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CHSSMarch 2011CUGLAT

Paper EC2 – Supporting information (NB This document is 108 pages)

UNIVERSITY OF EDINBURGH BUSINESS SCHOOLProposal for a new undergraduate course for introduction 2011-12

Name of course: Applications of Finance 2Group: Accounting & FinanceCollege: Humanities and Social SciencesDepartment: Business SchoolYear: 2Course Co-ordinator: TBCDuration: 10 weeksSemester: 2Contact hours: 20 lectures + 8 tutorialsTotal student effort hours: 200 hoursPrerequisites: Principles of Finance 2 and entry to

Honours; Students MUST have passed: Business Studies 1 (BUST08001) OR (Industrial Management 1 (BUST08002) AND Techniques of Management (MAEE08002)) OR (Accountancy 1A (ACCN08007) AND Accountancy 1B (ACCN08008) AND Economics 1A (ECNM08005))

Credits: 20

A. RATIONALEA new MA in Accounting and Finance was introduced recently, and it has proved popular with both home and overseas students. Much of the School’s increase in recruitment of overseas students at undergraduate level has been due to demand for the A&F degree. However, the curriculum of the degree as it stands is short of finance courses in the first two years. Students take four courses in accounting during the first two years, but they only take one course in finance, namely Principles of Finance 2 (plus the finance section of Business Studies 1). The proposed course is intended to boost students’ exposure to finance before their Honours years, and to provide a more balanced curriculum for the A&F degree. The course will run in the second semester of the second year, and will be designed to be taken after Principles of Finance 2. It will be an EITHER/OR option with Management Science and Information Systems as a required course on the A&F degree. It will also be available as an option to students on other degrees who have taken Principles of Finance 2.

B1. COURSE AIMS AND OBJECTIVES

The course is designed to complement Principles of Finance 2. The latter is a theoretical and conceptual course which introduces students to the core ideas in academic finance. There is little time to consider practical aspects, and several important topics are omitted or only dealt with briefly. Applications of Finance 2 will fill some of these gaps. It will introduce students to a number of topics that would be expected to be part of the knowledge base of an undergraduate specialising in accounting and finance, but which are absent from Principles of Finance 2 and are not always considered in the Honours courses. The course will consolidate the conceptual learning in Principles of Finance 2 by introducing students to some of the practical aspects of finance, for example valuation, company risk management and company restructuring. The tutorials will consist of a variety of assignments, which will help develop a range of skills. The assignments will include discussion of research papers, numerical examples, cases, and possibly presentations and groupwork.

B2. INTENDED LEARNING OUTCOMESKnowledge and understandingOn successful completion of the course students will:

Have broadened their knowledge of core concepts and ideas in finance, in particular in the areas of international finance, mergers and acquisitions, company risk management, and valuation of companies;

Have been introduced to empirical research in finance; Know more about financial instruments, markets and transactions; for

example, interest rate swaps, takeover arrangements, bank loans. Know more about the financial information used by company

executives, investors and analysts, and techniques for analysing such information.

Cognitive/analytical skills/transferable skillsThrough individual and groupwork students will develop their ability to:

Understand accounting and financial data, and analyse such data; Understand academic research in finance; Demonstrate their understanding through essays and through answers

to numerical problems; Think clearly and logically; Develop and deliver effective presentations.

C. STUDENT INTAKEThe course will be an EITHER/OR option with Management Science and Information Systems for students taking the MA in Accounting and Finance, and optional for other students. Successful completion of Principles of Finance 2 will be a pre-requisite.

D. CONTENT OF THE COURSEA detailed outline of the content is not appropriate at this point. We have not yet determined who the course lecturer will be, and it is desirable that the lecturer is left with some flexibility to design a course that fits his or her own priorities and interests. The exact choice of content is not critical to the students’ education; there are many topics and types of tutorial assignment

that would be suitable within the intellectual space between Principles of Finance 2 and the specialist finance courses available to students in their third and fourth years. The following list gives an idea of the range of topics which could usefully be taught in Applications of Finance 2; not all these topics will appear in the final version of the course.

Financial marketsEquity and bond marketsInvesting institutionsTrading (introduction to ‘market microstructure’)IPOs, SEOs and bond issuesInternational investingEmerging markets Development and benefits of international capital marketsForeign exchange and determination of exchange rates

Banking Bank lendingLeasingProject financeSyndicated loansInterest rate swapsCurrency swapsSecuritisation of debtTrading of loans and trading credit risk

Company risk managementHedging interest rate risk and currency risk: the use of forward

contracts, swaps and optionsAssessing a company’s capital base

Corporate re-structuringTakeoversManagement buy-outs and buy-insPrivate equity

Corporate governanceRole of shareholdersRole of boards of directorsExecutive pay

Techniques of valuing and analysing companiesReal options

E. ORGANISATION OF TEACHINGThe course organiser has yet to be appointed. PhD students or bought-in tutors might be employed to take tutorials, with appropriate guidance and oversight from the course organiser. Delivery will consist of two one-hour lectures per week for ten weeks, and eight one-hour tutorials. Tutorials will be used to support student learning through a variety of exercises. Timetable slots are to be arranged. Students will be expected to engage in independent study, with directed reading, and to prepare for and participate in the tutorials. F. STUDENT ASSESSMENT AND GUIDANCE

There will be two components of assessment, groupwork (including peer evaluation) (30%) and a final examination (70%). Further details regarding assessment will be decided upon by the course organiser.

G. FEEDBACK AND EVALUATIONThe end-of-course questionnaire will be a formal way of gathering student feedback. Feedback on the course will also be obtained via the Staff-Student Committee and other informal feedback will be obtained via the tutorials.

H. RESOURCE REQUIREMENTSThe School will shortly be interviewing candidates for a chair in finance, and will also be seeking to appoint at least one additional member of staff in finance in the current academic year. There is capacity in the Accounting & Finance Group to teach the proposed new course, so long as at least one of the above appointments is made.

There will not be a requirement for specific lecture-room facilities beyond access to normal audiovisual technology.

The Library will be informed of additional copies of core texts required. Students will be referred to other books and to articles which are available via the on-line journals.

I. DOCUMENTATIONA course handbook will be written by the course organiser, when appointed. Staff running tutorials will be provided with material to cover during the tutorial sessions, and will be given an indication of the key learning points which should be brought out during each session.

As this is a new course a sample examination paper will be provided to students in advance of the examination, so that they have a better idea of what to expect in the examination. The end-of-semester and resit examination papers will be prepared and model answers written for each question.

The course will be incorporated into the curriculum for the MA in Accounting & Finance.

UNIVERSITY OF EDINBURGH

COVER SHEET FOR A NEW OR REVISED COURSESection A Course title Applications of Finance 2 Course code – to be

created by Registry

Teaching Unit (eg Department)Business School

College of HSS Collaborating Body eg Department or other Institution

UG ()

New course ()

If Replacement course, give details of course (s) which this course replaces

Name of Course Code

Credit points

No. SCQF credit points

20 Level eg SCQF 8

8

Scheduled Teaching

No. Hours per week

No. of weeks

Scheduled class hours - include day, start and finish times and termMon and Thur 1000-1050; Semester 2

Contact Teaching 2 10Other required attendance

1 8

Course operational with effect from (date)

2011-2012

Any costs which may have to be met by students eg materials

Give details of any Prerequisite Course(s)

Name of Course (s)Principles of Finance 2 (BUST08003) and entry to Honours.

Course Code (s)

Students MUST have passed: Business Studies 1 (BUST08001) OR (Industrial Management 1 (BUST08002) AND Techniques of Management (MAEE08002)) OR (Accountancy 1A (ACCN08007) AND Accountancy 1B (ACCN08008) AND Economics 1A (ECNM08005))

Give details of programme(s) for which the course is EITHER/OR optionName of Programme (s)MA Accounting and Finance (MA Hons)

Programme Code(s) UTACCFIMAH

Course(s) which cannot be taken with this course and counted towards a minimum qualifying curriculum

Name of Course (s) Course Code (s)

Short description of course

The course is designed to complement Principles of Finance 2. The latter is a theoretical and conceptual course which introduces students to the core ideas in academic finance. There is little time to consider practical aspects, and several important topics are omitted or only dealt with briefly. Applications of Finance 2 will fill some of these gaps. The course will consolidate the conceptual learning in Principles of Finance 2 by introducing students to some of the practical aspects of finance, for example valuation, company risk management and company restructuring.

URL for supporting course documentation

Summary of Intended Learning OutcomesKnowledge and understandingOn successful completion of the course students will:

Have broadened their knowledge of core concepts and ideas in finance, in particular in the areas of international finance, mergers and acquisitions, company risk management, and valuation of companies;

Have been introduced to empirical research in finance; Know more about financial instruments, markets and transactions; for example,

interest rate swaps, takeover arrangements, bank loans. Know more about the financial information used by company executives,

investors and analysts, and techniques for analysing such information.

Cognitive/analytical skills/transferable skillsThrough individual and groupwork students will develop their ability to:

Understand accounting and financial data, and analyse such data; Understand academic research in finance; Demonstrate their understanding through essays and through answers to

numerical problems; Think clearly and logically; Develop and deliver effective presentations.

Components of Assessment There will be two components of assessment, groupwork (including peer evaluation) (30%) and a final examination (70%). Further details regarding assessment will be decided upon by the course organiser.

Approval Track Date Authorised signature Name DesignationApproved by Teaching Unit or equivalent body eg department

Jan 2011

Prof S Armitage Head of Accounting & Finance Subject Group

Approved by Board of Studies (or equivalent body)

Jan 2011

Prof W Loretto Chair, Board of Studies

Noted/Approved by Faculty Approved by UGSC/SPGSC Registry Use Date received

Date record created

UNIVERSITY OF EDINBURGH COVER SHEET FOR A NEW OR REVISED COURSE

Section BALL COURSES Course organiser, if known. If not known, give interim contactName: Prof S Armitage (interim contact)Tel: 650 3794 email: [email protected]/administrative contact in Teaching UnitName: Caroline HallTel: 650 8336 email: [email protected] the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3

or 4 or 5Are class exams required ? () Yes No No. of exam papers required (eg how many papers will each student be required to answer)

No. exam papers Duration

Class ExamsDegree Exams 1 2 hours

When are the exams to be taken ()1st attempt March June Resit June SeptHas a quota for the course been approved by Faculty? () Yes No If yes, what is the maximum number of students permitted?

Amended by CAS steering group November 2001

RATIONALE FOR PLANNED CHANGES TO LINGUISTICS AND ENGLISH LANGUAGE PRE-HONOURS COURSES

Linguistics and English Language (part of the School of Philosophy, Psychology and Language Sciences) currently offers two fully separate pre-honours programmes: one in English Language and one in Linguistics. At first year level, this involves the following courses: LASC08001 English Language 1 (40 credits) LASC08004 Linguistics 1A (20 credits, semester 1) LASC08012 Linguistics 1B (20 credits, semester 1)

English Language 1 is also split into the following two courses, for visiting students only: LASC08008 English Language 1 (VS1) (20 credits, semester 1) LASC08009 English Language 1 (VS2) (20 credits, semester 2)

The current proposal aims to merge these courses, which largely function as two 40-credit, year long programmes (one in English Language and one in Linguistics), into one 40-credit year programme in Linguistics and English Language. In order to retain some flexibility, we intend to offer the first semester as a 20 credit course, for visiting students and specific sets of Edinburgh UG students, such as those described immediately below. The revised first year curriculum will thus involve the following two courses: LASC08*** Linguistics and English Language 1 (40 credits) LASC08*** A Brief Introduction to Language (20 credits, semester 1)

We do not intend to offer the second semester of LEL1 as a 20 credit course, but we will to continue to offer a version of the following course, which runs in the second semester and which will have BIL (or LEL1) as its only prerequisite: LASC08007 Linguistics 2Lh: Structure and History of the Western

European Languages Visiting students can take this course if they only want/need 20 credits from LEL in semester 2. This course will also be open as a 2nd year option to students on a Modern Languages degree, and BIL will also be open to these students, allowing them to take 40 credits from LEL during their second year (this option is currently the case with LASC08004 Linguistics 1A).

The rationale for this change is as follows. Linguistics and English Language was formed as an organisational unit in 2005, through the merger of two previously separate units: English Language and Theoretical and Applied Linguistics. Each of these units ran their own full undergraduate programme, with courses at first-year, second-year, and Honours level. The units merged because it was widely perceived that there was considerable intellectual overlap between them, and we have successfully integrated ourselves since then. LEL now offers an integrated Honours programme, in which students on the MA in English Language and the MA in Linguistics draw slightly different courses from a shared set. It has now been decided that it makes sense to integrate our offerings at pre-honours level, too. It has long been felt that there was some intellectual overlap between the English Language and Linguistics

pre-honours programmes, so we would like to take the opportunity to rationalise our provision. The current proposal affects our first year courses, which we intend to change for the coming academic session (2011-2012). We plan to revise our second-year courses for the following academic session (2012-2013), so that those who have taken the current first year this session are not forced to change half way through their pre-honours programme. A separate proposal is to follow next year, setting out our plans for our second year courses.

We believe that the removal of overlap between English Language 1 and Linguistics 1A/1B and the general reconceptualisation of our pre-honours provisional mean that a single 40 credit course is appropriate at first year level. This will be the one obligatory first-year course for all students who take any degree involving either English Language or Linguistics. The DPTs for all such degrees will need to be changed to reflect this (consultation with affected departments has taken place and there are no significant obstacles to the proposal). We believe that it is still appropriate to offer separate MA programmes in English Language and Linguistics for reasons of intellectual coherence and for marketing purposes. LEL1 will also be open to all students at the university as an outside subject.

Because LEL1 and BIL replace two existing first-year courses, there are few resource implications. Library provision dedicated to English Language 1 and Linguistics 1A and 1B can be directly transferred to LEL1. Demand for secretarial support, classroom space for tutorials, and the like will be unaffected or eased. The most obvious impact will be that a large lecture theatre will be required to accommodate the expected enrolment of around 300; currently Linguistics 1A and 1B have enrolments of 185 and 135 and English Language 1 has an enrolment of 119 with an overlap of 40 in the population of the two courses.

COURSE CONTENT: Short descriptions and learning outcomes

LASC08*** Linguistics and English Language 1 (40 credits)Short Description: This course offers an introduction to the study of language in general and

to the study of English in particular. The course considers language structure, language variation, English and Scots accents and dialects, language change, the history of English and Scots, how languages can be related to each other, and what makes language special.

Learning Outcomes:By the end of the course, as long as they have participated fully in it, students will understand:- basic principles for the description of the sounds and sound systems used

in languages, and how they can be applied to describe English - basic principles for the description of grammatical structure and the

structure of words, and how they can be applied to describe English

- basic principles for the systematic study of word and sentence meaning, and how they can be applied to describe English

- aspects of discourse structure, largely applied to the description of English - basic principles of and links between language variation and language

change- the ways in which speakers vary in their use of language and how English

varies around the English-speaking world- the fundamental ways in which English has changed over time- basic claims about what language is and how it differs from other

communication systems

LASC08*** A Brief Introduction to Language (20 credits, semester 1)Short Description: This course offers a brief introduction to the study of the structure of

language in general and of English in particular. The course considers language structure, English and Scots accents and dialects, and what makes language special.

Learning Outcomes:By the end of the course, as long as they have participated fully in it, students will understand:- basic principles for the description of the sounds and sound systems used


structure of words, and how they can be applied to describe English- basic principles for the systematic study of word and sentence meaning,

and how they can be applied to describe English- aspects of discourse structure, largely applied to the description of English

COURSE CONTENT: Detailed description

LEL1 will consist of five segments. Four of these will run consecutively; the fifth will run concurrently with the others throughout the year. The five are:

1. Phonetics and phonology (here “PHON”)2. Morphology and syntax (here “MORPH-SYN”)3. Meaning and text (here “MNG-TEXT”)4. Variation and change (here “VAR-CHG”)5. Language, cognition and communication (here “LCC”)

BIL will consist of three segments. Two of these (PHON and MORPH-SYN) are fully shared with LEL1 and will run consecutively; the third will run concurrently with the others throughout the semester (this will involve half of LEL1’s LCC ).

PHON will cover the phonetic classification of segment types and basic IPA transcription practice, the phonemic principle (i.e. the notions of categorical contrast and conditioned variation or allophony), phonotactics and syllable

structure (including basic typological notions), and an introduction to the phonemic system(s) of English, in particular with respect to vowels.

MORPH-SYN will cover word classes (“parts of speech”), mechanisms of word-formation (derivation, compounding, etc.) and inflection, constituency and phrase structure, grammatical functions and argument structure, morphological and syntactic typology, and some basic features of the syntax of English (e.g. the auxiliary system).

MNG-TEXT will deal with elementary notions of meaning in language (e.g. lexical semantics) and language use (e.g. pragmatic concepts such as denotation, presupposition, implicature and illocutionary force), aspects of text organisation such as cohesion and rhetorical structure, and various topics under the general headings of discourse, genre and style.

VAR-CHG will deal with basic notions of language history, basic notions of synchronic variation in language (and attitudes that speakers have to such variation), and the relation between the two as understood in modern sociolinguistics, together with an introduction to past and present dialect variation in English and Scots.

LCC will present a series of lectures designed to encourage students to think about the more general relevance of the theoretical and conceptual apparatus they acquire in the other segments of the course and its application to real-life issues and to research topics involving language, such as language acquisition, language technology, language impairment, and animal communication.

The course will have three lectures and one tutorial per week. LLC lectures will take place once a fortnight. The other segments of the course will be run in succession, PHON and MORPH-SYN in first semester and MNG-TEXT and VAR-CHG in second, each segment occupying approximately 5-6 weeks.

