ࡱ> ceby 9bjbj 4P{{1,,,,$P<,!<g> !!#!#!#!#!#!#!$#&HG!ggG!\!999!!9!!99r}T} ~$:_R !r!0!&&} } & |9G!G!9!& :  NEW! Interdisciplinary, Cross-faculty, Study at Warwick In 2012/13 second and third year undergraduates across the University will be able to work together by choosing one or two of three 12-15 CAT interdisciplinary modules. These modules are designed to help you grasp abstract and complex ideas from a range of subjects, to synthesise these into a rounded intellectual and creative response, to understand the symbiotic potential of traditionally distinct disciplines, and to stimulate collaboration through group work and embodied learning. We will be running a series of taster sessions so that you can see what you will be signing up for. Spaces are limited so register quickly with IATLs Office Manager, Amy Clarke: Amy.Clarke@warwick.ac.uk The three taster sessions will run as follows: Forms of Identity (IL001): Wednesday 9th May at 11am in the Reinvention Room at Westwood. Please details below for Academic Writing for the Media (IL003): Wednesday 9th May at 10am in the Reinvention room at Westwood. The module itself will run in the autumn term 2012, from 10am-12pm on Tuesdays. Navigating Psychopathology (IL002): Wednesday 9th May at 12noon in the Reinvention Room at Westwood. The module itself will run in the autumn term 2012, from 2.30-4.30pm on Tuesdays. Forms of Identity Dr Nicholas Monk Spring 2013 Description The module examines and illuminates Identity through a variety of approaches of different disciplines. A rich and pluralistic appreciation of Identity will be relevant to all Warwick graduates in their personal and professional lives. Please note that this module will be co-taught with our partner university in Australia, Monash, and the University of Central Lancashire. The module will run in the newly refurbished teaching rooms in the Ramphal Building, and will feature joint sessions with both partner universities using the latest video-conferencing equipment available to the University. For this reason, and owing to differing term dates in Australia, the seminars will be taught at the following times on the following dates: Week 1, 2 sessions: 8am-10am, 5th March, and 8am-10am 7th March. Week 2, 2 sessions: 8am-10am, 12th March, and 8am-10am 14th March. Week 3, 2 sessions: 8am-10am, April 23rd, and 8am-10am, April 25th. Week 4, 2 sessions: 8am-10am, April 30th, and 8am-10am, May 2nd. Finally, Week 5, 2 sessions: 8am-10am, May 7th, and 8am-10am, May 9th. This is an exciting chance to participate in the first example of a new and experimental module that connects undergraduates in three different institutions. nb: the teaching sessions will be filmed and used for reflection The module aims to encourage students to: Build an interdisciplinary appreciation of Identity, both through content and also experience of different disciplinary approaches to the subject Investigate in detail the means by which identities are formed, changed, or imposed as seen through the lenses of different disciplines Develop a wide interdisciplinary understanding of Identity as (a) major cultural and social theme/s, text/s, object/s, idea/s Make connections between their own discipline/s and the object of study, Identity, and so devise original research questions Develop an awareness of how their subject knowledge and disciplinary approach can be made accessible to wider publics Explore the relationship between the mind and body in the formation of identity Beyond this, the module seeks to illuminate notions such as the nature of individual identity broadly, national identity, bodily identity, gender identity, racial identity, and spiritual identity. Seminars, reading, and practical exercises will support students in reflecting on these major issues, as well as encouraging them to consider the increasing prominence of consumer, hybrid, border, and marginal identities, and the notion that identity can shift, that it can be fragmented, and that a variety of identities can exist simultaneously. Structure The core design is that each week a subject specialist will deliver 60 minutes of disciplinary grounded material; this section is followed by a further 60 minutes in which the students and module leader will develop the learning in an interdisciplinary style, including using the weeks set text/film. The module leader will attend all of each session, to integrate and stimulate the interdisciplinary learning. There will be an introductory and a concluding session with the module leader; there will also be a two-hour tutorial session devoted to helping the students prepare a creative and critical performance-based workshop in Week 10, which will receive formative assessment. The teaching and learning approach will embody an interdisciplinary emphasis, using IATLs Open-Space Learning pedagogies balanced by methods, including reflection and discussion, with which students are more likely to be familiar. Indicative weekly topics Introduction to Forms of Identity History and Identity Narrative and Personal Identity Organisational Identity, Brand and Reputation National Identity (Reading Week) Creating Identity through Ensemble and Participatory Learning Identity and Mental Health Social Constructions of Identity Conclusion(s) Assessment For 15 CATS: 3500 word essay (60%) + 1000 word reflective journal (40%) For 12 CATS: 2500 word essay (50%) + 1000 word reflective journal (50%) Academic Writing for the Media Dr Catherine Hanley, Dr Autumn 2012 Nicholas Monk Description The premise of this module is that academic work (of whatever discipline)needs to be communicated to the public. This communication can take many forms - academic book, book for the general reader, articles in specialist journals, features in broadsheets, short pieces for newspapers or magazines, radio and TV work, blogs, etc. All of this increases the impact of academic work on public