| Unit name | Genetics, society and education |
|---|---|
| Unit code | EDUCM0081 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Ingram |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
The science of Genetics has always had significant implications for how individuals think about themselves and society. Genetics has indirectly influenced education policy in the past and might to do so more overtly in the future, as the social impacts of contemporary genetics become more pervasive. This is controversial issue, in terms of both the science as well as its sociocultural impacts.
The debate about whether and how genetics should be considered in the planning and practice of education is vigorous and is influenced by ideological and political viewpoints. The debate is equally vigorous in the fields of healthcare and social policy making.
The debate is partly being conducted in popular media, including social media, which use particular lenses to focus the debate to particular ideological positions. This adds to the intensity and importance of the debate.
This unit aims to
• provide sufficient knowledge and understanding of genetics to students to be able to appraise contemporary research papers in genomics as well as their recontextualisations in popular media.
• empower students to make constructive contributions to the debates in education, healthcare and social policy making.
1. Gain confidence in thinking about principles of genomics and behavioural genetics.
2. Understand the historical and political antecedents of the current debate about genetics and education.
3. To understand the ideological drivers of popular discussion of genetics in the popular media and social media.
4. Gain confidence in understanding research papers and their representations in the popular media.
5. Critically evaluate the reliability, validity and relevance of these sources.
6. Assimilate information from a variety of to develop an informed personal perspective on the controversy.
7. Communicate effectively a reasoned argument, and the evidence underpinning it, in both written, poster and oral form.
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, tutorials, reading and discussions
Oral presentation and powerpoint of the topic chosen for the assignment (30% of the marks, ILOs 1-7). The presentation will be a maximum of ten minutes.
Assignment 3000 words. The assignment will develop one biological, socio-cultural or historical aspect of the unit. It will present the issue and critically evaluate the evidence for the topic, (70% marks, ILOs 1-6)
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0081).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