INTRODUCTION OF NEW NON-HONOURS COURSES AND DELETION OF EXISTING NON-HONOURS COURSES

Delete: LASC08001 English Language 1 (40 credits) LASC08008 English Language 1 (VS1) (20 credits, semester 1) LASC08009 English Language 1 (VS2) (20 credits, semester 2) LASC08004 Linguistics 1A (20 credits, semester 1) LASC08012 Linguistics 1B (20 credits, semester 1)

Introduce: LASC08*** Linguistics and English Language 1 (40 credits) LASC08*** A Brief Introduction to Language (20 credits, semester 1)

CHANGES TO EXISTING CURRICULA

All DPTs which refer to any of these courses: LASC08001 English Language 1 (40 credits) LASC08004 Linguistics 1A (20 credits, semester 1) LASC08012 Linguistics 1B (20 credits, semester 1)

will need to be changed to refer to this course: LASC08*** Linguistics and English Language 1 (40 credits)

or, where Linguistics 1A is currently prescribed, to refer to this course: LASC08*** A Brief Introduction to Language (20 credits, semester 1)

This involves the following degree programmes: Artificial Intelligence (BSc Hons) (UTAINTL) Artificial Intelligence and Psychology (BSc Hons) (UTAIPSY) Celtic and English Language (MA Hons) (UTCELEN) Celtic and Linguistics (MA Hons) (UTCELLI) Chinese and Linguistics (MA Hons) (UTCHNLN) Cognitive Science (BSc Hons) (UTCOGSCBS) Cognitive Science (Humanities) (MA) (UTCOSCS) Cognitive Science (MA Hons) (UTCOGSC) Computational Linguistics (BSc Hons) (UTCOPLI) Computer Science and Philosophy (MA Hons) (UTCMPHI) English Language (MA Hons) (UTENGLA) English Language and History (MA Hons) (UTENGLH) English Language and Linguistics (MA Hons) (UTENGLL) English Language and Literature (MA Hons) (UTENGLT) French and English Language (MA Hons) (UTFRENG) French and Linguistics (MA Hons) (UTFRELI) German and English Language (MA Hons) (UTGERENG) German and Linguistics (MA Hons) (UTGERLI) Italian and English Language (MA Hons) (UTITAENG) Italian and Linguistics (MA Hons) (UTITALI) Japanese and Linguistics (MA Hons) (UTJAPLI) Linguistics (MA Hons) (UTLINGS) Linguistics and Artificial Intelligence (MA Hons) (UTLINAI) Linguistics and Mathematics (MA Hons) (UTLINMA) Linguistics and Social Anthropology (MA Hons) (UTLINSA) Mind and Language (MA Hons) (UTMNDLA) Russian Studies and English Language (MA Hons) (UTRUSENG) Russian Studies and Linguistics (MA Hons) (UTRUSLI) Sanskrit and Linguistics (MA Hons) (UTSNKLI) Scandinavian Studies and English Language (MA Hons) (UTSCANENG) Scandinavian Studies and Linguistics (MA Hons) (UTSCSLI) Scottish Ethnology and English Language (MA Hons) (UTSETEL) Spanish and English Language (MA Hons) (UTSPANENG) Spanish and Linguistics (MA Hons) (UTSPALI)

EUCLID information

1. Course Name: Linguistics & English Language 1

2. Normal Year Taken (year 1, year 2 etc): 1

3. Course level (UG/PG): UG

4. Visiting Student Availability: Available

5. Number of credits: 40

6. Credit Level (SCQF): 08

7. Home Subject Area: Language Sciences

8. Course Organiser: TBC

9. Total Contact Teaching Hours: 88

10. Pre-requisites: None

**. Forbidden combination: This course may not be combined with LASC08*** A Brief Introduction to Language

11. Visiting Student Pre-requisites: None

12. Short Description: This course offers an introduction to the study of language in general and to the study of English in particular. The course considers language structure, language variation, English and Scots accents and dialects, language change, the history of English and Scots, how languages can be related to each other, and what makes language special.

13. Default Course Mode of Delivery: classes and assessment including centrally arranged exam

14. Default Delivery Period (i.e. all year, Sem 1 or Sem 2): all year

15. Marking Scheme: Common Marking Scheme UG Hons

16. Summary of Learning Outcomes:By the end of the course, as long as they have participated fully in it, students will understand:- basic principles for the description of the sounds and sound systems used


structure of words, and how they can be applied to describe English- basic principles for the systematic study of word and sentence meaning,

and how they can be applied to describe English- aspects of discourse structure, largely applied to the description of English - basic principles of and links between language variation and language

change- the ways in which speakers vary in their use of language and how English

varies around the English-speaking world

- the fundamental ways in which English has changed over time- basic claims about what language is and how it differs from other

communication systems

17. Components of Assessment: Four items of assessment, each weighted equally at 25%.- assigned work set during semester 1- an exam at the end of semester 1- assigned work set during semester 2- an exam at the end of semester 2

18. Exam Information For candidates taking the resit exam, the final mark will be either the average of the coursework mark and the resit exam mark, or 100% of the resit exam mark, whichever is greater.


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title:Bertolt Brecht (Ordinary)

Course code

Teaching Unit (eg Department)DELC, German

SchoolLiteratures, Languages and Cultures

Collaborating Body eg Department or other Institution

UG (X)

PG ()

New course (X)

Revised course ()

Replacement course ()

Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

9

Scheduled Teaching

No. Hours per week

No. of weeks

Scheduled class hours - include day, start and finish times and term

Tuesday, 11am – 1pm (ODD weeks only)Contact Teaching 2 10

Other required attendanceCourse operational with effect from (date)

Sept 2011




Give details of programme(s) for which the course is mandatoryName of Programme (s) Programme Code(s)



Short description of course Brecht was one of the twentieth century's greatest writers and theatre directors. He was equally at home with drama, theatre practice and poetry, and he contributed energetically to contemporary political and aesthetic debates. This course focuses on plays that Brecht wrote in the 1920s and 1930s, but we will also look at selected poems, including their musical settings, and essays on theatre and politics. There will be optional film screenings of some of Brecht's own productions, which show how epic theatre worked in practice.When analysing the plays, we will consider how Brecht responded to different political and cultural contexts during the Weimar Republic and his years in exile, and how he came to channel his rebellion against conventional bourgeois theatre into the development of a new theatrical aesthetic. The plays themselves deal, often in contrasting ways, with issues such as identity, political commitment, motherhood, religion and war. We shall consider these themes alongside current critical debates on epic theatre and the status of Brecht's oeuvre since the collapse of state Socialism in Eastern Europe.


Summary of Intended Learning OutcomesAdvanced knowledge & appreciation of selected dramas, poems and theoretical texts by B. Brecht

Components of Assessment 1 Coursework essay 2- 2,500 words (50%)1 Examination 1 hr 30 minutes (50%)

Approval Track Date Authorised signature Name DesignationApproved by Teaching Unit or equivalent body eg departmentApproved by Board of Studies (or equivalent body) Noted/Approved by Faculty Approved by UGSC/SPGSC Registry Use Date received

Date record created


Section BALL COURSES Course organiser, if known. If not known, give interim contact

Name: Dr Laura Bradley

Tel: (0131 6)50 3634 Email: [email protected] Secretarial/administrative contact in Teaching Unit

Name: Ms Alison Mccracken

Tel: (0131 6)50 3635 Email: [email protected] the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 2 2 or 3 3√3 or 4 4 4 or 5 5 1 or 2 or 3

or 4 or 5Are class exams required ? () Yes No √No. of exam papers required (eg how many papers will each student be required to answer)

No. exam papers

Duration

Class ExamsDegree Exams 1 1hr 30 mins

When are the exams to be taken ()1st attempt May June√ Resit June Sept√Has a quota for the course been approved by Faculty? () Yes NoIf yes, what is the maximum number of students permitted?

School of Philosophy, Psychology and Language SciencesRationale for change of NAME and STATUS of the former Combined Honours MA inEnglish Language and Linguistics to the new Single Honours MA in Linguisticsand English Language

The business case for this programme is being made in parallel with the change ofstructure of the pre-honours courses in Linguistics and English Language degrees.

RationaleThe proposed CHANGE OF NAME of the ‘MA in English Language and Linguistics’ to‘MA Linguistics and English Language’ is for the following reasons:(a) The switch of order eliminates an undesirable structural ambiguity in the title:[[EL] & L] versus [E [L&L]] (compare the two meanings of old men and women, whereone involves a reference to old women and the other doesn’t).(b) The new name also reflects the name of the subject area (Linguistics and EnglishLanguage), which is desirable since this will be the subject area’s signature degree.The proposed CHANGE OF STATUS is from a Combined to a Single Honours degree,for the following reasons:(a) This is merely one of three similar, overlapping pathways through LEL’s Honoursprogramme (the other two are both Single Honours degrees).(b) All three degrees will henceforth have the same pre-Honours curriculum.

Resources/Target intakesThe aim is to establish a framework on current resources and courses alreadyoffered along with a new combined first-year course of Linguistics and EnglishLanguage. There are no plans to withdraw or change the name of the other SingleHonours degrees, the MA in Linguistics and the MA in English Language, asthese attract applicants from two rather different applicant pools. Both subjects arebecoming increasingly attractive to applicants, and it is important to maintain thesebuoyant applicant cohorts.

MarketingAll students on the MA Linguistics and English Language, the MA Linguistics,and the MA English Language will, from the autumn of 2011, take the new

18

combined first-year course that will bring students together in their first year to createan interdisciplinary excitement that should be a selling point of the programmes. Jointpublicity will be essential, and subject sheets will reflect the collaborative nature ofthe three degrees offered.

Exit routesSee rationale point (a), above.

Professor Geoffrey K. PullumHead of Linguistics and English LanguageSchool of Philosophy, Psychology and Language Sciences8 January 2010

19


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title:Bertolt Brecht (Ordinary)

Course code




UG (X)

PG ()

New course (X)

Revised course ()


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

9

Scheduled Teaching

No. Hours per week

No. of weeks


Tuesday, 11am – 1pm (ODD weeks only)Contact Teaching 2 10

Other required attendanceCourse operational with effect from (date)

Sept 2011







20

Short description of course Brecht was one of the twentieth century's greatest writers and theatre directors. He was equally at home with drama, theatre practice and poetry, and he contributed energetically to contemporary political and aesthetic debates. This course focuses on plays that Brecht wrote in the 1920s and 1930s, but we will also look at selected poems, including their musical settings, and essays on theatre and politics. There will be optional film screenings of some of Brecht's own productions, which show how epic theatre worked in practice.When analysing the plays, we will consider how Brecht responded to different political and cultural contexts during the Weimar Republic and his years in exile, and how he came to channel his rebellion against conventional bourgeois theatre into the development of a new theatrical aesthetic. The plays themselves deal, often in contrasting ways, with issues such as identity, political commitment, motherhood, religion and war. We shall consider these themes alongside current critical debates on epic theatre and the status of Brecht's oeuvre since the collapse of state Socialism in Eastern Europe.


Summary of Intended Learning OutcomesAdvanced knowledge & appreciation of selected dramas, poems and theoretical texts by B. Brecht

Components of Assessment 1 Coursework essay 2- 2,500 words (50%)1 Examination 1 hr 30 minutes (50%)


Date record created

21



Name: Dr Laura Bradley





No. exam papers

Duration



22


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title:Dislocation & Identity in Modern German-Jewish Literature (Ordinary)

Course code




UG (X)

PG ()

New course (X)

Revised course ()


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

9

Scheduled Teaching

No. Hours per week

No. of weeks


Thursday, 16.10 – 18.00 (Semester 1)Contact Teaching 2 10Other required attendanceCourse operational with effect from (date)

Sept 2011







23

Short description of course This course introduces students to German-Jewish literature of the 20 th century. It offers a broad historical perspective on the socio-cultural positioning of the German-Jewish subject, focusing on the experiences of exclusion and marginality that characterise the ‘conditio judaica’. Utilising a group of texts that in turn articulate pivotal moments of upheaval, change or crisis in German-Jewish experience of the 20 th

century, the course provides students with a focused overview of this period up to the present day. Franz Kafka’s letter to his father (1919) addresses the consequences of the German-Jewish drive for assimilation that gained momentum in the latter half of the 19th century. Peter Weiss’s autobiographical novel Fluchtpunkt (1965) describes the experience of exile in Sweden during the Second World War. Rafael Seligmann’s novella Rubinsteins Versteigerung (1989) epitomises the paradox of being a German-Jew in Germany after the Holocaust. Barbara Honigmann’s thoughts in the autobiographical sketches of Damals, dann und danach (1999) reflect the continuing dislocation, linguistic and spatial, of contemporary German-Jewish culture. Her work also provides insight into the experience of German-Jewish women. Thematic points of emphasis throughout the course are: dominant and marginal cultures, identity and ambivalence, Heimat and exile, the language and aesthetics of abjection, family conflict and generational change, gender, anti-Semitism. A further question for discussion concerns the specific nature of German-Jewish literature; to what extent does it differ from literary modernism?


Summary of Intended Learning OutcomesTo provide a broad historical perspective on the socio-cultural positioning of the German-Jewish subject, focusing on the experiences of exclusion and marginality that characterise the 'conditio judaica'.

Components of Assessment 1 essay, 2- 2,500 words (50%)1 1 hr 30 min exam (50%)


Date record created

24



Name: Dr Mary Cosgrove





No. exam papers

Duration



25

Primary Literature

Franz Kafka, Brief an den Vater (Fischer); Peter Weiss, Fluchtpunkt (Suhrkamp); ‘Meine Ortschaft’ (Handout)Rafael Seligmann, Rubinsteins Versteigerung (dtv)Barbara Honigmann, Damals, dann und danach (dtv)

Secondary Literature

Allgemein Aschheim, Steven E.: Brothers and Strangers: The Eastern European Jew in German and German-Jewish Consciousness, 1800-1923 (University of Wisconsin Press: Wisconsin/London, 1982).#Robertson, Ritchie, The ‘Jewish Ouestion’ in German Literature 1749-1939: Emancipation and its Discontents (Oxford University Press: Oxford/NewYork, 1999).Wasserstein, Bernard: Vanishing Diaspora: The Jews in Europe since 1945 (Hamilton: London 1996).Bauman, Zygmunt, Modernity and Ambivalence (Polity: Cambridge, 1991).* #Bauman, Zygmunt, Modernity and the Holocaust (Polity: Cambridge, 1989).* #Braun, Michael et. Al. (ed.), “Hinauf und Zurück in die herzhelle Zukunft.” Deutsch-jüdische Literatur im 20. Jahrhundert (Bonn: Bouvier, 2000).#Broder, Henryk M. / Gilman. S.L. (ed.), A Jew in the New Germany (University of Illinois Press, 2004).#Diner, Dan, ‘Negative Symbiose: Deutsche und Juden nach Auschwitz’, in Ist der Nationalsozialismus Geschichte? Zur Historisierung und Historikerstreit, ed. Dan Diner (Fischer: F/M, 1993), pp. 185-198.*Gilman Sander L., Jewish Self-Hatred: Anti-Semitism and the Hidden Language

of the Jews (John Hopkins: Baltimore/London, 1986).* #Gilman, Sander L./Remmler, Karen (ed.), Reemerging Jewish Culture in Germany: Life and Literature since 1989 (New York University Press: NY/London, 1994).#Gilman, Sander L., The Jew’s Body (Routledge: NY/London, 1991).#

Gilman, Sander L. / Zipes, Jack (ed.), Yale Companion to Jewish Writing and Thought in German Culture 1096-1996 (New Haven, London: Yale UP, 1996).Horch, Hans Otto, ‘Heimat und Fremde: Jüdische Schriftsteller und deutsche Literatur oder Probleme einer deutsch-jüdischen Literaturgeschichte’, in Juden als Träger Bürgerlicher Kultur in Deutschland, ed. Julius H. Schoeps (Burg: Stuttgart/Bonn, 1989), pp. 41-65.*Markovits, Andrei S./Simone Noveck Beth/Höfig, Carolyn, ‘Jews in German Society’, in The Cambridge Companion to Modern German Culture, ed. Kolinsky/van der Will, Wilfried (Cambridge UP: Cambridge, 1998), pp. 86-110.*Meister, Peter (ed.), German Literature between Faiths: Jew and Christian at Odds and in Harmony (Bern: Lang, 2004).Nolden, Thomas, Junge jüdische Literatur, (Königshausen & Neumann: Würzburg, 1999).*

26

O’ Dochartaigh, Pól (ed.), Jews in German Literature since 1945: German-Jewish Literature? (Amsterdam: Rodopi, 2000).#Reich-Ranicki, Marcel, Über Ruhestörer: Juden in der deutschen Literatur (Piper:

Munich, 1973).#Schruff, Helene, Wechselwirkungen. Deutsch-jüdische Identität in erzählender Prosa der ‘Zweiten Generation’ (Georg Olms: Hildesheim, 2000).*Weigel, Sigrid, ‘Generation, Genealogie, Geschlecht. Zur Geschichte des Generationskonzepts und seiner wissenschaftlichen Konzeptualisierung seit Ende des 18. Jahrhunderts’, in Kulturwissenschaften. Forschung – Praxis – Positionen, ed. Musner, Lutz/Wunberg, Gotthart (WUV: Vienna, 2002), pp. 161-190.*Franz Kafka

Anderson, Mark, Kafka’s Clothes: Object and Aestheticism in the Habsburg “Fin de Siècle” (Clarendon: Oxford, 1992).#

Deleuze, Gilles/Guttari Felix, Kafka: Toward a Minor Literature, trans. Dana Polan (University of Minnesota Press: Minneapolis, 1986).Lamping, Dieter, Von Kafka bis Celan: Jüdischer Diskurs in der deutschen Literatur des 20 Jahrhunderts (Göttingen: Vandenhoeck & Ruprecht, 1998).#Pfeiffer, Joachim, Die Verwandlung/Brief an den Vater (Oldenburg: Munich, 1998).

