Postgraduate Course: Conservation Psychology (BIME11130)
|School||Deanery of Biomedical Sciences
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Not available to visiting students
|Summary||The aim of this course is to equip students with an understanding of conservation psychology and how it can be used as a tool to improve the effectiveness of conservation messages.
Despite decades of effort, there is still a long way to go to improve people's conservation values and crucially, reduce environmentally destructive behaviour. With a growing global population and associated demands on the environment, that need is unlikely to change.
Conservation psychology (CP) is a new and little known label for interdisciplinary work that aims to improve the effectiveness of conservation messages. It has the potential to modify the way conservation practitioners approach campaigning, specifically by moving away from urging people to care and become environmentally literate. Instead, CP advocates a focus on changing behaviours through i) understanding and utilising cultural and social norms and ii) ensuring people feel that they, their government or campaigners, can really make a difference.
A disconnect exists between the theory and application of CP, so its utility is not widely appreciated. This course aims to bridge that research-application gap by describing CP principles and inviting students to apply this knowledge to a proposed campaign.
Weekly lectures will begin by looking at the definition and key principles of conservation psychology, moving on to consider its application in developing effective conservation campaigns and how appropriate a tool it is in this respect.
Student Learning Experience
Study materials are released on a weekly basis, providing an overview of the study topic, suggested reading materials and key questions that address the learning outcomes for the course. Students are expected to split their time between independent study and interacting with peers and course tutors on the discussion boards in order to fully explore the topic and their understanding of it. Summative written and online assessment will test knowledge and understanding of the learning outcomes, as well as the ability to communicate with others in a variety of ways. Both assessed and non-assessed online discussion fora provide further content and reflection, and students are expected to engage with group discussions for both learning and assessment purposes.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Seminar/Tutorial Hours 10,
Online Activities 25,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Summative assessment consists of an online element worth 40% and a written element worth 60% of the total marks.
||Comprehensive written feedback is provided for each assessed element individually with 15 working days of the assessment deadline. Students are expected to reflect on their feedback, to seek additional clarification if appropriate, and to use this to improve on future assignments of a similar nature.
|No Exam Information
On completion of this course, the student will be able to:
- Critically appraise the definition of conservation psychology and demonstrate a deep understanding of its purpose.
- Synthesise information gathered from a wide selection of appropriate literature to present and critically appraise examples of CP research and theory.
- Effectively apply knowledge of CP theory to examples of practice.
- Demonstrate critical understanding of techniques for measuring conservation campaign success.
- Critically evaluate CP as a tool to encourage behaviour change and assess its overall merit in a conservation setting.
Clayton, S., & Myers, G. (2015). Conservation psychology: Understanding and promoting human care for nature (2nd edition). Oxford, UK: Blackwell.
Clayton, S. (2012). The Oxford Handbook of Environmental and Conservation Psychology. New York: Oxford University Press.
Clayton, S., Devine-Wright, P., Swim, J., Bonnes, M., Steg, L. Whitmarsh, L., Carrico, A. (2015). Expanding the role for psychology in addressing environmental challenges. American Psychologist.
Kesev, J. 2003, Thinking through 'conservation psychology': Prospects and challenges. Society of Human Ecology.
Zavestoski, S., 2003, Why Conservation Psychology? Human Ecology Review, v. 10 (2), pp. 184-186.
|Graduate Attributes and Skills
||The study materials provided in this course will enhance the student¿s abilities to search for, read and understand the relevant scientific literature, to use this to support specific arguments and to present the findings in a coherent and appropriate way. They will also develop skills in ICT through the use of an online learning platform, online search engines and word-processing and presentation packages. Online discussion with tutors and peers will develop confidence in communicating with others and the skills to engage in high level academic discourse. The independent study aspect of the course will enhance the student¿s abilities in time-management and self-motivation.
|Course organiser||Ms Sarah Greenwood
|Course secretary||Mr Andrew Le Tissier
Tel: (0131 6)51 4075