University of St Andrews

Key information

SCOTCAT credits : 15

ECTS credits : 7

Level : SCQF level 10

Semester: 2

Availability restrictions: Available only to students in the second year of the Honours Programme

Planned timetable: Tues 11-1pm

Students will critically explore the narratives that shape Psychological and Neuroscience, explore alternative narratives that broaden the canon, and consider ways in which teaching, research, science communication, and the higher education setting in which they are situated, can be made more diverse and more inclusive. Through weekly lectures and student-led presentations and discussion, this course will develop critical thinking skills, and engage students in socio-politically collaborative, active scholarship. Students will consider issues such as: - philosophical and cultural underpinnings of Western Psychology and Neuroscience; - the influence of eugenics and race science on Statistics and Educational Psychology; - psychiatric diagnosis as a lever for social control; - the inequities that perpetuate basic and cognitive neuroscience; - the marginalisation of women and minoritised peoples.

Relationship to other modules

Pre-requisite(s): Before taking this module you must pass PS2001 and pass PS2002

Learning and teaching methods and delivery

Weekly contact: 2hr taught sessions (x11 weeks) comprising 1hr lecture and 1hr discussion and presentation

Scheduled learning hours: 22

Guided independent study hours: 125

Assessment pattern

As used by St Andrews: Coursework = 100%


Re-assessment: Coursework = 100% - Resubmission of failed components

Personnel

Module coordinator: Dr A R O'Connor
Module teaching staff: Dr Erin Robbins and Dr Akira O'Connor

Intended learning outcomes

• Demonstrate knowledge of how diversification and decolonisation have been defined and implemented, with understanding of concrete examples from within Psychology and Neuroscience.
• Demonstrate knowledge of how diversification interventions have been made, how they have been received, and how they have succeeded and failed.
• Demonstrate capacity to use knowledge of theory and practice to propose a diversification intervention.
• Awareness of and experience using consensus decision-making to facilitate productive discussion on potentially divisive issues.
• Read and critique current and historical primary literature at an advanced level.
• Present and critique diversification- and decolonisation-focused ideas in a manner suitable for an audience of their choosing, actively considering the choice of media.