Robertson, Ritchie, Kafka: Judaism, Politics and Literature (Metzlersche: Stuttgart, 1988).#Spector, Scott, Prague Territories: National Conflict and Cultural Innovation in Franz Kafka (University of California Press: Berkeley/London, 2000).Peter WeissArnold, Heinz Ludwig (ed.), Peter Weiss (Text & Kritik: Munich, 1982).Honold, Alexander, ‘Das Gedächtnis der Bilder. Zur Ästhetik der Memoria bei Peter Weiss’, in Die Bilderwelt des Peter Weiss, ed. Honold, Alexander/Schreiber, Ulrich u.a. (Argument: Berlin, 1995).*Langer, Renate, ‘Wir sehn nur ihr Verstummen. Zur Sprachproblematik bei Peter Weiss, in Hinter jedem Wort die Gefahr des Stummens. Sprachproblematik und literarische Tradition in der “Ästhetik des Widerstands”, ed. Höller, Hans (Akademischer Verlag: Stuttgart, 1988), pp. 39-57. *Palmstierna-Weiss, Gunilla/Schutte, Jürgen (ed.), Peter Weiss. Leben und Werk (Suhrkamp: Frankfurt/M, 1991).*Trommler, F, ‘Das gelebte und das nicht gelebte Exil des Peter Weiss’, in Exilforschung 13 (1995), 82-95.Vogt, Jochen, Peter Weiss (Rowohlt: Hamburg, 1987).*Weber, Werner, ‘Zum Fremdling ernannt’, in Über Peter Weiss, ed. Canaris, Volker (Suhrkamp: Frankfurt/M, 1970), pp. 51-3.*#Weiss, Peter, ‘Rede in englischer Sprache…’, in Über Peter Weiss, ed. Canaris, Volker (Suhrkamp: Frankfurt/M, 1970), pp. 9-14. *#— ‘Meine Ortschaft’, in Rapporte (Surkamp: Frankfurt/M, 1968).#

Rafael Seligmann

Seligmann, R: ‘Hannah Seligmann. Die Ziege, die eine Schildkröte gebar’, in Tu mir eine Liebe Meine Mamme. Jüdische Frauen und Männer in Deutschland sprechen von ihrer Mutter (Jüdische Presse: Berlin 2002), pp. 142-49.*

27

— ‘Deutsche Musterjuden Oder: Schluß mit dem Totenkult’, in Innenansichten Deutschland. Politisches Feuilleton, ed. Gerwarth, Michael (Parthas: Berlin, 19970, pp. 76-78.*

For literary analysis of the work in question, see Nolden, Schruff and Gilman/Remmler as listed above.

Barbara Honigmann *

Honigmann, B, ‘Dichten und bügeln’, in Horizonte. Rheinland-pfälzisches Jahrbuch für Literatur 3, ed. Gauch, Sigfrid/Hilzinger, Sonja/Zierden, Josef (Brandes & Apsel: Frankfurt/M, 1996), pp. 81-2.*

— ‘Eine “ganz kleine Literatur” des Anvertrauens’, in Sinn und Form, 52 (2002), H6, 830-44.

— ‘Das Schiefe, das Ungraziöse, das Unmögliche, das Unstimmige. Rede zur Verleihung des Kleist-Preises’, in Sinn und Form, 53 (2001), H1, 31-40.

— ‘Wie viele sind wir eigentlich noch? Nachruf auf Thomas Brasch’, in Literatur und Kritik, 359 (Nov. 2001), 8-12.

Titze, Marion, ‘“Menschen blicken uns an”. Laudatio auf Barbara Honigmann, in Die Horen, 46 (2001) 202, 227-32.

See Schruff as above also.

Anti-Semitismus

Bergmann, W./Erb, Rainer, Anti-Semitism in Germany: The Post-Nazi Epoch since 1945, trans. Belinda Cooper & Allison Brown (Transaction: New Brunswick/London, 1997).#

Lindemann, Albert S., Anti-Semitism before the Holocaust (Longman: NY/London, 2000).#

Lindemann, A.S., Esau’s Tears: Modern Anti-Semitism and the Rise of the Jews (Cambridge U.P.: Cambridge, 1997).#

# In Main Library Reserve Section

* In Semesterapparat (Gibson Library)

28


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title The Highland Bagpipe: History, Context and Performance (VS)

Course code

Teaching Unit (eg Department)Celtic & Scottish Studies


Collaborating Body eg Department or other InstitutionNational Piping Centre, Glasgow

UG ()

PG ()

New course ()

Revised course ()

Replacement course

Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

8

Scheduled Teaching

No. Hours per week

No. of weeks


Thursday 11.10 – 12 Plus a one-hour practical class per week from a choice of several slots

Contact Teaching 2 11Other required attendanceCourse operational with effect from (date)

Sept 2011


Supply own practice chanter – available from dept at £30

Give details of any Prerequisite Course(s) This course is for visiting students only.




Name of Course (s)

none

Course Code (s)

29

Short description of course An Introduction to the history and performance of the Great Highland Bagpipe for Visiting Students. Students will learn basic playing technique through weekly group tuition sessions, and will study the history, development and cultural context of the bagpipe in its international setting. The course is being run in conjunction with the National Piping Centre, and will be delivered by their expert staff, supported by Celtic and Scottish Studies.


Summary of Intended Learning Outcomes

By the end of the course, students will Have achieved basic competency in playing technique Have achieved basic competency in reading specialist piping notation Have a familiarity with key aspects of the history and cultural context of highland

piping Have developed a broad understanding of the main genres of highland pipe

repertoire

Components of Assessment Presentation of a completed learning diary (25%)One 2-hour written examination (35%)One practical performance assessment (40%)


Date record created

30



Name: Dr Gary West

Tel: 650 4151 Email: [email protected] Secretarial/administrative contact in Teaching Unit

Name: Christine Lennie

Tel: 650 4167 Email: [email protected] the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 3 3 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 2 2 or 3 3 3 or 4 4 4 or 5 5 1 or 2 or 3

or 4 or 5

Are class exams required ? Yes No No. of exam papers required (eg how many papers will each student be required to answer)

No. exam papers none

Duration


When are the exams to be taken ()1st attempt May June Resit June Sept Has a quota for the course been approved by Faculty? () Yes NoIf yes, what is the maximum number of students permitted? No quota

31

Proposal for Level 8 Course in The Highland Bagpipe: History, Context and Performance

Background: The Principal has agreed with the National Piping Centre (NPC), Glasgow, to explore the introduction of a course aimed at visiting students, which offers tuition in the highland bagpipe. This initiative was introduced at the University of Glasgow two years ago under a partnership agreement with the NPC, and has been very successful in terms of student recruitment. All of the teaching is supplied by staff of the NPC, but the course is hosted by UoG and is subject to its assessment and QA procedures. A similar arrangement has now been set up between the NPC and St Andrews, and our Principal is very keen that we accept the NPC’s offer to set up a course here at Edinburgh. Because of existing staff interests and track record in piping scholarship, Celtic and Scottish Studies have been approached to ‘host’ this course, and for LLC to take ownership of it. The teaching, however, would be delivered in Edinburgh by qualified staff of the NPC.

The National Piping CentreAs well as offering a range of piping-related tuition courses to the public, the NPC already supplies the teaching and assessment component of a full BA undergraduate programme offered by the Royal Scottish Academy of Music and Drama, and therefore already has a track record in the planning and delivery of degree-level courses within the higher education sector. Dr Gary West and Dr Neill Martin of Celtic and Scottish Studies here at Edinburgh are currently serving as external examiners on that degree programme (BA Scottish Music) and are familiar with the quality of teaching and assessment currently undertaken there.

IssuesIt is unusual to have courses delivered by an external institution, but we are confident in their ability to do this well, and they have a successful track record. We have been in ongoing discussion with our College, and there is a will there, I believe, for this arrangement to succeed. One issue which LLC needs to be careful of, in my opinion, is that of finance. I understand that this university will pay a fee to the NPC per student: LLC must ensure that an arrangement is made with college that our School will not lose out financially.

ResourcesCeltic and Scottish Studies are already well set up in terms of study resources for this course (as it is the leading centre of piping-based research in Scotland). However, as this course also involves teaching playing technique (which is not currently undertaken here) suitable teaching rooms will need to be identified (and discussions have been undertaken with our colleagues in music in this regard). Most tuition will take place on the practice chanter, however (a much quieter instrument!) and so for most of the course, accommodation will not be such a key issue.

32

At present we are seeking course approval, but it is recognised that discussion between UoE and NPC regarding the contractual and financial arrangements are ongoing.

GW

Proposal for Level 8 Course in The Highland Bagpipe: History, Context and Performance

Bibliography and Resources

Teaching Resource Pack for Practical Learning (Supplied by NPC)

Relevant Recordings from School of Scottish Studies Website (available online)

Relevant Commercial CDs (available from Scottish Studies Library)

Journals (available in Scottish Studies Library)

The Piping TimesPiping Today TocherReview of Scottish CultureScottish StudiesTraditional Music YearbookThe Living Tradition

BooksCannon R. The Highland Bagpipe and its Music Edinburgh 1988 and later editions

Cheape, H. The Book of the Bagpipe. Belfast 1999

Cheape, H. Bagpipes: a National Collection Edinburgh 2008

Dickson J (ed) The Highland Bagpipe: Music, History, Tradition Ashgate, 2009 Donaldson, W. The Highland Pipe and Scottish Society, 1750-1950: Transmission, Change and the Concept of Tradition. East Linton 2000.

33


COVER SHEET FOR A NEW COURSESection A Course title CSE English for Academic Purposes 1

Course code

Teaching Unit

English Language Teaching Centre / Office of Lifelong Learning

School

Literatures, Languages and Cultures

Collaborating Body

Five CSE Schools: Biology, Chemistry, Engineering, Mathematics, and Physics

UG

PG New course

Revised course

Replacement course

Yes No


Name of Course Code

Credit points


20 Level SCQF 7

Scheduled Teaching

No. Hours per week

No. of weeks

Scheduled class hours

15:00-16:50 Mon, Tues and Wed: Semester 1 weeks 1-11

Contact Teaching 6 11

Other required attendance

Selected Year 1 courses in CSE Schools


19/09/2011




Give details of programme(s) for which the course is mandatoryName of Programme

CSE Integrated Foundation Programme (proposed)

Programme Code(s)



34


This course will be offered as a part of the new CSE Integrated Foundation Programme, which is intended to provide non-native speaker pre-undergraduate students with the necessary cognitive, linguistic and cultural knowledge/skills to join Year 2 of a CSE undergraduate programme of study. The students will take selected Year 1 UG Honours courses in CSE and two 20-credit courses in English for Academic Purposes, of which this is the first (Semester 1).

CSE English for Academic Purposes 1 aims to improve the students’ English knowledge and skills to the point where they can participate successfully in undergraduate courses. It comprises four main strands: Orientation to Academic Study (12 hours), Vocabularies of Science (24 hours), Listening and Speaking (16 hours) and Effective Language Learning (14 hours).

- Orientation to Academic Study focuses on understanding academic culture: the transition from school to university; expectations of higher education institutions, critical incident analysis, cross-cultural communication, and local attitudes to teaching and learning.

- In Vocabularies of Science, the students work in parallel, in specialist sub-groups, ‘quarrying’ new technical vocabulary from readings for their Semester 1 CSE School courses. Lexical development activities include use of VocabProfile software, which allows learners to analyse texts into general, academic and specialist/technical English. In weeks 10-11 each student gives a short (non-assessed) presentation of their ‘findings’.

- Listening and Speaking practises the complementary skills of listening, note-taking and discussion that the students require for effective participation in their School courses. The input to this strand will be short talks on essential study skills for first-year university students.

- The Effective Language Learning strand raises students’ awareness of the opportunities for independent language learning in Edinburgh beyond the university classroom and promotes suitable learning strategies. After an introductory session on general language learning principles, six further weekly sessions cover a different area of English language skills or knowledge: listening, reading, speaking, writing, grammar and vocabulary.



By the end of CSE EAP 1, students should be able to: Understand and use the specialist vocabulary featured in Semester 1 readings for their CSE

School subject courses Appreciate differences in expectations and processes in the British university context and those

of their home culture Make effective use of informal language learning strategies Listen and make notes on academic lectures

.

35

Components of Assessment

1. A language learning journal kept throughout the semester – weighted at 50%.

2. An essay (800-1000 words) analysing their experience of Semester 1, with special reference to one of the topics covered in Orientation to Academic Study – weighted at 50%.

To pass, students must achieve a minimum of 40% in the combined mark (and a minimum of 30% in each component).


Date record created

36

UNIVERSITY OF EDINBURGH COVER SHEET FOR A NEW COURSE

Section BALL COURSES Course organiser:

Name: Tony Lynch (Dr A.J.Lynch, ELTC)

Tel: 650 6200 Email: [email protected]

Secretarial/administrative contact in Teaching Unit

Name: Isabel Roberts (OLL)


If the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3


No. exam papers

Duration

Class ExamsDegree Exams

When are the exams to be taken ()1st attempt May June Resit June SeptHas a quota for the course been approved by Faculty? () Yes NoIf yes, what is the maximum number of students permitted?

37

mailto:[email protected]


CSE English for Academic Purposes 1 and 2

Bibliography

Anderson K. and Lynch T. (2007) PROFILE: Principles, Resources and Options for the Independent Learner of English. Edinburgh: Institute for Applied Language Studies. ISBN 978-1-871914-01-6

Cambridge Academic Content Dictionary (2011) Cambridge University Press.

Griffiths P., Brooks J. and de Witt R. (2007) Scientific Writing. Reading: Garnet Education. ISBN 978-1-85964-92-37.

Manning A., O’Cain A. and Brooks J. (2007) Research and Referencing. Reading: Garnet Education. ISBN 978-1-85964-92-44.

Nukui C., Norris L. and McGarry F. (2007) Academic Culture. Reading: Garnet Education. ISBN 978-1-85964-91-69

Swan M. and Walter C. (1997) How English Works. Oxford: Oxford University Press. ISBN 978-0-194314-57-2.

38


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title CSE English for Academic Purposes 2

Course code

Teaching Unit

English Language Teaching Centre / Office of Lifelong Learning

School

Literatures, Languages and Cultures

Collaborating Body

CSE (five Schools: Biology, Chemistry, Engineering, Mathematics, and Physics)

UG

PG New course

Revised course

Replacement course

Yes No


Name of Course Code

Credit points


20 Level SCQF 7

Scheduled Teaching

No. Hours per week

No. of weeks

Scheduled class hours

15:00-16:50 Mon, Tues and Wed: Semester 2 weeks 1-11

Contact Teaching 6 11

Other required attendance

Selected Year 1 UG courses in CSE Schools


09/01/12




Give details of programme(s) for which the course is mandatoryName of Programme (s)

CSE Integrated Foundation Programme (proposed)

Programme Code(s)



39


This course will be offered as a part of the new CSE Integrated Foundation Programme, which is intended to provide non-native speaker pre-undergraduate students with the necessary cognitive, linguistic and cultural knowledge/skills to join Year 2 of a CSE undergraduate programme of study. The students will take selected Year 1 UG Honours courses in CSE and two 20-credit courses in English for Academic Purposes, of which this is the second (Semester 2).

CSE EAP 2 is designed to enhance the students’ knowledge of specialist academic vocabulary and their skills of academic presentation (in both written and spoken modes) so that they are able to participate successfully in Year 2 undergraduate courses. CSE EAP 2 consists of four strands: Scientific Writing (12 hours), Research and Referencing (12 hours), Vocabularies of Science (18 hours) and Preparation Skills (24 hours).

- Scientific Writing focuses on the basic IMRAD structure of academic reports (Introduction, Methods, Results and Discussion), the use of appropriate language (e.g. passive and nominalisation) as well as graphs/tables, numbers and abbreviations.

- The Research and Referencing strand introduces the students to academic conventions of citation, use of supporting evidence and argument, acknowledgment of sources (to prevent plagiarism), forms of citation and bibliographic documentation.

- Vocabularies of Science continues from Semester 1. The students work in parallel, specialist groups, identifying and analysing new technical lexis in their core and option course readings. Vocabulary development activities include the use of software allowing English learners to analyse texts into general, academic and specialist/technical lexis. In weeks 10-11 each student gives a short (non-assessed) presentation of their ‘findings’.

- In six Presentation Skills sessions (weeks 1-6) the students practise the key sub-skills required to give effective oral presentations: structuring; introducing the presentation; emphasis and phrasing; using visual aids; concluding; and handling questions. In the final two weeks of the course, the students have a further six sessions to prepare and deliver an assessed individual presentation.



By the end of this course, students should be able to: Recognise and use the overall structure of scientific written reports and their typical linguistic

characteristics Employ the forms of source acknowledgment required in academic reports Understand and apply specialist vocabulary encountered in their Semester 2 readings for CSE

School core and option courses Prepare and deliver an effective short oral presentation

40

Components of Assessment

(1) A critical review (1,000-1,250 words) of two appropriate common readings (2) An oral presentation - 10 minutes, plus 10 minutes for Q/As and discussion - on a scientific topic

of the student’s choice

Each of the components counts as 50% of the overall mark. To pass, students must achieve a minimum of 40% in the combined mark (and a minimum of 30% in each component).


