UNIVERSITY OF KENT
Module Specification
1
The title of the module
Introduction to Forensic Psychology (SP306)
2
The School which will be responsible for management of the module
Psychology
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The Start Date of the Module
Autumn 2009
4
The cohort of students (onwards) to which the module will be applicable
2009
5
The number of students expected to take the module.
100-150
6
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the
withdrawal
N/A
7
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
C (FHEQ Level: 4)
8
The number of credits which the module represents
15 (7.5 ECTS)
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a
Masters award
9
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10
Prerequisite and co-requisite modules
No prerequisites will be required for students registered for a psychology Programme of
Study.
For non psychology students either Introduction to Psychology I (SP304) or Introduction to
Psychology II (SP305) will be required as a pre-requisite.
11
The programmes of study to which the module contributes
Optional module for students across all Faculties.
12
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
The following specific learning outcomes will be acquired upon successful module
completion:
See Appendix for Module to Programme Map for further details
12.1
12.2
Understanding of the practical role played by contemporary forensic psychologists
in society
Introductory knowledge of forensic psychology as a discipline and research
methods used within forensic psychology
12.3
12.4
12.5
Awareness of the fundamental application of psychology, as a science, to
understand key forensic issues
Understanding of key concepts and sub-topics within forensic psychology and how
they relate to each other (i.e., ability to synthesise core concepts within forensic
psychology)
Basic ability to evaluate core theories and research in forensic psychology
In addition to these specific learning outcomes, this course will make valuable contributions
towards the more general aims of undergraduate programmes through:
12.6 Developing students’ awareness of fundamental psychological perspectives and
how they relate to society
12.7 Developing students’ understanding of the range of approaches available for
applying psychology
12.8 Providing students with research led teaching
13
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
See Appendix for Module to Programme Map for further details
In addition to specific learning outcomes, the following generic learning outcomes will be
acquired upon successful module completion:
13.1 Appreciation and understanding of the variety of theoretical and methodological
approaches used in psychology
13.2 Development of self reflective qualities required to receive constructive feedback
from staff in order to improve understanding and academic performance
13.3 Development of independent learning and research skills required to support
academic learning and development
13.4 Development of self-regulation skills in the form of study planning and overall time
management
13.5 Development of information technology skills required to obtain key learning
resources (e.g., use of online journals and learning resources as directed by
lecturers).
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A synopsis of the curriculum
This module will introduce students to key topics in Forensic Psychology including the
development of offending, the rehabilitation of offenders, the criminal justice system,
criminal statistics, policing, and the publics’ response to crime. In particular, this module will
focus on (1) fundamental applications of psychology, as a science, for understanding
important forensic issues, and (2) key research methods common in forensic psychological
research. Throughout the module, students will be encouraged to apply contemporary
psychological concepts and methods to understand the important forensic psychological
issues outlined.
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Indicative Reading List
Howitt, D. (2009). Introduction to Forensic and Criminal Psychology (3rd ed). London:
Pearson
Wood, J., & Gannon, T. A. (2008). Public Opinion and Criminal Justice. Cullumpton: Willan.
Additional readings and on-line resources will also be recommended in each lecture.
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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 learning outcomes
The learning and teaching methods will be made up of 11 two-hour lectures (22 hours in
total) and guided independent learning (of approximately 128 hours) making up a total of
150 hours of study. Each lecture will introduce students to the main concepts, issues, and
research methods relating to various sub-disciplines of forensic psychology (12.1 through
to 12.5; 13.1). Furthermore, each lecture will introduce students to contemporary
perspectives and controversies in forensic psychological research (12.1; 12.2; 12.6-12.8).
Students will be expected to engage in 128 hours of guided independent study (13.2; 13.3;
13.4). This learning will be firmly guided by course lecturers who will recommend relevant
course texts, journal articles, and on-line resources (13.5). Further study resources will be
made available for students online (e.g., Government reports, research articles) (13.5).
This structured independent learning will enable students to engage in detailed, meaningful
learning about key concepts and research methods in forensic psychology (12.4; 12.5).
17
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students will be assessed on the module learning outcomes, at the end of the module, via
an unseen 2 hour secure multiple choice exam. This exam will represent 100% of students’
assessment for this course. The test will be developed by each of the lecturers contributing
to the course and will examine students’ broad-based and more specific knowledge of the
core concepts, issues and research methods relevant to all of the sub-disciplines of
forensic psychology covered in the course (12.12.5). Most importantly, we will ensure that
the exam associated with this module will test student learning over and above the usual
knowledge and comprehension skills typically tapped by multiple choice exams. Thus, the
multiple choice exam associated with this course will also test students’ ability to (1) apply
concepts and theories covered in the course to new situations (i.e., questions testing
application skills:12.6; 12.7; 12.8)), (2) combine knowledge from several concepts (i.e.,
questions testing synthesis skills: 12.3-12.5), and (3) make choices and decisions based
upon key evaluations of evidence (questions testing evaluative skills: 12.8; 13.1-13.3).
An alternative assessment may be provided for those short-term students who will no
longer be registered when the examination takes place.
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Implications for learning resources, including staff, library, IT and space
Lectures will be taken by academic staff from the University of Kent in a medium-sized
lecture theatre. All reading materials will be made readily available via the library, and
lecturers will ensure that the University bookstore is stocked with sufficient numbers of core
texts. We anticipate that students will have excellent access to IT resources through
school computer labs (either in Keynes or other schools).
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A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated disabled students will not be disadvantaged by this
module.
Statement by the Director of Learning and Teaching: "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"
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Director of Learning and Teaching
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Date
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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
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Print Name
Date
Appendix: Module Outcomes to Programme Outcomes