Programme And Module Handbook
 
Programme Specification


Date Specification Approved 10/04/2015
College College Arts and Law
School History and Cultures
Department History
Partner College and School
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title B.A. History Full-time
Programme Code 6954
Delivery Location Campus
Language of Study English
Length of Programme 3 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme This programme provides students with the opportunity to study the human past in an intellectually challenging environment in order to enhance knowledge and understanding of historical events and processes, as well as to develop analytical and critical capacities of a high order. Though the programme concentrates on medieval and modern Europe including Britain and Ireland (c.400-c.2000), considerable attention is also paid to global history, particularly that of Africa and North America. Students will be able to study history of varying types and approaches, including at least some of the following: political, social, economic, cultural, religious, military and diplomatic. The programme aims to produce graduates with an enthusiastic appreciation of the past, the skills with which to research and analyse the past, an ability to engage critically with historical debates, and an informed appreciation of the historical context for issues of current interest and concern. The wide range of reasoning, communication and organisational skills acquired from this programme equips graduates to pursue further study or employment as historians, but is also readily transferable to a large number of professions and other careers.
Lectures supply and contextualise foundational information, serve to enthuse students, and direct further reading; Seminars facilitate the exploration of historical debates, allowing for evaluation of the existing historiography and/or primary source evidence, as well as encouraging students to develop their own arguments; individual and group research projects allow students to engage with primary sources, consolidate and develop further analytical skills, and evaluate particular debates; Virtual Learning Environments, especially Canvas, act as a platform for enhancing blended, student-driven learning Documentary work at all levels develops cognitive and analytical capacities to engage critically with primary and secondary source evidence in order to evaluate historical arguments. Students engage with historical theory and methodology indirectly in optional and core modules (particularly, Group Research and dissertation work) but these issues are also dealt with explicitly in Practising History and History in Theory and Practice. The aim is to encourage a facility for analytical and conceptual abstraction. The range of detailed studies on offer (e.g. Options, Advanced Options, Special Subject) enhance students’ awareness of difference and similarity in historical events and processes over time and space. The range of assessment methods listed below allows students to focus on problem-solving in a way that develops their interrogative skills, confidence in historical inquiry, facility with relevant analytical concepts, and intellectual autonomy.
Dedicated ‘skills’ modules at levels C and I (Practising History; Group Research; Professional Skills Module; Research Methods) offer explicit guidance and support for practical and transferable skills named below. The dissertation provides a clear opportunity to consolidate and implement these skills at an advanced level. Furthermore, these skills are fundamental elements of every module at all levels of the programme; throughout the programme appropriate guidance and support are supplied by module convenors and/or module tutors. Students are also encouraged to take advantage of training offered by the University Library and Information Services in the use of bibliographical search tools and applications for IT. Regular submission of written work, as well as seminar preparation and discussion, improves reasoning, communication, organisational and time-management skills, while Group Research or its alternative, the Professional Skills Module (involving a work placement), has particular value in developing the skills necessary for effective teamwork. Progress Review Tutorials provide a regular context for self-evaluation and personal academic reflection.
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
the primary trends in the political, social, economic, cultural and religious development of Europe and the wider world during the medieval and modern periods
a broad body of historical information characterised by geographical range and chronological depth with special attention to Europe and the wider world
a range of sources available to historians (including textual primary evidence) and an awareness of their limitations
the historiographical development of core debates in history, and an appreciation of the reasons for continued controversies
the core analytical skills deployed by historians, including skills of interpretation, corroboration and evaluation
conceptual, theoretical and ideological influences on historical events and on their interpretation, with particular emphasis on political, cultural and socio-economic development
Lectures supply and contextualise foundational information, serve to enthuse students, and direct further reading;
Seminars facilitate the exploration of historical debates, allowing for evaluation of the existing historiography and/or primary source evidence, as well as encouraging students to develop their own arguments;
Individual and group research projects allow students to engage with primary sources, consolidate and develop further analytical skills, and evaluate particular debates;
Virtual Learning Environments, especially WebCT, as a platform for enhancing blended, student-driven learning
Note: in all of the above, the principles of Enquiry-Based Learning are adhered to as far as possible; indeed, the level C module `Practising History¿ and Level I module `Group Research¿ were specifically designed with Enquiry Based Learning strategies and principles in mind.
Written formative and summative coursework of varying length and type, from short source exercises to essays of up to 3000 words each;
Collaborative research projects;
Individual and collaborative oral presentations;
Unseen timed examinations
Independent dissertation research project
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Cognitive/intellectual skills: display awareness of and empathy for historical context
assimilate and synthesise historical evidence
understand the process of historical validation and its limitations
evaluate historical evidence and arguments
draw reasoned conclusions from contested historical evidence
formulate questions and hypotheses of interest and importance to historians, including those which entail comparative analysis over time and /or space
evaluate and apply historical concepts and models;
understand relevant methods and concepts from other related disciplines, such as, for example, archaeology, economics and sociology, and apply them where appropriate to the study of history
exercise intellectual autonomy
Practical/transferable skills: record information accurately and efficiently
work confidently with elementary IT packages aimed at supporting the retrieval, storage, analysis and presentation of information
interpret and analyse information of various formats and types, including printed and non-printed texts
identify, collect, synthesise and evaluate information from a range of sources
plan and execute a research project both independently and as part of a group
communicate ideas and arguments effectively both orally and in writing;
exercise disciplined imagination in response to problems
display intellectual flexibility in the face of reasoned argument
work effectively under time-constraints
work constructively as part of a team
show a capacity for independent working
engage in self-evaluation in order to construct and pursue individual learning goals and personal development objectives
Lectures, seminars, individual and group research projects or work placements and virtual learning environments
Written formative and summative coursework of varying length and type, from short source exercises to essays of up to 3000 words each;
Collaborative research projects or work placements;
Individual and collaborative oral presentations;
Unseen timed examinations
examination
Independent dissertation research project