Date record created

41


Section BALL COURSES Course organiser:

Name: Tony Lynch (Dr A.J.Lynch, ELTC)


Secretarial/administrative contact in Teaching Unit

Name: Isabel Roberts (OLL)


If the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3


No. exam papers

Duration

Class ExamsDegree Exams

When are the exams to be taken ()1st attempt May June Resit June SeptHas a quota for the course been approved by Faculty? () Yes NoIf yes, what is the maximum number of students permitted?

42



CSE English for Academic Purposes 1 and 2

Bibliography

Anderson K. and Lynch T. (2007) PROFILE: Principles, Resources and Options for the Independent Learner of English. Edinburgh: Institute for Applied Language Studies. ISBN 978-1-871914-01-6

Cambridge Academic Content Dictionary (2011) Cambridge University Press.

Griffiths P., Brooks J. and de Witt R. (2007) Scientific Writing. Reading: Garnet Education. ISBN 978-1-85964-92-37.

Manning A., O’Cain A. and Brooks J. (2007) Research and Referencing. Reading: Garnet Education. ISBN 978-1-85964-92-44.

Nukui C., Norris L. and McGarry F. (2007) Academic Culture. Reading: Garnet Education. ISBN 978-1-85964-91-69

Swan M. and Walter C. (1997) How English Works. Oxford: Oxford University Press. ISBN 978-0-194314-57-2.

43


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title:Introductory German Language

Course code




UG (X)

PG ()

New course (X)

Revised course ()


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

7

Scheduled Teaching

No. Hours per week

No. of weeks


Semester 2Mon 4:00 – 6;00Wed 3:00 – 5:00

Contact Teaching 4 11Other required attendanceCourse operational with effect from (date)

January 2011







Short description of course Students will develop basic reading, writing, listening and speaking skills. They will acquire knowledge of basic grammatical structures and a vocabulary of approximately 500 high-frequency words and phrases.


44

Summary of Intended Learning OutcomesImproved competence in the four main skills: listening, speaking, reading and writing German. This greater competence is intended to lead to greater confidence and to enhance the ability to learn independently.

Components of Assessment Course work (two class tests, four vocabulary tests, oral proficiency): 50%; degree exam 50%.The examination will consist of a two-hour written paper.


Date record created

45



Name: Annette Gotzkes



Tel: (0131 6)50 3635 Email: [email protected] the course will appear in a departmental website, please give the URLUNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 1 or 2 √ 2 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3


No. exam papers

Duration



46


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title Gaelic 1B

Course code CELT08005

Teaching Unit (eg Department)

C&SS



UG (X)

PG ()

New course ()

Revised course (X)


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

8

Scheduled Teaching

No. Hours per week

No. of weeks


S1-S2 Timing arranged each yearContact Teaching 6 22Other required attendanceCourse operational with effect from (date)

1.9.2011


Give details of any Prerequisite Course(s) N/A





Short description of course An introduction to Scottish Gaelic verse and prose literature, and to the study of the Gaelic language, together with language practical classes both oral and written.

47


https://www.star.euclid.ed.ac.uk/ipp/cxcelt08005.htm


The course aims (1) to extend students' experience in and understanding of Scottish Gaelic literature of the last three centuries, and to develop a general familiarity with the culture and literature of the Scottish Highlands and Islands, through reading and discussion of Gaelic prose and verse texts, thus introducing students at first-hand to the works of some of the most important Gaelic poets, and to a wide variety of Gaelic prose styles; and (2) to increase familiarity with, and powers of expression in, Scottish Gaelic by means of regular language work, thus leading students towards a sound competence in speaking, reading and writing Scottish Gaelic.

Components of Assessment 1 essay, semester 2; 2 presentations, one in each semester; regular language and translation exercises throughout the year. Class work 50%; degree exam 50%.


Date record created

48



Name: Dr Wilson McLeod

Tel: 0131 650 3623 Email: [email protected] Secretarial/administrative contact in Teaching Unit

Name: Dr Christina Strauch

Tel: 0131 650 3622 Email: [email protected] the course will appear in a departmental website, please give the URL

http://www.celtscot.ed.ac.uk/celtic_courses.htm#course_gaelic1b

UNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 X 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 X 1 or 2 2 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3

or 4 or 5Are class exams required ? () Yes No XNo. of exam papers required (eg how many papers will each student be required to answer)

No. exam papers2

Duration2 hours

Class ExamsDegree Exams X

When are the exams to be taken ()1st attempt May X June Resit June Sept XHas a quota for the course been approved by Faculty? () Yes No XIf yes, what is the maximum number of students permitted?

COURSE CHANGE: -

Removal of class exam in December; this is in response to concerns of the External Examiner about over-examining students.

This also brings the course in line with current practice in Gaelic 1A.

49


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title Gaelic 2A



C&SS



UG (X)

PG ()

New course ()

Revised course (X)


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

8

Scheduled Teaching

No. Hours per week

No. of weeks



1.9.2011


Give details of any Prerequisite Course(s) N/A

Name of Course (s)Gaelic 1A

Course Code (s)

CELT08004



Name of Course (s)

Gaelic 1B

Course Code (s)

CELT08005

50

Short description of course The course aims to build on the work of Gaelic 1A, and to prepare students for Celtic Honours work, by (1) extending students' experience in and understanding of the Scottish Gaelic literature of the last three centuries through reading and discussion of Gaelic prose and verse texts, thus introducing students at first-hand to the works of some of the most important Gaelic poets, and to a wide variety of Gaelic prose styles; (2) increasing familiarity with, and powers of expression in, Scottish Gaelic by means of regular language work, thus leading students towards a sound competence in speaking, reading and writing Scottish Gaelic; and (3) providing a detailed introduction to the history of Gaelic Scotland and the Scottish Gaelic language, and to the analysis of the contemporary varieties of Gaelic, its variation, sociolinguistic position, and future prospects.




The course aims (1) to extend students' experience in and understanding of Scottish Gaelic literature of the last three centuries, and to develop a general familiarity with the culture and literature of the Scottish Highlands and Islands, through reading and discussion of Gaelic prose and verse texts, thus introducing students at first-hand to the works of some of the most important Gaelic poets, and to a wide variety of Gaelic prose styles; and (2) to increase familiarity with, and powers of expression in, Scottish Gaelic by means of regular language work, thus leading students towards a sound competence in speaking, reading and writing Scottish Gaelic.

Components of Assessment 1 essay in semester 2; 2 critical reviews, 1 in semester 1 and 1 in semester 2; regular language and translation exercises throughout the year. Class work 50%; degree exam 50%.


Date record created

51







http://www.celtscot.ed.ac.uk/celtic_courses.htm#course_gaelic2a

UNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 X 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 X 1 or 2 2 X 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3


No. exam papers2

Duration2 hours



COURSE CHANGE: -

Removal of class exam in December, this is in response to concerns of the External Examiner about over-examining students.


52


COVER SHEET FOR A NEW OR REVISED COURSESection A Course title Gaelic 2B



C&SS



UG (X)

PG ()

New course ()

Revised course (X)


Yes No


Name of Course Code

Credit points


20 Level eg SCQF 8

8

Scheduled Teaching

No. Hours per week

No. of weeks



1.9.2011



Name of Course (s)Gaelic 1B

Course Code (s)

CELT08005




Short description of course Study of Scottish Gaelic literature and of the linguistic structure and history of Scottish Gaelic, together with practical Scottish Gaelic language work both oral and written.



53


The course aims to build on and extend the work of Gaelic 1A/1B, and to prepare students for Honours work in Celtic, by providing (1) a detailed introduction to the history of Gaelic Scotland and the Scottish Gaelic language, and to the analysis of the contemporary varieties of Gaelic, its variation, sociolinguistic position, and future prospects; (2) an introduction to a range of modern and medieval Gaelic prose texts; (3) an introduction to the Scottish Gaelic verse of the sixteenth and seventeenth centuries; and (4) increasing familiarity with, and powers of expression in, Scottish Gaelic by means of regular language work, thus leading students towards a sound competence in speaking, reading and writing Scottish Gaelic.

Components of Assessment 1 essay in semester 2; 2 critical reviews, 1 in semester 1 and 1 in semester 2; regular language and translation exercises throughout the year. Class work 50%; degree exam 50%.


Date record created

54







http://www.celtscot.ed.ac.uk/celtic_courses.htm#course_gaelic2b

UNDERGRADUATE COURSES ONLY Year in which the course is normally taken in a structured Honours programme () 1 1 or 2 2 X 2 or 3 33 or 4 4 4 or 5 5Year in which the course is normally taken in a modular or non Honours programme () 1 X 1 or 2 2 X 2 or 3 33 or 4 4 4 or 5 5 1 or 2 or 3


No. exam papers2

Duration2 hours



COURSE CHANGE: -

Removal of class exam in December; this is in response to concerns of the External Examiner about over-examining students.


Removal of reference to the teaching of Modern Irish in Gaelic 2B which will enable greater emphasis on consolidating and deepening competence in Scottish Gaelic. Students always express a desire for more Gaelic and we are responding to this. It is intended that the Irish component will reappear in a new improved form as an Honours course at a later date.

55

THE UNIVERSITY OF EDINBURGHMORAY HOUSE SCHOOL OF EDUCATIONINSTITUTE OF SPORT, P.E. AND HEALTH SCIENCES

BSc (Hons) Sport and Recreation Management

Existing course title - Sport and Recreation Management (Placement) 3Existing Course Code – SPRT10008

Proposal for revised courseCourse Title: Sport and Recreation Professional Placement 2Credits: 40

1. Rationale for changes

This course has been a successful key component of the BSc Sport and Recreation programme for over ten years and previously as part of the BA Leisure Studies. Placement is highly regarded by sport and recreation agencies in all sectors of provision and was commended in the TPR (2003 and 2009). The team has developed a substantial network of employers in Scotland and through out the UK, many of whom are former students now working in these agencies in key positions and who are keen to support the course by providing placement opportunities.The course team propose that the Placement continues but is moved to earlier in the programme by one semester to the second half of the second year for a number of reasons. The changed timing will allow for greater support during the preparation period, semester one, where as the semester system means that it is arranged at Easter for the following October, there have been occasional problems in placement organisations over the long summer period. The reduction in time from 10 weeks to 8 weeks makes it less onerous for the students and employers but retains the depth of the experience.The reduction in the elements of assessment commensurate with level 8 will keep the focus on the research aspect of the course without loss of benefit to the student or the agency. It will become a non-Honours course that will enable greater input from the employer in the assessed project without impact on final Honours classificationAs a non-Honours course any student not passing would be able to resit the Placement assessment and progress to Honours.

2. Aims

Professional Placement is a full (40 credit) course in semester two of second year. The aim of this course is to provide the opportunity, with support, for students to negotiate, plan and organise an appropriate placement in a sport and recreation organisation. It is expected that students not only gain structured experience with a sport and recreation organisation in a professional context, but also conduct to research project an academically rigorous and relevant research based Placement Report for the agency. It provides students with an invaluable opportunity to apply

56

theory to practice, to improve work-related skills, adds significantly to PDP and employability. Students are required to undertake a research-based project for the employer and gather data for an organisational analysis that demonstrates their understanding of the application of theoretical management principles to practice in the context of the sports and recreation industry. Students will be working with an identified agency supervisor, and will be attached to a supervisor from ISPEHS who will monitor progress, provide tutorial support and attend the presentation of the research report to the agency. The placement proposal and research project must be approved by the Course Organiser.

3. Learning Outcomes

By the end of this course students will be expected to have met the following learning outcomes;

1. Develop the knowledge and skills necessary to plan and organise a suitable placement with an appropriate sport and recreation organisation.

2. With support, using a practitioner enquiry approach, investigate a professional issue relevant to the placement context

3. Develop the communication skills of analysis, evaluation and reporting of investigation data in written and verbal modes to address the audience needs of both academic and practitioner communities.

4. Timetable

8 weeks full-time weeks 4 – 11 of second semester starting in February 2012, following 3 weeks of Sport Research Methods (20 credits already validated).

5. Planning

The onus is on the student to identify and contact an appropriate agency that will:

o provide support through named agency supervisoro scope for the student to experience different aspects of the organisation o provide a research problem for the student to investigate o allow time to conduct researcho allow the student to be part of the every day operation to find out about of the management policies and practices

6. Assessment

6.1 Placement Organisation and Research Plan (1000 words) 10%

Plan outlining the nature of the research problem, delineating its significance to the agency and justifying the research methods proposed for its investigation. Satisfactory completion of tasks, (prepare CV, arrange interviews, attendance at placement briefings, effective communication and appropriate arrangements with the tutor and agency prior to and during the placement.

6.2 Research report (3000 words) - 60%

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Professional presentation of the methodology, literature review, critical analysis of the research data collected, analysis undertaken, key findings and conclusion/ recommendations.

6.3 Oral presentation - 30 %

20-30 minutes to agency staff and University supervisor of the findings and conclusions/recommendations of the research report and answering questions/leading discussion.

7. Indicative Content

o Examples of previous placement research projects include:

o Marketing strategy for a facility or evento Development plan for a new product or serviceo A promotional strategy for some aspect of an agency’s

businesso Analysis of target group outreach programmes o Customer satisfaction surveyo Evaluation of sports development projectso Review of structures e.g. staffing o A feasibility study for a new or refurbished facilityo Evaluating Membership systems o Pricing structure comparisonso Competitor analysiso Membership retention and recruitment schemes o Quality systems o Health and Safety/risk assessments o Promotional campaigns using social mediao Web analysiso Customer care evaluations

Course Organiser: S. A Clough

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Transition to Degree Study

Office use onlySchool BoS EducationDate of MeetingSCQF level 7Credit points 5Contact teaching (hrs)

10

Proposed by Caroline Bamford

1. Course title:

Transition to Degree Study

2. Tutor name(s):

The course will be team taught by Office of Lifelong Learning staff and tutors and by staff from University services.

3. Tutor qualifications:

4. Rationale

The course will be offered to two groups: mature students preparing for degree entry through the Credit for Entry programme; and as a part of the new HSS International Foundation Programme, which is designed to provide non-native speaker pre-university students with the necessary linguistic, cognitive and cultural knowledge/skills to join Year 1 of an undergraduate programme of study in Humanities or Social Science. The HSS International Foundation Programme Specification, which included the Transition to Degree Study course, was approved by the College Undergraduate Studies Committee on 21 October 2010.

Transition to Degree Study was originally validated in April 2002 and was re-validated by the School of Education Board of Studies on 4 February 2004. It has been offered to Credit for Entry students each year. The content has been revised to dedicate one week to referencing and library skills, and to focus the session covering ‘The first weeks; sources of help and support’ on managing studies. There are also some very minor changes in relation to the assessments.

A. Course aims and objectivesTransition to Degree Study aims to provide students with the study and assessment skills they will need as undergraduates. It will be offered as students are coming to the end of their studies in the Office of Lifelong

59

Learning, and it is designed to build on the learning strategies that students have developed whilst studying in OLL. It aims to provide an opportunity for students to review what they have learnt, to prepare for different methods of undergraduate assessment, and to plan ahead for the greater intensity of undergraduate study.

Transferable skillsReviewing study skills for universityReferencing and library skillsManaging study Examination skillsOral presentation skills.

B. Student intakeThe course is part of the conditional offer for most students applying to the University of Edinburgh under the Credit for Entry scheme. It will form a compulsory part of the HSS International Foundation Programme.

C. Contents of the courseThe course will cover learning and assessment strategies for undergraduate study. It will prepare students for assessment in two areas: assessment through formal examination and assessment through oral presentation.

Students will have already studied for credit in OLL, and so will have some experience of undergraduate-level assessment. This will be built on in the course. For example, the IFP students will have addressed such aspects of effective presentation as the use of visuals, phrasing and emphasis in vocal delivery in their session two EAP course. The TDS oral presentation will enable them to practise these skills through preparing for and delivering an oral presentation on an academic topic. Students on both programmes will have experience of in-class unseen assessments. The TDS examination will give them experience of taking a formal University examination.

It will be taught by a number of OLL staff and tutors who have developed expertise in learning strategies.

Course methodologyTeaching will be a mix of mini-lectures, practical class exercises and class discussions. 1. Reviewing learning strategies and preparing for the challenge of

undergraduate study2. Presentation skills3. Examination skills 4. Referencing and library skills5. Managing studies6. Class presentations

D. Organisation of teaching.

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The course organiser is Caroline Bamford. It will be taught through two-hour sessions held once a week over six weeks. The course could also be delivered intensively.

Students will be given formative exercises to complete outside of class time, and a course handbook.

E. Student assessment and guidance.Two-hour examination where students answer two questions from an Open Studies or HSS International Foundation Programme course they have taken:

50% mark.

An oral presentation (five to ten minutes) followed by a brief period for questions and discussion, with 500-word summary abstract: 50% of mark, weighted 3 (oral presentation): 1 (summary abstract).

Students will receive a written report on their assessments, and will be offered the opportunity to visit OLL to view their examination scripts after they have been marked.

F. Feedback and evaluationStudent feedback questionnaires and tutor feedback, in line with standard OLL practice.

G. Resource requirementThis course will be resourced by OLL, and rooms and equipment will be booked by OLL.

H. DocumentationA course booklet will be prepared.

I. Indicative bibliographyUseful readings will be listed in the course booklet.

UNIVERSITY OF EDINBURGH Approval of a New or Revised CourseAll new courses should be created online via WISARD and approved online. This sheet should only be used for Continuing Education courses (or where the online process has failed).

† = Mandatory for Approval

Course Code (generated by Student Record)

† Course NameTransition to Degree Study

61

† ‘Owning’ SchoolOffice of Lifelong Learning/School of Education

CollegeHumanities and Social Science

School Acronym for CourseTDS

Collaborating Body e.g. School or other Institution

Additional Information on Collaboration (max 120 characters)This course is a requirement for students seeking to gain entry to the University of Edinburgh through the Credit for Entry and HSS International Foundation Programme routes.

