INQUIRY AND DESIGN - 2017/8
Module code: PSYM033
UZZELL D Prof (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Lecture Hours: 22
|Assessment type||Unit of assessment||Weighting|
Prerequisites / Co-requisites
Environmental psychologists are often required to work with professionals as well as researchers from other disciplines, such as the engineering and environmental sciences, the design professions or other social sciences. This course aims to prepare you for such multidisciplinary work providing you with an understanding of the opportunities as well as difficulties of working across disciplinary borders. Environmental psychologists are also often called upon for their expertise in a wide range of environmental settings – this course will introduce you to the concept of the practitioner-researcher, i.e., the psychologist who uses their research training and skills to investigate or provide critical insight on a variety of people/environment situations.
The Inquiry and Design module aims to integrate research training with the theories and substantive findings of environmental psychology. Whereas the module Key Questions in Environmental Psychology has a theoretical focus, examining foundational work in environmental psychology, this module focuses more on multidisciplinary methodological issues, and exploring and understanding the concept of the ‘practitioner-researcher'
This will be done by exposing students to examples of client centered research in order to illustrate practical issues surrounding the planning, design, management and dissemination of research. The module will draw on case studies that will not only provide an insightful understanding of the practical problems which arise when undertaking research, but it will also illustrate a range of methods central to contemporary environmental psychology research, and applicable in different settings, e.g. urban, rural, domestic, retail, office, recreational, transport, public space. There has been a trend in recent years for environmental psychologists to work in multi-disciplinary teams, and this module will also discuss the opportunities and benefits that this generates, as well as some of the difficulties
|To be trained in problem analysis and formulation, intervention, assessment and evaluation as appropriate to a range of environmental settings in order to enable them to conduct empirical research of their own. (C, K, T, P)||KCPT|
|To be able to develop interpersonal, technical and creative skills required for their effective transition to the world of work by providing opportunities to take personal control of their own development, promoting individual and team working, enhancing decision making skills||KCPT|
|To be aware of cognate disciplines, including but not exclusively, architecture, planning, design and environmental sciences in order that they are aware of the perspectives and orientations of these disciplines and can engage in a mutually informative dialogue||KCPT|
|To be able to model a professional approach to colleagues and potential clients mindful of equality issues and acknowledging human rights of those with whom they come into contact||KCPT|
|To be able to link theoretical and empirical questions to social and environmental issues with a view to understanding the practical applications and action implications of environmental psychological theories and empirical findings||KCPT|
|To be able to communicate results to others within the social sciences and the professional world of architecture, planning and environmental science||KCPT|
|To be knowledgeable about procedures and practices for the ethical conduct of research||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
Translating research client derived problems into theoretically-driven research questions
The planning and design of research projects
Working in multidisciplinary settings
Conducting applied research for clients
Preparing and writing client focused recommendations
Examples of research projects include conflict on shared-use routes; people’s behaviour in fires and emergency situations; fear of places and spaces; the communication of risk in restorative environments. In addition there will be invited speakers who will be either researchers with an international reputation in environmental psychology research, or former graduates from the course who will talk about how they have applied what they have learnt on the course to their current employment.
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Equip students with the professional and paractical skills to enable them to undertake a piece of environmental psychology research with confidence, using a variety of methodologies, such that they will be able to engage with a client in terms of negotiating a brief, plan, design and manage a research project, including staffing and budgets, as well as subsequent dissemination of results and impact.
The learning and teaching methods include:
Practical workhops in which students will be required to choose a methodology, design a research project answering a specific research question, and then prepare a poster that outlines their project. They will then make a presentation of their project to the class. In preparation for the second assignment, students will conduct a small-scale study in which they collect and analyse data using their project design. The workshops will begin with a lecture session providing instructions on the process.
2 hour seminar x 11 weeks. This will involve a combination of lecturing and group exercises.
128 hours independent study. This will involve a combination of reading, and data collection and analysis for the assignments.
The assessment strategy is designed to provide students with the opportunity to demonstrate
their problem analysis and formulation, intervention, assessment and evaluation as appropriate to a range of environmental settings
their ability to conduct empirical research of their own.
Their interpersonal, technical and creative skills
Their awareness of cognate disciplines
Their ability to link theoretical and empirical questions to social and environmental issues
to be able to communicate results to others
to be knowledgeable about procedures and practices for the ethical conduct of research
Thus, the summative assessment for this module consists of:
Report 1: A poster outlining their proposed project– 50% (addresses learning outcomes: 1, 2, 3, 4, 5, 6) Submission: Week 9
Report 2: a short empirical report based on the results of their study, but concentrating on reflections of their experience – 50% (addresses learning outcomes: 1, 2, 3, 4, 5, 6, 7) Submission: Week 12
Students will conduct presentations during the sessions and will receive formative feedback.
Peer and tutor feedback on the presentations
Reading list for INQUIRY AND DESIGN : http://aspire.surrey.ac.uk/modules/psym033
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.