range of data into well structured, coherently reasoned and creatively
thought out arguments motivated by their own engagement in the programme's investigations. The
100% coursework assessment will promote this creativity while inducing students to develop their
writing and analytic skills. Assessment will be 100% coursework: 50% from two extended essays
(2000 words each) evaluating a particular contemporary topic linked to in class readings and
evaluating its resonances and ramifications across a range of disciplinary discourses; 20% from
seminar performance (reflecting on the quality of students’ participation in and contribution to the
seminar series as a whole, one element of which will be oral presentations on readings (two
individual – 6% each) and group exercises (two group presentations of 4% each – collective mark
determined by presenters’ self evaluation)), 18% from three exercises (6% each) in quantitative
analysis linked to the Nuffield programme, and 12% from a reflective diary/log maintained through
the year (students will read, and discuss, diary entries from notable individuals in the arts, social
sciences and sciences throughout the year, and the diary as genre will be a topic of seminar
discussions). The two essays will address 11a, 11b,11d, 11e, 12a, 12b, 12c, 12e, 12f, and 12h. The
seminar evaluation, including the collaborative work on the in class presentation, addresses 11a,
11d, 11e, 12b, 12c, 12e, 12f and 12i. The quantitative work addresses 11b, 11c, 12c and 12d. The
diary work addresses 12g. All of the work addresses 12h.
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UNIVERSITY OF KENT
17. Implications for learning resources, including staff, library, IT and space
Two hour seminar each week. Some library resources as well as computing resources to be provided
by the Nuffield programme.
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as
applicable) disability/dyslexia support service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
28 March 2014
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Date
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Director of Learning and Teaching/
Rajindra Puri
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
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Print Name
Module Specification Template
Last updated February 2013
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