† Course Level (UG or PG)

UG † If PG, Modular

Master’s? (Y or N)

† If UG, Honours? (Y or N)

N † Visiting Students

Only? (Y or N)

N*

* The course to appear on DRPS is for HSS International Foundation Programme students only. The second offer of the course won’t appear on DRPS and will be for Credit for Entry students.

Code(s) and Name(s) of Course(s) being replacedTransition to Degree Study, approved on 4 February 2004

† Credit Points5

† Credit Scheme

SCQF† Credit Level

7

† Contact Teaching (hrs/mins per week, number of weeks)2 x 1 hourly classes per week over 6 weeks. The 12 teaching hours could also be offered intensively.

Other Required Attendance (hrs/mins per week, number of weeks)None

† Session course operational with effect from

2011/12

Scheduled Class Hours (max 250 characters) – include day, start and finish times, and termThe course will be offered twice in 2011/12. The offer for HSS International Foundation Programme students will be from 10.00 to 12.00 noon, from Friday 20 April. OLL will organise rooms for this, and for the second offer for Credit for Entry students.

Any costs which have to be met by students e.g. materials (max 1000 characters)

62

Code(s) and Name(s) of any Prerequisite Courses

Other Prerequisite Requirements (max 1000 characters)Students must be on the Credit for Entry or HSS International Foundation Programme programmes.

Programme(s), Method(s) of Study and Year(s) of Study for which Course is Mandatory, or Optional but to be SeededCredit for Entry and HSS International Foundation Programmes

Code(s) and Name(s) of Prohibited CombinationsNone

Other Prohibited Combination Requirements (max 1000 characters)None

Code(s) and Name(s) of Co-requisite CoursesNone

Other Co-requisite Requirements (max 1000 characters)None

† Short description of course (max 2000 characters)

Transition to Degree Study is a specially-designed bridging course for students applying for degrees in Humanities and Social Science subjects, both through Credit for Entry and through the HSS International Foundation Programme. Offered towards the end of these programmes, it provides an opportunity for students to reflect on their development as learners and to prepare for the learning, teaching and assessment environment that will encounter on undergraduate degrees.

It will be offered in six weekly, two-hour classes, with the possibility of being offered in different formats, such as intensively.

Its assessments are designed to prepare students for two forms of assessment that they are likely to encounter as undergraduates: formal examinations and oral presentations on an academic topic.

Transition to Degree Study will cover:Reviewing study skills for universityReferencing and library skillsManaging study Examination skillsOral presentation skills.

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† Summary of Intended Learning Outcomes (max 2000 characters)

By the end of the course, students will have:

Reflected on the learning strategies they have developed and planned ahead for the greater pace and intensity of undergraduate study (non-assessed); Developed examination skills and sat an examination under University examination conditions;Developed skills in presenting ideas orally, and delivered a presentation and produced a summary abstract on an academic topic.

† Components of Assessment (max 1000 characters)

Transition to Degree Study will be assessed through two instruments of assessment:

A two hour examination. Students will sit a two hour examination and will answer two questions from an Open Studies or International Foundation Programme course they have taken, (50% of mark).An oral presentation (five to ten minutes) followed by a brief period for questions and discussion. Students will also produce a summary abstract of 500 words to accompany their presentation, (50% of mark, weighted 3 (oral presentation): 1 (summary abstract).

Students must earn at least 30% for each assessment and an overall average of 40% to pass the course. Resits will be offered in August. For entry to the University of Edinburgh, students must pass the course on the first attempt.

URL for supporting approval documentation† Course Organiser Dr Caroline Bamford, Office of Lifelong Learning† Course Secretary Dr Caroline Bamford, Office of Lifelong LearningCourse URL (where not WebCT)UG Courses Only: Year(s) in which course normally taken (e.g. 1, 1+2) Summative Exams

Diet(1st or 2nd)

Diet Month

Code(e.g. 1, 2)

Paper Name (e.g. Paper 1)

Duration (hrs/mins)

Comments (e.g. Other courses with exam common content)

1st May/June

1 - 2 hours Please note that OLL will arrange the examination

2nd August 2 2 hours Please note that OLL will arrange the examination

† Month Assessment Result Due (1st Diet) 8† Month Assessment Result Due (2nd Diet) 8Chairman of Board of Examiners † Default Course Mode of Study (Class and Exam, Class and Assignment, Class Only, or Exam Only)Class and Exam

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Course Organiser Comments (Internal Use Only) (max 1000 characters)This course is an amended version of an existing course which has been offered each year since it was approved in 2004. The content has been revised to dedicate one week to referencing and library skills, and to focus the session covering ‘The first weeks; sources of help and support’ on managing studies. There are also some very minor changes in relation to the assessments.Approved by/On behalf of

Date Authorised signature

Name

Course OrganiserConvener, School BoSConvener, College SCConvener, SUGSC/SPGSCProcessed by Registry

65

Introducing Sustainable Development

Autumn Semester 2011-12MA Sustainable Development first year core course (course available to all students) 20 credit course: 20 lectures, 9 tutorials

Convenor: Dr Claire Haggett, SociologyEmail: [email protected]

RationaleThis course is the first year first semester course for the new MA in Sustainable Development, being set up and run through SPS. It is therefore intended to introduce students to the key issues and debates around principles, contexts and applications of sustainable development. The course will be taught by staff from across the University, and will thus be an interdisciplinary introduction to sustainable development: outlining the key contributions from different disciplines, the importance of thinking widely to understand and address the relevant issues, and the need to integrate different perspectives to achieve effective solutions.

As a level 8 course, open to all students, the course will start from the principles and background to the development of the concept of ‘sustainable development’. It will outline the context in which sustainable development has emerged, and the key challenges that society and the environment face (from the global to local levels). The positive benefits that development and advances in technology have brought (in terms of quality of life, healthcare and so on) will be emphasised, alongside the consequences of current living patterns. Students will be encouraged throughout to think critically about what sustainability means and how it can and should be applied, and the course includes consideration of how ‘sustainable development’ should be measured, assessed, and understood. Key issues and insights from politics, demography and population, economic sociology, and business studies will be drawn on and developed in relation to sustainable development. The course finishes by drawing out the implications and key learning points from the different disciplinary approaches, and provides a foundation on which students can build in further sustainable development courses.

The course will be open to all students. It will lead into the second semester core course for the MA Sustainable Development, Science and Society 1b: Nature and Environment (U04464). Learning Outcomes

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Understanding of the history of the concept of ‘sustainable development’, and the key principles upon which the concept is built.

Understanding of the current global environmental context and key issues

Critical appraisal of the ways in which sustainable development is assessed and measured

Appreciation of the key insights and contributions from a range of disciplines towards understanding and achieving sustainable development

Development of research and analytical and presentation skills, through guided research in preparation for assessment and tutorial presentations

Organisation and Teaching Students are expected to attend two lectures and one tutorial each week. Each lasts one hour.

AssessmentNon-assessed, but compulsory, class work1500 word essay (40% of total mark) and two hour examination (60% of total mark). Students must pass the examination to pass the course

Preliminary readings

Dresner, S. (2008) The Principles of Sustainability London: Earthscan.

Jackson, T. (2010) Prosperity Without Growth London: Earthscan.

Students will receive a course guide with extensive readings under each lecture theme. Electronic resources will be used where available.

Course programme Lecture one: Introductions (Claire Haggett)Welcome and introduction to the course, assessment, regulation. An overview of lectures and how they fit together will be provided. The lecture will then give an introduction to thinking critically about the concept of sustainable development and knowledge, and encouraging engagement and debate.

Lecture two: The Concept of Sustainable Development (Claire Haggett)

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From ‘limits to growth’ to ‘prosperity without growth’? A brief history of the development of the concept of sustainable development. The lecture will discuss whysustainable development is relevant and how the concept emerged, and the balance of social, economic, environmental factors. It will also explain the value of a multi-disciplinary approach.

McNeill, J.R. (2000). Something New Under the Sun: An Environmental History of the World in the Twentieth Century. Penguin, London (chapters 1 and 2)

Adams, W.M. (2009) ‘The Dilemma of Sustainability’, c1 in Green Development: Environment and Sustainability in a Developing World, 3rd Ed, London: Routledge.

Lecture three: Principles and debates (Claire Haggett)This lecture will outlining and discuss the various principles of sustainable development (precautionary, polluter pays, participation and others). It will focus on different, and contested, definitions (from the Bruntland report to current definitions and uses of the term).

Hardi, P. and Zdan, T. (1997). Assessing Sustainable Development: Principles in Practice. International Institute for Sustainable Development, Winnipeg. http://www.iisd.org/pdf/bellagio.pdf (pp1-20)

Millennium Ecosystem Assessment (2005). Living Beyond Our Means: Natural Assets and Human Well-being: Synthesis. Island Press, Washington. ISBN: 1597260401.http://www.millenniumassessment.org/en/Synthesis.aspx

UN (2006). Indicators of Sustainable Development. http://www.un.org/esa/sustdev/natlinfo/indicators/isd.htm

Lecture four: Challenges I – global eco-systems (Iain Woodhouse, GeoSciences) Current state of key Earth’s life support resources: water, soil, atmosphere, forests, oceans, plants, creatures.

Houghton, J. (2004) Global Warming: the Complete Briefing. Cambridge University Press

Parliamentary Office of Science and Technology (2009). Deforestation. Postnote No. 344. http://www.parliament.uk/documents/post/postpn344.pdf

Lecture five: Challenges II - climate change (Iain Woodhouse)Implications for bio-diversity, eco-systems, and global warming, and possible impacts

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http://www.parliament.uk/documents/post/postpn344.pdf

http://www.un.org/esa/sustdev/natlinfo/indicators/isd.htm

http://www.millenniumassessment.org/en/Synthesis.aspx

http://www.iisd.org/pdf/bellagio.pdf



Lecture six: Challenges III – global bio-diversity (Iain Woodhouse) Current questions about bio-diversity and the risks of significant losses



Lecture seven: Is modern science and technology the answer or part of the problem? (Claire Haggett)Focus on the benefits of science and technology and development (eg in mobility, health, land use); then considering the consequences and posing questions for the future. Have modern forms of knowledge, embodied in science and technology, and global markets, been instrumental in creating the problems needing to be solved? Can we rely on them to solve new risks?

Ehrlich, P.R. and Ehrlich, A.H. (1998). Betrayal of Science and Reason: How Anti-Environmental Rhetoric Threatens Our Future. Island Press, Washington DC.

Moffatt, I., Hanley, N. and Wilson, M.D. (2001). Measuring and Modelling Sustainable Development. Parthenon Publishing Group, New York (chapter 3, available on WebCT)

Lecture eight: Current political context (member of staff from Politics tbc)International agreements (deals, targets, bargaining and rhetoric); current UK legislation and policy; Scottish and local context. Assessing the current situation and our current knowledge of it

Lecture nine: Politics of sustainable development I (Liz Cripps)Environmental political theory, including environmental justice, climate change and responsibility, and animal rights.

Lecture ten: Politics of sustainable development II (Liz Cripps)

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Environmental political theory, including environmental justice, climate change and responsibility, and animal rights ctd.

Lecture eleven: Development Goals (Neil Thin) These next three lectures will assess various interpretations of 'well-being', and the various agencies, social processes, assesssment methods and indicators by which wellbeing and visions of social progress are defined and assessed. Indicative readings include:

McGregor, JA, L Camfield, A Woodcock (2009) 'Needs, wants and goals: wellbeing, quality of life and public policy’, Applied Research in Quality of Life 4:135-154

UNDP Human Development Report 2010

Thin, Neil, 2002, Social Progress and Sustainable Development. London: IT Publications (ch 2 pp29-31 ‘Human development’ and ch.5 'Assessment')

Stiglitz, Joseph E., Amartya Sen, and Jean-Paul Fitoussi, 2009, Report by the Commission on the Measurement of Economic Performance and Social Progress. Paris: OECD http://www.stiglitz-sen-fitoussi.fr/documents/rapport_anglais.pdf

Lecture twelve: Global Social Experiments (Neil Thin) Major changes in social organization, cultural values and demography.

Lecture thirteen: Assessing social development (Neil Thin) Trends, achievements, and debates in use of indicators and means of assessment, and their policy relevance.

Lecture fourteen: Global population: Introduction (John MacInnes)Introducing debates about population growth, and demographic change. This lecture will provide a brief history of world population, and discuss the ‘myths’ of population growth (which include ideas about a growth ‘explosion’, that this traps poor countries in poverty, and that ‘population control’ is thus central to sustainable development). Where population control has been attempted the results have usually been dire for human rights and done little to change population patterns. What slows population growth is economic and social change.

Lecture fifteen: Global population: Two Key challenges (John MacInnes)This lecture covers the two key challenges of sustainability and population: 1) Urbanisation: More than half of the world now lives

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http://www.stiglitz-sen-fitoussi.fr/documents/rapport_anglais.pdf

http://www.stiglitz-sen-fitoussi.fr/documents/rapport_anglais.pdf

in cities: what special sustainability issues do cities pose?; and 2) Population aging: Not only in affluent countries, but across the globe, for the first time in human history most people survive to old, and in many cases, very old ages. This lecture reviews the arguments which suggest that this create problems for the sustainability of pension schemes, health care systems and other arrangements.

video resource: Hans Rosling on World population explained with Ikea boxes(at http://www.gapminder.org/videos/population-growth-explained-with-ikea-boxes/)

Lecture sixteen: Consumer society (Jan Webb)How are normal patterns of consumption, and waste, in affluent countries established; are these a matter of individual choice and need or are they systemic in social practices?

Indicative Readings

D Doherty and A. Etzioni (eds) (2003) Voluntary Simplicity: Responding to Consumer Culture Lanham MD: Rowman and Littlefield, chapter 1 Introduction.

Andrew Simms, Victoria Johnson, Joe Smith and Susanna Mitchell (2009) Consumption Explosion London: New Economics Foundation http://www.neweconomics.org/publications/consumption-explosion

Barry Smart (2010) Consumer Society: Critical Issues and Environmental Consequences, London: Sage, Chapters 7-9.

Lecture seventeen: Economic models for sustainable consumption (Jan Webb)Ca we create capacity for sustainable development in a global economic crisis. ‘Business as usual’ suggests the answer is to stimulate economic growth through consumption. Can we perpetually expand consumption in affluent societies? Are there any ‘natural limits’ to growth?

Simon Dresner (2008) The Principles of Sustainability London: Earthscan. Ch 6.

Tim Jackson 2010 Prosperity Without Growth London: Earthscan, Chapters 4,5, 11 and 12.

Lecture eighteen: Business models for sustainability (Iain Black, Business School)

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http://www.neweconomics.org/publications/consumption-explosion

http://www.gapminder.org/videos/population-growth-explained-with-ikea-boxes/

http://www.gapminder.org/videos/population-growth-explained-with-ikea-boxes/

What types of business organisation might improve sustainable resource use? In these sessions, a range of business models that can help foster sustainable development will be explored. They will be contrasted with the dominant paradigms that are implicated in the existing unfair distribution of wealth, resources and pollution.

Jenkins, H. 2006. Small Business Champions for Corporate Social Responsibility. Journal of Business Ethics 67 (3):241-256.Simmons, R., and Johnston B. 2008. The role of co-operatives in poverty reduction: Network perspectives. Journal of Socio-Economics 37 (6):2131-2140.

Lecture nineteen: Business models for sustainability (Iain Black, Business School)What types of business organisation might improve sustainable resource use?

Lecture twenty: Summary and review (Claire Haggett)Identifying the key substantive learning points, and the key disciplinary approaches. Linking into Science and Society 1b (the following semester)

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An Introduction to Political Theory

Office use onlySchool BoS SSPSDate of Meeting 16/2/2011SCQF level 7Credit points 10Contact teaching (hrs)

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Proposed by James Mooney

1. Course title: An Introduction to Political Theory2. Tutor name(s): Matteo Bonotti3. Tutor qualifications: BA (Hons) Philosophy, MSc International and European Politics, PhD Politics4. RationaleThis course is a substantial redraft of the existing course Political Ideas and aims to provide an equally exhaustive but more condensed introduction to political theory.

The course aims to explore some of the central concepts analysed by both classical and contemporary political thinkers (e.g. liberty, democracy, equality, etc.) as well as more recent developments in political theory (e.g. feminism and multiculturalism). The course will follow a thematic (rather than chronological) approach. As well as complementing (and providing an introduction to) new and existing courses in Society & Politics, such as Democracy, Multiculturalism and Rights and Justice, it is also hoped that it will create synergy with relevant courses in the Philosophy & Religion subject area, such as An Introduction to Philosophy and Applied Ethics.

Students can opt to take this course as part of the Certificate of Higher Education and credits can be used as part of the Credit for Entry scheme.

5. Course aims & objectivesAims:This course aims to explore the main concepts and issues discussed in classical and contemporary political theory and their relevance for the contemporary world.

Objectives: To analyse classical and contemporary issues in political theory; To outline the main schools of thought in classical and contemporary

political theory; To illustrate the links between political theory and more empirical

disciplines (e.g. political science, social policy, etc.) and the relevance of political theory for the real-world political issues and debates.

6. Intended learning outcomes

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By the end of this course, students should be able to: Understand the main concepts and debates in classical and contemporary

political theory; Critically read and analyse classical and contemporary texts on political

theory; Illustrate and evaluate the development of concepts and theories

throughout the history of Western political thought; Explain the relationship between political theory and other disciplines (e.g.

political science); Apply philosophical concepts in order to understand and critically assess

real-world political phenomena.