life, increasing public awareness of, and engagement with, academic issues. Each different medium has its own particular style and strictures, but in every case the writer needs to keep the integrity of the academic content while making it accessible, whether their own background is in medicine, manufacturing, business, economics, politics, law, history, literature, etc. The ability to present complex discipline-specific information in a clear and concise manner will be relevant to all Warwick graduates in their personal and professional lives. The module aims are that students should: build an interdisciplinary appreciation of high-quality academic research and how to convey it to the general public; investigate in detail the theoretical background to academic journalism; develop an understanding of the different forms of media through which academic research can be disseminated; devise original research questions and explore how the results can be presented in a variety of forms; develop an awareness of how their subject knowledge and disciplinary approach can be made accessible to wider publics; learn how to critique their own writing and edit it appropriately for different audiences. Structure This module will contain a mixture of the theoretical and the practical, and will involve colleagues from across the University (both discipline-specific and writing-specific). The core design is that each week a subject specialist will deliver 60 minutes of disciplinary grounded material; this section is followed by a further 60 minutes in which the students and module leaders will develop the learning in an interdisciplinary style, including using the weeks set material. The module leaders will attend all of each session, to integrate and stimulate the interdisciplinary learning. The module will consist of nine two-hour sessions, plus a two-hour tutorial as examination preparation, for no more than thirty students from across the Universitys Departments. The teaching and learning approach will embody an interdisciplinary emphasis, using ensemble teaching. Indicative weekly topics: 1. Introduction: communicating academic research. (Dr Nicholas Monk and Dr Catherine Hanley, IATL) 2. Bringing academic work to the attention of the media. (Peter Dunn, Communications Office) 3. Academic blogging / using the web and social media. (Professor Mark Harrison, Economics) 4. Writing popular science. (Professor Ian Stewart, Mathematics) 5. Dealing with media mismanagement of academic research. (TBC) 6. Using the same research data for different types of writing: the example of Human Rights. (Dr James Harrison, Law) 7. Writing reviews. (Dr Paul Prescott, English) 8. Editing and sub-editing. (Dr Catherine Hanley, IATL) 9. Academic writing for TV and radio. (TBC) 10. (Examination preparation tutorial) Assessment For 15 CATS: 2-hour examination (50%) + portfolio of five pieces of work (50%) For 12 CATS: 2-hour examination (50%) + portfolio of three pieces of work (50%) Navigating Psychopathology Dr Matthew Broome Autumn 2012 Description: This module will focus on a critical account of the development of psychiatry and mental health as a branch of neuroscience. The module will be multi-disciplinary and will draw on intellectual history, history of medicine, sociology of medicine and neuroscience, psychiatry, neuroimaging, neuropsychology, neuroscience, psychoanalysis, philosophy and literature. The module will show how wider intellectual and cultural movements have impacted upon medicine, neuroscience and psychiatry. It will also seek to make explicit the limitations of a purely neuroscientific conception of mental health and psychopathology. The module will think about how such a change in how mental illness is studied and viewed can have further and wider effects. One is a pervasive idea that if a mental state has a biological correlate then that somehow increases the likelihood of it being a disorder: this will be explored in relation to the creation of new diagnoses and medicalization of areas of life. It will also be argued that given the normative elements that determine psychopathology, as well as non-neural inputs into mental states, that a fully-fleshed out neuroscience will fail to capture what psychopathology is wholly. Finally, the module will end with the role of the therapist and doctor and reflect how such roles are being affected by the paradigm of neuroscientific psychiatry. Aims Students by the end of the module should be able to: Understand and use elements of different disciplinary languages that interface around psychiatry and neuroscience. Recognise the different disciplinary uses of evidence, argument, and documentation Become aware of different ways of conceptualizing mental disorder and the critiques of those conceptions. An appreciation of how mental illness has been viewed in the 20th century by history and literature, with an emphasis on recent developments in cognitive neuroscience. Knowledge of major paradigms in psychology and philosophy relevant to understanding psychopathology. Reflect on their own and others creative and analytical processes Communicate with their peers and with academics. Work within teams and successfully collaborate on short- and module length projects Use research tools and resources, including specialist archives, and reference material correctly Articulate arguments orally and through well-argued essay writing, supported by wide reading and research Manage time to meet a series of deadlines as an individual and team member Develop collaborative skills (across disciplines) of listening, giving and receiving feedback, and achieving resolution Make productive links between theoretical ideas and practical applications, and appreciate the practical value of learning There will be a taster session Wednesday 9th May at 12 noon in the Reinvention room at Westwood. 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