In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice during the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module to introduces students to the philosophy, historical foundations and development of the sub-discipline of environmental psychology; to expose students to the major theoretical formulations and models in the area of environmental psychology in order to provide a conceptual underpinning to inform their approach to research and practice; and to provide the students with an awareness of the array of qualitative and quantitative methods employed in environment-behaviour research.
GATERSLEBEN Birgitta (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C880
Module cap (Maximum number of students): 30
Overall student workload
Workshop Hours: 11
Independent Learning Hours: 106
Seminar Hours: 11
Guided Learning: 11
Captured Content: 11
Prerequisites / Co-requisites
Indicative content includes an overview of some of the key questions in environmental psychology and will address: environmental aesthetics, privacy and personal space, crowding and territoriality, perspectives of place, environmental restoration and ergonomics.
The module will also enable students to apply these topics to the specific environments such as residential environments, work environments, hospitals, public spaces by analysing such environments and drawing on environmental psychology theories and evidence to support their analyses.
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||PRESENTATION||25|
For assessment 1 - a written individual presentation - slides with notes
The assessment strategy is designed to:
- provide students with the opportunity to demonstrate their knowledge of the historical and philosophical development of environmental psychology place theories.
- their ability to evaluate theoretical and empirical works critically
- to communicate research results to those within the social sciences and other cognate disciplines
- to self-reflect in support of personal and professional development via constructive feedback.
- to link theoretical and empirical questions to social and environmental issues with a view to understanding the practical applications of environmental psychological theories and empirical findings
- to evaluate assessments and interventions across a range of people and place settings
- to develop an understanding of how to conduct empirical research of your own
- to identify procedures and practices for the ethical conduct of research.
Thus, the summative assessment for this module consists of:
- Oral presentation and reflection analysing a space from an environmental psychology perspective (assesses learning outcomes 1-7)
- Essay (2,000 words) discussing selected theoretical theories and empirical evidence in environmental psychology literature (assesses learning outcomes 1-7)
Throughout the module students will be asked to critically discuss topics, to examines and analyse existing environments and design interventions and present their ideas to the class.
Feeback will be given in class through discussions and responses by peers and teaching staff on formative presentations and discussions.
- Provide students with an awareness of key topics in Environmental Psychology literature
- To provide students with insight into the key theoretical formulations on people-environment issues and the quantity and quality of evidence available for those theories
- To enable students to develop evidence based design interventions grounded in environmental psychology theory and research
|001||Develop in depth understanding of key environmental psychology topics and their application for design, architecture and planning||K|
|002||Read and review both theoretical and empirical works critically and apply this skill to your own work||T|
|003||Communicate research results to those within the social sciences and other cognate disciplines||PT|
|004||Self-reflect in support of personal and professional development via constructive feedback||P|
|005||Link theoretical and empirical questions to social and environmental issues with a view to understanding the practical applications of environmental psychological theories and empirical findings||P|
|006||Evaluate assessments and interventions across a range of people and place settings and begin to conduct empirical research of your own||P|
|007||Identify procedures and practices for the ethical conduct of research||P|
C - Cognitive/analytical
The learning and teaching strategy is designed to: - enable students to develop evidence based design and planning solutions to real world environmental problems - provide students with insight into the key theoretical formulations on people-environment issues and the quantity and quality of evidence available for those theories. - enable students to develop evidence based design interventions grounded in environmental psychology theory and research.
The learning and teaching methods include: - 2 hour seminar x 11 weeks. This will involve a combination of lecturing and discussion.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PSYM142