7. Transferable skills Analytical skills; Comparative analysis; Critical reading of complex texts; Participation in group discussions.

8. Contents

Week 1Introduction: What is Political Theory?This introductory class will aim to define political theory and explain its meaning and role within the broader domain of political science. The class will especially focus on the distinction between normative and empirical analysis and will introduce some of the topics analysed throughout the course.

Week 2Liberty What does it mean to be free? Is the absence of external coercion sufficient for considering an individual free? This class will examine the idea of liberty looking at both classical and contemporary texts. It will especially focus on the distinction between negative and positive liberty and illustrate how liberal ideas may be developed to support very different political theories (e.g. libertarianism vs. egalitarianism).

Week 3DemocracyDemocracy means ‘rule of the people’ but who are the ‘people’ and what does ‘rule’ mean? This class will explore these fascinating issues by looking at the main theories of democracy and their relevance for the contemporary world. It will especially focus on the distinction between participatory and representative democracy and illustrate more recent developments in democratic theory (e.g. deliberative democracy and cosmopolitan democracy).

Week 4Equality and Social JusticeThis class will examine the relationship between equality and social justice. It will explore the meaning of concepts such as equal worth, moral equality and

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formal equality, as well as the relationship between equality of opportunity and meritocracy. It will also analyse different interpretations of the idea of social justice as depending on needs, rights or deserts.

Week 5Anarchism and Political ObligationWhy should people obey the laws of their political community? This class will aim to explore the problem of political obligation and relate it to other crucial concepts in political philosophy, e.g. social contract theory, consent, fairness, anarchism and civil disobedience.

Week 6Communitarianism Communitarians argue that individuals are deeply rooted in their communities and shaped by their values (e.g. national, religious, linguistic etc.). The rights and interests of individuals cannot therefore be understood and defined without taking this relationship into account. This class will explore these issues and analyse the main arguments raised by communitarian thinkers against liberalism.

Week 7Marxism and SocialismThis class will examine Karl Marx’s materialist theory of society and history, as well as his ideas of self-realization, freedom and community. It will also explore some of the key features of socialism, including the role of the state, the idea of revolution, democratic socialism and social democracy.

Week 8FeminismContemporary feminist political theory is varied and includes liberal, Marxist and socialist strands. This class will explore core feminist ideas such as patriarchy, sex, and gender and it will especially focus on the feminist critique of the public-private distinction endorsed by many liberal thinkers.

Week 9MulticulturalismThe increasing diversity of Western societies, due to the presence of indigenous minorities and immigrant groups, has raised a number of moral and political questions concerning the relationship between equality and identity, justice and difference, freedom and democracy. This class will explore different philosophical theories of multiculturalism and their critiques, and assess their relevance for governments and policy-makers in contemporary Western societies

Week 10Political IdeologiesThis class will define the concept of ideology and explain its relationship with the ideas of power and legitimacy. It will then examine some major ideologies such as nationalism, conservatism, capitalism and ecologism.

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Week 11Unseen assessment & credit essay workshop

9. Student intakeNo previous knowledge required.

10. Organisation of teachingEach two-hour class will combine lecture and tutor-led discussion.

11. Assessment strategy

Two components: Assessment 1: unseen classroom assessment in the final week of the

course, worth 25% of the total course mark Assessment 2: 2000 word essay (seen assessment) submitted after

the course finishes, worth 75% of the total course mark.

12. Course Readings

EssentialGoodin, R. E., Pettit, P. and Pogge, T. (2007). A Companion to Contemporary Political Philosophy. Malden, Mass.; Oxford: Blackwell Publishing.

Rosen, M. and Wolff, J. (eds.) (with the assistance of Catriona McKinnon) (1999). Political Thought. Oxford: Oxford University Press.

RecommendedGoodin, R. E. and Pettit, P. (eds.) (2006). Contemporary Political Philosophy: An Anthology. Malden, Mass.; Oxford: Blackwell Publishing.

Kymlicka, W. (2002). Contemporary Political Philosophy. Oxford, Oxford University Press.

Web sourcesEthics (journal) http://www.journals.uchicago.edu/toc/et/current

Philosophy and Public Affairs (journal) http://www.blackwellpublishing.com/journal.asp?ref=0048-3915&site=1

These academic journals contain key articles on democratic theory and are available online through the University of Edinburgh library website.

Class handoutsLecture summaries will be provided on a weekly basis.

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http://www.blackwellpublishing.com/journal.asp?ref=0048-3915&site=1

http://www.journals.uchicago.edu/toc/et/current

Course feedback & evaluation

The following procedures are applied to all OLL credit courses: Course Organiser visits newly approved class at an early stage and

provides the tutor with feedback on delivery. Tutors are encouraged to discuss the course with students (collectively

and individually), and act appropriately on responses. Formal feedback is gathered from students via an online student

survey. Results of these are analysed and provided for Course Organisers who may take appropriate action with the tutor.

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Democracy


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1. Course title: Democracy

2. Tutor name(s): Matteo Bonotti

3. Tutor qualifications: BA (Hons) Philosophy, MSc International and European Politics, PhD Politics.

4. Rationale This course has run successfully in a non-credit format during academic year 2010-2011. It is now proposed, in a slightly amended version, as a credit course in order to meet increasing student demand for credit courses in Social and Political studies.

The concept of democracy is one of the most controversial in the contemporary world. Almost everyone agrees that democracy is a good thing but very different meanings are often attached to this concept. The literature on democracy is immense and characterized by a variety of perspectives and approaches (e.g. philosophical, sociological etc.). This course will focus on the philosophical literature on democracy, yet it will constantly endeavour to contextualize the theoretical analysis in real-world terms. As well as complementing new and existing courses in Society & Politics, such as Multiculturalism and Rights and Justice, it is also hoped that it will create synergy with relevant courses in the Philosophy & Religion subject area, such as Applied Ethics and Arguing about Religion. Students can opt to take this course as part of the Certificate of Higher Education and credits can be used as part of the Credit for Entry scheme.

5. Course aims & objectives

Aims:This course aims to explore the main theories of democracy and their relevance for the contemporary world.

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Objectives To analyse classical and contemporary issues in democratic theory; To outline the main features of ideal and existing models of democracy; To understand and explain why democracy is widely endorsed throughout

the world and yet remains a very controversial concept.

6. Intended learning outcomesBy the end of this course, students should be able to: Understand the main concepts and debates in democratic theory; Critically read and analyse classical and contemporary texts on democratic

theory; Explain the relationship between the concept of democracy and other key

concepts in political theory (e.g. freedom, equality, justice); Assess whether liberal democracy is the only conceivable or best form of

democracy; Apply philosophical concepts to understand and critically assess real-world

examples of democracy.


8. Contents

Week 1Introduction: What Is Democracy?This class will introduce concepts and terms which will be developed throughout the course. As well as examining the origins and significance of the idea of democracy, it will also focus on the distinction between direct and representative democracy.

Week 2Athenian Democracy: Plato and AristotleAn original and almost unique model of direct democracy developed in Athens in the 5th and 4th centuries BC. This class will illustrate the main features of Athenian democracy, including its institutions and decision-making procedures, and focus on the critical accounts of it provided by Plato in The Republic and Aristotle in The Politics.

Week 3Rousseau and Mill: The Relationship between Freedom and DemocracyWhat is freedom? What does it mean for an individual to be free? Is individual freedom compatible with democracy? This class will analyse the works of Jean-Jacques Rousseau and John Stuart Mill, two modern political

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philosophers who have provided very different answers to these questions. We will also examine how different ideas of freedom (i.e. negative and positive freedom) relate to democracy.

Week 4Representative DemocracyThis class will examine classical and contemporary arguments for representative democracy, grounded in a critique of the practical and conceptual inadequacy of direct democracy. The class will also explore different meanings of the concept of political representation. We will also look at elitist theory and social choice theory. The former argues that government by a small elite over the rest of society is inevitable and democracy is therefore impossible. The latter claims that no single method of aggregation of individual preferences (e.g. through elections) is able to accurately express the ‘will of the people’.

Week 5Participatory DemocracyThe idea that citizens of democratic regimes can only participate in political decision-making by electing their representatives has been strongly challenged by some prominent contemporary political theorists (Barber, 1984; Pateman, 1970). This class will examine the view that citizens may become directly involved in decision-making processes, starting from local and everyday arenas such as workplaces and local communities.

Week 6Deliberative DemocracyDeliberative democrats argue that collective decision-making requires the participation of all relevant actors (e.g. citizens) through the consideration and exchange of reasons, resulting in the transformation of their individual preferences. This class will explore the main features of what is probably the most original and intriguing strand of democratic theory today.

Week 7Associational DemocracyIn his seminal work Democracy in America (1835-1840), Alexis de Tocqueville famously highlighted how associations play a crucial role in providing citizens with political skills, civic virtue and trust. This class will analyse this peculiar model of participatory democracy centred on the self-governance of secondary voluntary associations in civil society. The class will also examine the role political parties may play in democratic politics.

Week 8Cosmopolitan DemocracyOver the last two hundred years, democracy has developed within geographically specific nation-states. With the rise of globalization, however, it has been questioned whether the nation-state can be the main site for democracy any longer. This class will therefore analyse the argument that democracy should be applied not only to nation-states but also to regional and global institutions (e.g. the European Union).

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Week 9Democracy and MulticulturalismLiberal democracies have traditionally aimed to accommodate the diversity (e.g. ethnic, religious, linguistic, etc.) of their citizens by guaranteeing basic individual rights. However, the increasing diversity of liberal democratic societies raises pressing demands for group-differentiated rights which may often come into conflict with individual rights and freedoms. This class will explore the complex set of philosophical and political issues arising from this novel historical and social context.

Week 10The Failure of Democracy Authoritarian political actors have often gained power through democratic means, only in order to destroy democracy itself. This class will examine the delicate balance between the need to protect democratic institutions and the importance of allowing all voices, including extremist and radical ones, to enter the arena of democratic politics.

Week 11Unseen assessment & credit essay workshop.







12. Course Readings

EssentialHeld, D. (2006). Models of Democracy (3rd ed.). Cambridge: Polity.

RecommendedBlaug, R. & Schwarzmantel, J. (2006). Democracy: A Reader. Edinburgh: Edinburgh University Press.

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Bohman, J. & Rehg, W. (eds.) (1997). Deliberative Democracy. Cambridge, Mass: MIT Press.

Held, D. (1995). Democracy and the Global Order: From the Modern State to Cosmopolitan Governance. Cambridge: Polity.

Hirst, P. (1994). Associative Democracy: New Forms of Economic and social Governance. Cambridge: Polity Press.

Pateman, C. (1975). Participation and Democratic Theory. Cambridge: Cambridge University Press.

Rawls, J. (2005). Political Liberalism (2nd ed.). New York: Columbia University Press.

Saward, M. (2003). Democracy, Cambridge: Polity.



Political Studies (journal) http://www.politicalstudies.org

These academic journals contain key articles on democratic theory and are available online through the University of Edinburgh library website.







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http://www.politicalstudies.org/



Multiculturalism


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1. Course title: Multiculturalism


3. Tutor qualifications: BA (Hons) Philosophy, MSc International and European Politics, PhD Politics.

4. Rationale

This course has run in a non-credit format during academic year 2010-2011. It is now proposed, in a slightly amended version, as a credit course in order to meet increasing student demand for credit courses in political theory.

Multiculturalism is one of the most fascinating topics to have emerged in political theory in the past twenty years. The increasing diversity of Western societies, due to the presence of indigenous minorities and to immigration, has raised a number of moral and political questions concerning the relationship between equality and identity, justice and difference, freedom and democracy. This course will focus on the contemporary philosophical debate on multiculturalism, although it will also seek to contextualize theoretical issues in real-world terms. As well as complementing new and existing courses in Society & Politics, such as Democracy and Rights and Justice, it is also hoped that it will create synergy with relevant courses in the Philosophy & Religion subject area, such as Applied Ethics and Arguing about Religion.


5. Course aim(s) & objectives

Aims:

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This course aims to explore different philosophical theories of multiculturalism and their critiques, and to assess their relevance for both citizens and policy-makers in contemporary Western societies. Objectives: To outline the moral and political issues arising within multicultural

societies; To explore the treatment of these issues in contemporary political theory; To consider how different theoretical approaches to multiculturalism may

translate into different socio-political models.

6. Intended learning outcomesBy the end of this course, students should be able to: Understand the main concepts and debates in contemporary theories of

multiculturalism; Critically read and analyse philosophical texts on multiculturalism; Explain the relationship between multiculturalism and other key concepts

in contemporary political philosophy (e.g. freedom, equality, justice); Assess whether multiculturalism is the best way of dealing with the

increasing diversity of Western societies; Apply philosophical concepts to understand and critically assess real-world

examples of multicultural institutions and policies.

7. Transferable skills Analytical skills Comparative analysis Critical reading of complex texts Participation in group discussions

8. Contents

Week 1What Is Multiculturalism?This introductory class will outline the main concepts and issues involved in the contemporary debates on multiculturalism. These include cultural diversity, intercultural equality and fairness, national identity, citizenship and cross-cultural dialogue.

Week 2Difference-Blindness vs. RecognitionShould all individuals be considered the same, despite their different cultural, ethnic and religious backgrounds? Should we grant special recognition to their specific identities? What implications do these different approaches have for public policy?

Week 3The Liberal Perspective I: John Rawls’ Political Liberalism

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According to the contemporary political philosopher John Rawls (1993), in societies characterized by a ‘reasonable pluralism’ of conceptions of the good, individuals who hold different philosophical or religious views can reach an overlapping consensus regarding a common conception of justice. This will allow them to live in a peaceful and stable political society despite their differing worldviews. This class will examine this and other central claims of Rawls’s seminal work Political Liberalism (1993), which has shaped contemporary philosophical debates on multiculturalism.

Week 4The Liberal Perspective II: Will Kymlicka’s Liberal MulticulturalismAccording to the contemporary political philosopher Will Kymlicka (1989), culture provides human beings with a meaningful background for their individual choices and with a sense of identity. Therefore, on the basis of a liberal conception of justice and equality, cultural minorities should be given special group-differentiated rights in order to protect their cultural and linguistic identities and guarantee their survival. This class will analyse Will Kymlicka’s liberal approach to multiculturalism and its difference from the Rawlsian model examined in the previous session.

Week 5Multiculturalism and Deliberative DemocracyDeliberative democrats argue that collective decision-making requires the participation of all relevant actors (e.g. citizens) through the exchange of reasons, resulting in the transformation of their individual preferences. This class will assess whether deliberative democracy may help Western societies to deal with their increasing diversity and whether it provides a better normative framework than other strands of democratic theory.

Week 6Multiculturalism and Minority RightsThis class will consider the philosophical issues raised by the presence of ethnic, religious and linguistic minorities within Western societies. It will focus on the relationship between state nation-building and minority rights claims, with a special emphasis on issues such as citizenship and education policies.

Week 7Multiculturalism and Language RightsThis class will focus closely on the normative issues raised by linguistic diversity in contemporary societies. We will examine how linguistic diversity often leads to the presence of language-based secessionist movements within national polities or may even represent an obstacle to the creation of transnational institutional bodies (e.g. the European Union).

Week 8The Assimilationist AlternativeContrary to multiculturalists, assimilationists argue that minorities should not be granted special rights, as this would undermine national identity and unity. Instead, they argue that minorities should be fully absorbed into the existing mainstream social and cultural framework, in order to ensure political unity and equal citizenship. This class will examine the main aspects of this perspective, with a special focus on the United States ‘melting pot’ model and on French assimilationism.

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Week 9Religion and Politics I: Public Reason and Religious ValuesThis class will examine the view, endorsed by many contemporary liberal theorists, that religious values should not be admitted into public deliberation and used to ground laws and policies. The class will also analyse some major critical responses to this view by referring to concrete policy issues.

Week 10Religion and Politics II: Institutional Models of Church-State RelationsDrawing on the theme of the previous session, this class will explore how different normative perspectives on the role of religion in the public realm may translate into different institutional models of church-state relations and religious governance.








12. Course Readings

EssentialParekh, B. (2006). Rethinking Multiculturalism (2nd ed.). Basingstoke: Palgrave Macmillan.

RecommendedKymlicka, W. (1989). Liberalism, Community and Culture. Oxford: Oxford University Press.

Kymlicka, W. and Patten, A. (eds.) (2003). Language Rights and Political Theory. Oxford: Oxford University Press.

Modood, T. (2007). Multiculturalism: A Civic Idea. Cambridge: Polity Press.

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Taylor, Charles (1992). ‘The Politics of Recognition’, in A. Guttmann (ed.), Multiculturalism and the ‘Politics of Recognition. Princeton: Princeton University Press, pp. 25-73.

Waldron, J. (1992). ‘Minority Cultures and the Cosmopolitan Alternative’, University of Michigan Journal of Law Reform, 25 (3), pp. 751-93.

Young, I. M. (1990). Justice and the Politics of Difference. Princeton; Oxford: Oxford University Press.

Web sourcesSarah Song, ‘Multiculturalism’, in the Stanford Encyclopaedia of Philosophy. Only available online at http://plato.stanford.edu/entries/multiculturalism/ Class handoutsLecture summaries will be provided on a weekly basis.






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http://plato.stanford.edu/entries/multiculturalism/

Religion and Politics


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1. Course title: Religion and Politics


3. Tutor qualifications: BA (Hons) Philosophy, MSc International and European Politics, PhD Politics

4. RationaleThis new course is intended to meet increasing student demand for courses in political theory. The relationship between religion and politics has become crucial in recent years, due both to the growing presence of radical religious groups in the international arena and to the increasing internal diversity of Western liberal democratic societies.

This course will address these and other issues by focusing on their complex philosophical, institutional and political implications. While adopting a mainly philosophical perspective, it will also seek to contextualize theoretical issues in real-world terms. As well as complementing new and existing courses in Society & Politics, such as Democracy, Rights and Justice and Multiculturalism, it is also hoped that it will create synergy with relevant courses in the Philosophy & Religion subject area, such as Applied Ethics and Arguing about Religion.


5. Course aims & objectives

Aims:This course aims to explore the philosophical issues raised by the relationship between religion and politics in contemporary societies. It also aims to

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contextualize this analysis in real-world terms, by looking at the legal and institutional implications of different philosophical positions.

Objectives: To outline the moral and political issues arising from the interaction

between religion and politics in contemporary societies; To explore the treatment of these issues in contemporary political theory; To consider how different normative answers to these problems may

support different legal and institutional frameworks.

6. Intended learning outcomes

By the end of this course, students should be able to: Understand the main contemporary philosophical debates analysing the

relationship between religion and politics; Critically read and analyse contemporary philosophical texts on the

relationship between religion and politics; Understand and explain the relationship between current debates on

religion and politics and other key concepts and issues in political philosophy (e.g. freedom, democracy, rights, multiculturalism etc.);

Apply philosophical concepts in order to understand and critically assess laws and policies grounded in religious values;

Understand and evaluate different regimes of religious governance.


8. Contents

Week 1Religion and Politics: An IntroductionThis class will introduce the main themes and concepts analysed throughout the course. It will especially illustrate the distinction between three major approaches (i.e. sociological, philosophical and institutional) to the analysis of the relationship between religion and politics.

Week 2Theories of Secularization and SecularismThe theory of secularization, broadly intended, indicates the gradual emancipation of state and society from religious values, due to processes of modernization. Secularism, instead, is the view that state and religion should be separate from each other. This class will illustrate these two key concepts and the different interpretations they have been given in both sociology and political theory.

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Week 3The Place of Religious Arguments in Public Deliberation This class will examine the view, endorsed by many contemporary liberal theorists, that religious values should not be allowed to enter the public political realm and used to justify political decisions. The class will also analyse some major critical responses to this view by referring to concrete policy issues.

Week 4Religion and Liberalism: Are they compatible?In his book Political Liberalism (1993), John Rawls argues that, within diverse societies, individuals who hold different religious and non-religious views can reach an ‘overlapping consensus’ on a common conception of justice. This will allow them to live in a peaceful and stable political society despite their differing worldviews. This class will analyse Rawls’s argument and some of the major critiques raised against it by other contemporary political theorists.

Week 5The Institutional Framework: Models of Religious Governance 1This class will explore how different normative arguments concerning the role of religion in the public political realm may contribute in justifying different institutional models of religious governance. The class will especially focus on some of these institutional models: weak and strong establishment, American secularism and French laicism.

Week 6The Institutional Framework: Models of Religious Governance 2This class will look at recent alternative models of religious governance proposed in response to (and as solutions to) the flaws of the models examined in the previous class.

Week 7Religion, Politics and EducationEducation is one of those fields which cut across public and private realms. This raises pressing normative questions regarding the role religion should be allowed to play in schools, universities and other educational institutions. This class will examine these issues by making constant use of concrete and specific examples in order to contextualize philosophical arguments.

Week 8Religious Groups and Minority RightsThis class will examine the issues raised by the presence of increasingly large religious minorities within Western liberal societies. It will especially consider whether such minorities should be granted special rights in order to protect their cultural and religious identities.

Week 9Religious political partiesThis class will consider the increasing role played by religious political parties both in Western and non-Western societies. We will examine both mainstream religious parties and religious fundamentalist parties.

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Week 10Religion and Politics: New Challenges This class will examine the role played by religious arguments in current debates concerning some of the new political challenges faced by contemporary societies, such as climate change and advances in biology and medicine.








12. Course Readings

EssentialParekh, B. (2006). Rethinking Multiculturalism (2nd ed.). Basingstoke: Palgrave Macmillan.

RecommendedAudi, R. and Wolterstorff. N. (1997). Religion in the Public Square: The Place of Religious Convictions in Public Debate. Lanham, MD: Rowman and Littlefield.

Habermas, J. (2006). ‘Religion in the Public Sphere’, European Journal of Philosophy, Vol.14, No.1, pp.1-25.

Modood, T. (2007). Multiculturalism: A Civic Idea. Cambridge: Polity Press.

Parekh, B. (1999). ‘The Voice of Religion in Political Discourse’, in Leroy S. Rouner (ed.), Religion, Politics and Peace. Notre Dame, Indiana: University

of Notre Dame Press, pp.63-84.

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Perry, Michael J. (1993). ‘Religious Morality and Political Choice: Further Thoughts - And Second Thoughts - on Love and Power’, San Diego Law Review, Vol.30, No.4, pp.703-727.


Waldron, Jeremy (1993). ‘Religious Contributions in Public Deliberation’, San Diego Law Review, Vol.30, No.4, pp.817-848.



Ethical Theory and Moral Practice (journal)http://www.springer.com/social+sciences/applied+ethics/journal/10677

These academic journals contain key articles on the relationship between religion and politics in contemporary political theory and are available online through the University of Edinburgh library website.







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http://www.springer.com/social+sciences/applied+ethics/journal/10677



These courses were approved by the Board of Studies on 23 January 20011

SHCA UG Board of Studies, Curriculum ProposalSchool of History, Classics and ArchaeologyUndergraduate Board of StudiesProposal for new or revised undergraduate courseBefore presenting this proposal to the School Undergraduate Board of Studies, please ensure that:• consultation with the appropriate Subject Area/s has been undertaken and is confirmed on the‘Consultation Template’ submitted with the proposal• relevant support services (e.g. Library, Computing Services) will be able to support the newcourse, and submit confirmation with the proposalAll sections in bold are mandatory and must be answered. All sections marked * are additionallymandatory for EUCLID CCAM data entry and must be completed.Questions within sections are offered as a prompt for discussions that will take place to prepare acourse for approval and when the proposal is discussed at the Board of Studies. Not all of thesequestions will be relevant to all proposals. However, proposers and reviewers should ensure thatall relevant issues are addressed.Once a course has been approved by UGBoS, this form will be used to generate the new coursedetails on EUCLID CCAM.When completing this form using Word, download a copy and save to your local area. Either clickon the checkboxes, or start typing in the text boxes (shaded yellow) which will expand as you type.Proposal for a New Course Proposal for a Revised CourseCourse Name *Archaeology 2A; Scotland Before HistoryShort Description * (200-250 words)Include research/teaching linkageThis will appear in the course cataloguewithin the DRPSThis course aims to introduce students to theprehistory of Scotland providing a sound chronologicaland methodological foundation for understanding thearchaeology of the country. The scope of the course isfrom the first settlers with the arrival of Mesolithicpeoples through to the late Iron Age and the arrival ofthe Romans. Throughout the course specific keythemes in the study of Scottish prehistory will beaddressed.Normal Year Taken * Year 1 UG Year 2 UGYear 3 UG (or 3/4) Year 4 UGCourse Level UGVisiting Student Availability * Not available to Visiting StudentsAvailable to All StudentsSeparate VS variant courses are no longer

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created, if the credit value and course content isthe same as the parent courseAvailable to Part-year Visiting Students onlySelect this for a one-semester VS variant whichhas a different credit value or course content toits ‘parent’ courseSCQF Credits * 20 40 Other:SHCA UG Board of Studies, Curriculum ProposalCredit Level (SCQF) * 07 0809 10SHCA UG Board of Studies, Curriculum ProposalHome Subject Area *NB The Home Subject Areadetermines the EUCLID coursecode (eg, Greek course codes allbegin GREE). This has implicationsfor the collections of courses inEUCLID DPTsAncient HistoryArchaeologyClassical Art/Classical ArchaeologyCommon Course (HCA)Classics GeneralClassical Literature in TranslationEconomic and Social HistoryGreekHistoryLatinScottish HistoryTo which EUCLID CourseCollections should this course beadded?(Select ALL that apply)History:Year 1 year 2Year 3 Year 3/4 year 4ALL HistoryEconomic HistoryEconomic and Social HistoryMedieval HistoryScottish HistorySocial HistoryClassics:Year 1 year 2Year 3 Year 3/4 year 4Classics GeneralAncient HistoryClassical Art/Classical ArchaeologyClassical Literature in TranslationGreekLatinArchaeology:Year 1 year 2Year 3 Year 3/4 year 4

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ArchaeologySHCA UG Board of Studies, Curriculum ProposalCourse Organiser/Proposer Dr Gordon THOMASCourse Secretary Sarah LARIOS% not taught by this institution(optional)Where there is collaboration with another Institution, the percentagenot taught by the University of Edinburgh should be recorded100Collaboration Information (School / Institution)(optional)Where there is collaboration with another School or Institution, thisshould be recorded along with any additional comments relating to thecollaborationTotal contact teaching hours *Record the total contact teaching hours for the course. This will be thesum of all lectures, tutorials and labs to be attended. Note this is thetotal for the duration of the course and not the weekly contact hours31 hours + 1 x 7 hourfield tripRationale1. Why is this proposal being made? (eg, internal considerations such as staff changes,extension of research interests, new initiatives in interdepartmental collaboration; externalconsiderations such as developments in the subject or discipline, employers’ needs, nationalpolicies). Please mention student demand for the proposed course.This course is being developed in order to integrate the teaching of Scottish prehistory into ourmainstream curriculum and to eliinate repetition between our first and second year courses.2. Comment on the alignment of this proposed course with the Subject BenchmarkStatement.The Subject Benchmark makes it clear that detailed knowledge of the historical and social contextof archaeology and prehistory is a key context. This course will look at the archaeology ofScotland from this perspective by introducing students to developments in thinking about theprehistory of Scotland and how other cognate disciplines contribute toour understanding of thepast. A further key context of the relationship between theory and interpreting the past will beaddressed by looking at specific themes which are highlighted by archaeological material inScotland. Finally, the course will also provide students with a basis of the ethical and professionalcontexts of the archaeology of this country3. Indicate the links between teaching and research in the proposed course.Each member of staff teaching on this course has undertaken fieldwork and research into the

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archaeology of Scotland.4. Is this an additional course, or is it a replacement course?This course replaces Archaeology 2A: Ancient Europe (ARCA08010)5. What are the steps needed to secure external validation, if appropriate?Course Aims and Objectives1. What balance of knowledge, understanding, skills and attitudes or values does thecourse aim to achieve?This course aims to provide a sound foundation of knowledge of the archaeology of Scotland withan understanding of some key concepts and issues relevant to the discipline of archaeology. itaddress primarily issues of archaeological theory and narrative accounts of past societies.2. Do the course aims and objectives complement those of existing courses?SHCA UG Board of Studies, Curriculum ProposalThis course builds on the general introduction given to students in Archaeology 1A and 1B bygiving an in-depth treatment of the archaeology of a specific region. It also provides a foundationfor the second semester course in Archaeology 2B: Analytical Methods in Archaeology which willuse some Scottish material to cover practical and methodological aspects of archaeology.3. If there is overlap with other courses, can duplication of effort be justified?Please also complete section below on ‘Prohibited Combinations’ if appropriateThere is no overlap.Intended Learning Outcomes and Transferable Skills1. Intended Learning Outcomes:2. Upon completion of the course it is intended that students will be able to:3. • produce a sound, properly referenced and concise piece of coursework, in accordance withthe common marking scale;4. • demonstrate an understanding of (i) deep time and chronological frameworks, (ii) the humanimpact upon and relationship to the environment, (iii) the interpretation of material culture and,(iv) an understanding of developments and interactions in human society through time;5. • demonstrate, by way of coursework and examination, awareness of some key themes andideas in archaeological research;6. • demonstrate, by way of portfolio and examination, an ability to read archaeolgical sources in acritical manner and to construct an reasoned argument using archaeological material.7. Transferable skills:Through the completion of the coursework portfolio, the participation in tutorials, field trip and

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museum visit students will be able to demonstrate the following transferable skills:-independent gathering of relevant evidence pertaining to a posed problem;-critical consideration of evidence in order to arrive at sound conclusions;-evaluating the work of others, including peers;-presenting evaluations and conclusions clearly in both written and oral form;-independent management of personal timetable, workload and other priorities in order to meetestablished deadlines.8. Comment on the alignment of these ILOs with the descriptors for the relevant SCQFlevel:These ILOs align well with SCQF level 8 requirements and demonstrate:.-a broad and detailed knowledge of the archaeology of Scotland-some knowledge of key issues and themes in archaeology-an understanding of scholarly processes-an ability to evaluate and critically discuss archaeological material-an ability to convey complex ideas and arguments through discussion and written workStudent Intake1. At what students is the course aimed?Archaeology intending honours students although and is also offered to undergraduate students asa foundation level outside course.2. Are there additional attainments needed to undertake the course (eg, certain IT competences,knowledge of a foreign language)?No3. What is the minimum number of students the course must attract if it is to be viable?SHCA UG Board of Studies, Curriculum Proposal4. What is the maximum number of students which can realistically be accommodated?Content of the Course1. Please outline the indicative teaching programmeWeek 1: Introduction and chronological overviewWeek 2: Environmental historyWeek 3: First settlers and human interaction with environment.Week 4: Farming village communities of the NeolithicWeek 5: Megalithic monuments of the NeolithicWeek 6: New technologies- the ages of metalWeek 7: Emerging complex societies in the Late Bronze and Early Iron AgesWeek 8: Hillforts and farmsteadsWeek 9: Celtic peoplesWeek 10: A clash of civilisations- the arrival of the RomansWeek 11: Themes in historical archaeology2. Can the topics be handled on the basis of the presumed previous knowledge and experience ofstudents?Yes3. Is the content within the expertise of the staff available?

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YesPre-requisites, Co-requisites and Prohibited CombinationsThese will be recorded as a set of ‘rules’ following course approval that will be validated during thecourse enrolment process.Pre-requisite requirements will be printed in the Course Catalogue within the DRPSPre-requisitesStandard pre-reqs for this level in this Subject AreaOr other (please specify):Archaeology 1A and Archaeology 1BCo-requisitesProhibited CombinationsCannot be taken with Archaeology 1AVisiting Students PrerequisitesStandard VS pre-reqs for this level in this Subject AreaOr other (please specify):Normally Archaeology 1A/1B or the equivalentOrganisation of Teaching1. What teaching methods will be used (eg, number and frequency of lectures and/or tutorials,practical, laboratory or field work)?Two 1-hour lectures per week, one 1-hour seminar/practical per week (starting in week 3) and, one7-hour field trip.2. Beyond participation in timetabled teaching, what independent study activities (and associatedtime commitments) will be expected of students?SHCA UG Board of Studies, Curriculum ProposalIndependent study will include (i) one independent Museum project and, (ii) research and readingin preparation for seminars/practicals3. Comment on the appropriateness of teaching-learning strategies proposed in the light of:programme/course objectives; intended learning outcomes; programme/course content andstructure; the students taking the programme/course; staffing arrangements (includingfrequency and size of tutorial groups, ratio of tutors to students).4. What aspects of the teaching-learning proposed are innovative or enhance existing goodpractice?The field trip, the independent museum project and the coursework portfolio allow students toengage with different aspects of the discipline and to present their learning in a non-standardformat.5. Have checks been made for potential timetable clashes with other relevant courses?YesTeachability1. Discuss the course’s ‘teachability’. There is a legal obligation to promote disability equality

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and to consider the needs of disabled students when proposing and delivering courses.For useful advice and guidance on ‘teachability’, please consult www.teachability.strath.ac.ukThis course will be taught following School and University guidelines on accessibility andteachability.We welcome students with disabilities and aim to make the course accessible to all.Course handbooks, lecture and practical outlines will be available in a range of formats and on webCT. Lecture and practical outlines will be posted in webCT in advance of classes. Any studentswith additional needs or requirements will be advised in the first instance to contact the School'sStudent Support Office who will direct the student to the appropriate member of academic staffand/or the University's Disability Office.Student Assessment and Guidance1. Components of Assessment, ‘Parent’ course *Provide details of the Components of Assessment used. The length of examinations and itemsof course work should also be stipulated, along with their relative weights as percentages.Coursework (one portfolio of workof 3000-6000 words) = 40%, Exam (one 2-hour exam) = 60%2. Components of Assessment for a ‘Visiting Student Instance’ of this course *Where this course is available to part-year Visiting Students but the Components ofAssessment are different from above, provide details of the VS assessment.As above3. Comment on the alignment of these Components of Assessment with the descriptors forthe relevant SCQF level.The components of assessment for this course allow students to demonstrate:-detailed knowledge of the archaeology of Scotland-an outline knowledge and understanding of some research concepts and theories in archaeology-an ability to undertake some critical analysis of sources and archaeological material-an ability to communicate ideas and complex information through seminars and coursework-an ability ot work independently and, to manage their time and resources4. How will coursework, examinations (including class exams) and any other assessed work betimetabled?SHCA UG Board of Studies, Curriculum Proposal5. What provision is made, where appropriate, for resit examinations or for resubmission ofcoursework?Suitability to take resit or to resubmit coursework will be decided by the Archaeology Board of

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Examiners. All previously unsubmitted coursework should be submitted by a deadline set by theBoard of Examiners. The resit mark will be based on the resit exam mark (60%) and thecoursework mark (40%).6. How will the course be externally examined?Through the Archaeology Board of Examiners system7. How will students be kept regularly informed on their progress?Students can discuss progress with their tutors, lecturers or the course convenor.8. What help with difficulties will students be given?Students can consult tutors or course convenor for advice and help with difficulties.Feedback and Evaluation1. How will the effectiveness of the course in meeting its objectives be determined?Through the annual course evaluation and School QA procedures2. What feedback will be sought from students and others (eg, those involved in teaching)?Feedback from students will be welcomed through the SSLC and by the annual coursequestionnaire.3. What course monitoring procedures will be followed?As aboveResource Requirements1. Will the course require significant new resources or additional funding?No2. How will the course be staffed (including provision for tutors)?Staff from within Archaeology3. What lecture theatres and other teaching space will be needed and what laboratory, computingor other facilities will be required?Lecture theatre and seminar rooms4. Are there any other significant resource implications?No5. Any costs to be met by students?This should be consistent with the Scottish Executive (SE)/Scottish Higher Education FundingCouncil (SHEFC) guidance. In particular, charges should not be levied for goods, services orfacilities which comprise core provision as defined by SE/SHEFCCost of field tripSHCA UG Board of Studies, Curriculum ProposalDocumentation1. In addition to standard course documentation made available to students, external examiners,staff running other related courses, Directors of Studies and to other Colleges (if appropriate),what other steps, if any, will be taken to outline and publicise the course?In addition to the course handbooks and the entry in DRPS this course will be made known tostudents and staff through the normal School advertising and publicity.Indicative Bibliography

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1. This indicative bibliography should identify the core library resources for this course. Pleaseinclude any which are not available in University LibraryThis course has been taught as a first year course for over 20 years in the University so allnecessary books are already available.Mode of Study and ExaminationsDefault Course Mode of Study *These values are used to identifywhich students are expected to beexamined (for examination timetablingetc) and/or whether the student isattending classes.Classes & Assessment incl centrally-arranged examsClass onlyClasses & Assessment excl centrally-arranged examsExam only (centrally-arranged)Default delivery period *This is not necessarily the actualdelivery period on a year-by-year basis.Once a course is approved, a coursedelivery or multiple deliveries arecreated to record the actual deliveryperiod for each instance of the courseSemester 1Semester 2Full yearMarking Scheme * Version 2 (excl MBChB and BVM&S)Taught in Gaidhlig? * NoCourse Type * DissertationStandardYear-abroadExam Information Summative Exams1st Sit Diet Month: 1st Sit Assessment Result DueDecember JanuaryApril/May JuneResit Diet Month (if any): Resit Assessment Result DueAugust SeptemberExam Duration in hours and minutes2 hours zero minutesSpecial requirements e.g. fixed date/time, specific roome.g. computer lab; double desks; common content withother exams (specify the other exams by code) etcFor input by Course Secretary after course approval:SHCA UG Board of Studies, Curriculum ProposalExam Paper Code/NameStationery Requirements e.g. script book specificationse.g. 2x20sides; graph paper; pencils/rubbers etc

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SHCA UG Board of Studies, Curriculum ProposalSchool of History, Classics and ArchaeologyUndergraduate Board of StudiesProposal for new or revised undergraduate courseBefore presenting this proposal to the School Undergraduate Board of Studies, please ensure that:• consultation with the appropriate Subject Area/s has been undertaken and is confirmed on the‘Consultation Template’ submitted with the proposal• relevant support services (e.g. Library, Computing Services) will be able to support the newcourse, and submit confirmation with the proposalAll sections in bold are mandatory and must be answered. All sections marked * are additionallymandatory for EUCLID CCAM data entry and must be completed.Questions within sections are offered as a prompt for discussions that will take place to prepare acourse for approval and when the proposal is discussed at the Board of Studies. Not all of thesequestions will be relevant to all proposals. However, proposers and reviewers should ensure thatall relevant issues are addressed.Once a course has been approved by UGBoS, this form will be used to generate the new coursedetails on EUCLID CCAM.When completing this form using Word, download a copy and save to your local area. Either clickon the checkboxes, or start typing in the text boxes (shaded yellow) which will expand as you type.Proposal for a New Course Proposal for a Revised CourseCourse Name *Archaeology 2A; Scotland Before HistoryShort Description * (200-250 words)Include research/teaching linkageThis will appear in the course cataloguewithin the DRPSThis course aims to introduce students to theprehistory of Scotland providing a sound chronologicaland methodological foundation for understanding thearchaeology of the country. The scope of the course isfrom the first settlers with the arrival of Mesolithicpeoples through to the late Iron Age and the arrival ofthe Romans. Throughout the course specific keythemes in the study of Scottish prehistory will beaddressed.Normal Year Taken * Year 1 UG Year 2 UGYear 3 UG (or 3/4) Year 4 UGCourse Level UGVisiting Student Availability * Not available to Visiting StudentsAvailable to All StudentsSeparate VS variant courses are no longercreated, if the credit value and course content isthe same as the parent course

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Available to Part-year Visiting Students onlySelect this for a one-semester VS variant whichhas a different credit value or course content toits ‘parent’ courseSCQF Credits * 20 40 Other:SHCA UG Board of Studies, Curriculum ProposalCredit Level (SCQF) * 07 0809 10SHCA UG Board of Studies, Curriculum ProposalHome Subject Area *NB The Home Subject Areadetermines the EUCLID coursecode (eg, Greek course codes allbegin GREE). This has implicationsfor the collections of courses inEUCLID DPTsAncient HistoryArchaeologyClassical Art/Classical ArchaeologyCommon Course (HCA)Classics GeneralClassical Literature in TranslationEconomic and Social HistoryGreekHistoryLatinScottish HistoryTo which EUCLID CourseCollections should this course beadded?(Select ALL that apply)History:Year 1 year 2Year 3 Year 3/4 year 4ALL HistoryEconomic HistoryEconomic and Social HistoryMedieval HistoryScottish HistorySocial HistoryClassics:Year 1 year 2Year 3 Year 3/4 year 4Classics GeneralAncient HistoryClassical Art/Classical ArchaeologyClassical Literature in TranslationGreekLatinArchaeology:Year 1 year 2Year 3 Year 3/4 year 4ArchaeologySHCA UG Board of Studies, Curriculum Proposal

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Course Organiser/Proposer Dr Gordon THOMASCourse Secretary Sarah LARIOS% not taught by this institution(optional)Where there is collaboration with another Institution, the percentagenot taught by the University of Edinburgh should be recorded100Collaboration Information (School / Institution)(optional)Where there is collaboration with another School or Institution, thisshould be recorded along with any additional comments relating to thecollaborationTotal contact teaching hours *Record the total contact teaching hours for the course. This will be thesum of all lectures, tutorials and labs to be attended. Note this is thetotal for the duration of the course and not the weekly contact hours31 hours + 1 x 7 hourfield tripRationale1. Why is this proposal being made? (eg, internal considerations such as staff changes,extension of research interests, new initiatives in interdepartmental collaboration; externalconsiderations such as developments in the subject or discipline, employers’ needs, nationalpolicies). Please mention student demand for the proposed course.This course is being developed in order to integrate the teaching of Scottish prehistory into ourmainstream curriculum and to eliinate repetition between our first and second year courses.2. Comment on the alignment of this proposed course with the Subject BenchmarkStatement.The Subject Benchmark makes it clear that detailed knowledge of the historical and social contextof archaeology and prehistory is a key context. This course will look at the archaeology ofScotland from this perspective by introducing students to developments in thinking about theprehistory of Scotland and how other cognate disciplines contribute toour understanding of thepast. A further key context of the relationship between theory and interpreting the past will beaddressed by looking at specific themes which are highlighted by archaeological material inScotland. Finally, the course will also provide students with a basis of the ethical and professionalcontexts of the archaeology of this country3. Indicate the links between teaching and research in the proposed course.Each member of staff teaching on this course has undertaken fieldwork and research into thearchaeology of Scotland.4. Is this an additional course, or is it a replacement course?

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This course replaces Archaeology 2A: Ancient Europe (ARCA08010)5. What are the steps needed to secure external validation, if appropriate?Course Aims and Objectives1. What balance of knowledge, understanding, skills and attitudes or values does thecourse aim to achieve?This course aims to provide a sound foundation of knowledge of the archaeology of Scotland withan understanding of some key concepts and issues relevant to the discipline of archaeology. itaddress primarily issues of archaeological theory and narrative accounts of past societies.2. Do the course aims and objectives complement those of existing courses?SHCA UG Board of Studies, Curriculum ProposalThis course builds on the general introduction given to students in Archaeology 1A and 1B bygiving an in-depth treatment of the archaeology of a specific region. It also provides a foundationfor the second semester course in Archaeology 2B: Analytical Methods in Archaeology which willuse some Scottish material to cover practical and methodological aspects of archaeology.3. If there is overlap with other courses, can duplication of effort be justified?Please also complete section below on ‘Prohibited Combinations’ if appropriateThere is no overlap.Intended Learning Outcomes and Transferable Skills1. Intended Learning Outcomes:2. Upon completion of the course it is intended that students will be able to:3. • produce a sound, properly referenced and concise piece of coursework, in accordance withthe common marking scale;4. • demonstrate an understanding of (i) deep time and chronological frameworks, (ii) the humanimpact upon and relationship to the environment, (iii) the interpretation of material culture and,(iv) an understanding of developments and interactions in human society through time;5. • demonstrate, by way of coursework and examination, awareness of some key themes andideas in archaeological research;6. • demonstrate, by way of portfolio and examination, an ability to read archaeolgical sources in acritical manner and to construct an reasoned argument using archaeological material.7. Transferable skills:Through the completion of the coursework portfolio, the participation in tutorials, field trip andmuseum visit students will be able to demonstrate the following transferable skills:

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-independent gathering of relevant evidence pertaining to a posed problem;-critical consideration of evidence in order to arrive at sound conclusions;-evaluating the work of others, including peers;-presenting evaluations and conclusions clearly in both written and oral form;-independent management of personal timetable, workload and other priorities in order to meetestablished deadlines.8. Comment on the alignment of these ILOs with the descriptors for the relevant SCQFlevel:These ILOs align well with SCQF level 8 requirements and demonstrate:.-a broad and detailed knowledge of the archaeology of Scotland-some knowledge of key issues and themes in archaeology-an understanding of scholarly processes-an ability to evaluate and critically discuss archaeological material-an ability to convey complex ideas and arguments through discussion and written workStudent Intake1. At what students is the course aimed?Archaeology intending honours students although and is also offered to undergraduate students asa foundation level outside course.2. Are there additional attainments needed to undertake the course (eg, certain IT competences,knowledge of a foreign language)?No3. What is the minimum number of students the course must attract if it is to be viable?SHCA UG Board of Studies, Curriculum Proposal4. What is the maximum number of students which can realistically be accommodated?Content of the Course1. Please outline the indicative teaching programmeWeek 1: Introduction and chronological overviewWeek 2: Environmental historyWeek 3: First settlers and human interaction with environment.Week 4: Farming village communities of the NeolithicWeek 5: Megalithic monuments of the NeolithicWeek 6: New technologies- the ages of metalWeek 7: Emerging complex societies in the Late Bronze and Early Iron AgesWeek 8: Hillforts and farmsteadsWeek 9: Celtic peoplesWeek 10: A clash of civilisations- the arrival of the RomansWeek 11: Themes in historical archaeology2. Can the topics be handled on the basis of the presumed previous knowledge and experience ofstudents?Yes3. Is the content within the expertise of the staff available?YesPre-requisites, Co-requisites and Prohibited Combinations

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These will be recorded as a set of ‘rules’ following course approval that will be validated during thecourse enrolment process.Pre-requisite requirements will be printed in the Course Catalogue within the DRPSPre-requisitesStandard pre-reqs for this level in this Subject AreaOr other (please specify):Archaeology 1A and Archaeology 1BCo-requisitesProhibited CombinationsCannot be taken with Archaeology 1AVisiting Students PrerequisitesStandard VS pre-reqs for this level in this Subject AreaOr other (please specify):Normally Archaeology 1A/1B or the equivalentOrganisation of Teaching1. What teaching methods will be used (eg, number and frequency of lectures and/or tutorials,practical, laboratory or field work)?Two 1-hour lectures per week, one 1-hour seminar/practical per week (starting in week 3) and, one7-hour field trip.2. Beyond participation in timetabled teaching, what independent study activities (and associatedtime commitments) will be expected of students?SHCA UG Board of Studies, Curriculum ProposalIndependent study will include (i) one independent Museum project and, (ii) research and readingin preparation for seminars/practicals3. Comment on the appropriateness of teaching-learning strategies proposed in the light of:programme/course objectives; intended learning outcomes; programme/course content andstructure; the students taking the programme/course; staffing arrangements (includingfrequency and size of tutorial groups, ratio of tutors to students).4. What aspects of the teaching-learning proposed are innovative or enhance existing goodpractice?The field trip, the independent museum project and the coursework portfolio allow students toengage with different aspects of the discipline and to present their learning in a non-standardformat.5. Have checks been made for potential timetable clashes with other relevant courses?YesTeachability1. Discuss the course’s ‘teachability’. There is a legal obligation to promote disability equalityand to consider the needs of disabled students when proposing and delivering courses.

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For useful advice and guidance on ‘teachability’, please consult www.teachability.strath.ac.ukThis course will be taught following School and University guidelines on accessibility andteachability.We welcome students with disabilities and aim to make the course accessible to all.Course handbooks, lecture and practical outlines will be available in a range of formats and on webCT. Lecture and practical outlines will be posted in webCT in advance of classes. Any studentswith additional needs or requirements will be advised in the first instance to contact the School'sStudent Support Office who will direct the student to the appropriate member of academic staffand/or the University's Disability Office.Student Assessment and Guidance1. Components of Assessment, ‘Parent’ course *Provide details of the Components of Assessment used. The length of examinations and itemsof course work should also be stipulated, along with their relative weights as percentages.Coursework (one portfolio of workof 3000-6000 words) = 40%, Exam (one 2-hour exam) = 60%2. Components of Assessment for a ‘Visiting Student Instance’ of this course *Where this course is available to part-year Visiting Students but the Components ofAssessment are different from above, provide details of the VS assessment.As above3. Comment on the alignment of these Components of Assessment with the descriptors forthe relevant SCQF level.The components of assessment for this course allow students to demonstrate:-detailed knowledge of the archaeology of Scotland-an outline knowledge and understanding of some research concepts and theories in archaeology-an ability to undertake some critical analysis of sources and archaeological material-an ability to communicate ideas and complex information through seminars and coursework-an ability ot work independently and, to manage their time and resources4. How will coursework, examinations (including class exams) and any other assessed work betimetabled?SHCA UG Board of Studies, Curriculum Proposal5. What provision is made, where appropriate, for resit examinations or for resubmission ofcoursework?Suitability to take resit or to resubmit coursework will be decided by the Archaeology Board ofExaminers. All previously unsubmitted coursework should be submitted by a deadline set by the

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Board of Examiners. The resit mark will be based on the resit exam mark (60%) and thecoursework mark (40%).6. How will the course be externally examined?Through the Archaeology Board of Examiners system7. How will students be kept regularly informed on their progress?Students can discuss progress with their tutors, lecturers or the course convenor.8. What help with difficulties will students be given?Students can consult tutors or course convenor for advice and help with difficulties.Feedback and Evaluation1. How will the effectiveness of the course in meeting its objectives be determined?Through the annual course evaluation and School QA procedures2. What feedback will be sought from students and others (eg, those involved in teaching)?Feedback from students will be welcomed through the SSLC and by the annual coursequestionnaire.3. What course monitoring procedures will be followed?As aboveResource Requirements1. Will the course require significant new resources or additional funding?No2. How will the course be staffed (including provision for tutors)?Staff from within Archaeology3. What lecture theatres and other teaching space will be needed and what laboratory, computingor other facilities will be required?Lecture theatre and seminar rooms4. Are there any other significant resource implications?No5. Any costs to be met by students?This should be consistent with the Scottish Executive (SE)/Scottish Higher Education FundingCouncil (SHEFC) guidance. In particular, charges should not be levied for goods, services orfacilities which comprise core provision as defined by SE/SHEFCCost of field tripSHCA UG Board of Studies, Curriculum ProposalDocumentation1. In addition to standard course documentation made available to students, external examiners,staff running other related courses, Directors of Studies and to other Colleges (if appropriate),what other steps, if any, will be taken to outline and publicise the course?In addition to the course handbooks and the entry in DRPS this course will be made known tostudents and staff through the normal School advertising and publicity.Indicative Bibliography1. This indicative bibliography should identify the core library resources for this course. Pleaseinclude any which are not available in University Library

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This course has been taught as a first year course for over 20 years in the University so allnecessary books are already available.Mode of Study and ExaminationsDefault Course Mode of Study *These values are used to identifywhich students are expected to beexamined (for examination timetablingetc) and/or whether the student isattending classes.Classes & Assessment incl centrally-arranged examsClass onlyClasses & Assessment excl centrally-arranged examsExam only (centrally-arranged)Default delivery period *This is not necessarily the actualdelivery period on a year-by-year basis.Once a course is approved, a coursedelivery or multiple deliveries arecreated to record the actual deliveryperiod for each instance of the courseSemester 1Semester 2Full yearMarking Scheme * Version 2 (excl MBChB and BVM&S)Taught in Gaidhlig? * NoCourse Type * DissertationStandardYear-abroadExam Information Summative Exams1st Sit Diet Month: 1st Sit Assessment Result DueDecember JanuaryApril/May JuneResit Diet Month (if any): Resit Assessment Result DueAugust SeptemberExam Duration in hours and minutes2 hours zero minutesSpecial requirements e.g. fixed date/time, specific roome.g. computer lab; double desks; common content withother exams (specify the other exams by code) etcFor input by Course Secretary after course approval:SHCA UG Board of Studies, Curriculum ProposalExam Paper Code/NameStationery Requirements e.g. script book specificationse.g. 2x20sides; graph paper; pencils/rubbers etc

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