Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OB | 4 | A |
This subject has no prerequisites, although its completion is recommended once the 1st, 2nd and 3rd Bachelor's degree years have been passed, when the students enrol in the last 60 credits or less to finish the Degree.
The main goal is that students show that they have the capacity to establish relationships between different subjects of the degree. It has an eminently professional character. This implies that it must be an original work in which students develop their ability to address current psychological problems with the appropriate disciplinary methodologies.
The Bachelor’s Degree Final Project is carried out autonomously, based on a topic agreed with the teaching staff that will supervise its completion.
Generically, three types of Bachelor’s Degree Final Projects can be defined: (a) systematic review, (b) empirical research, (c) professional work or intervention project.
Theoretical work or systematic review: it is a work that provides an update on the state of the art around a topic in Psychology proposed by the teaching staff, following the guidelines of a systematic search.
Research: a work that arises from empirical research to answer some current and applied research questions in psychology proposed by the teaching staff.
Professional work or project of intervention: a work that advances a project to contribute to the improvement or enhancement of a given problem of any scope in psychology, based on the theoretical and empirical knowledge of the discipline.
The Bachelor’s Degree Final Project course does not have direct teaching activities. That is why the virtual classroom is the space to exchange information between the coordination team and the student, in addition to being the space to submit the various different assessments that are set during the course. It is essential, therefore, that the student consults the virtual classroom periodically, as well as the email address associated with it, to guarantee that they receive all the necessary information to undertake an effective follow-up.
To undertake their Bachelor’s Degree Final Project, students will have to submit a request for their preferences in relation to the topics proposed by the faculty (which will supervise their work). The proposed topics represent the different optional subjects on the degree. After careful review, the faculty will assign the final bachelor's topic for each student.
The methodology of the undergraduate project is divided into monitored work, independent work, and evaluation activities.
The supervised activity consists of two different formats: on the one hand, there are 6 hours of monitored sessions scheduled from the start (divided into 4 sessions), and which should be carried out by all students who are undertaking the Bachelor’s Degree Final Project; On the other hand, the student can apply for up to 6 hours more of follow up tutorials, which will be agreed upon between the student and the Supervising teachers. The supervisory sessions programmed are training in nature and in some cases will also be assessed, since they must serve to assess the competences corresponding to the task.
Three different stages can be distinguished in the Bachelor’s Degree Final Project in Psychology: an initiation stage during which the work is specified and proposed (workload of approximately 25 hours of student work), a development stage of the work (workload of approximately 75 hours), and an end and closing stage culminating in the presentation of a report and the public defence of the final work (workload of approximately 50 hours).
The six attendance-based sessions will be divided into three stages. During the first compulsory session (S1, on the 2nd week of the first semester), the coordinating team of the course will present detailed information to all students about the specific Bachelor’s Degree Final Project procedures, as well as the schedule of the main milestones to provide the student with an overview of the course. The second compulsory session (S2, to be held approximately in weeks 5 and 7 of the first semester), corresponds to the supervising faculty, and should serve to establish the specific objective of the work, and the follow-up methodology. The third compulsory supervisory point (S3, approximately in weeks 11 and 13 of the first semester) will serve to evaluate the progression of the project, and will therefore have an assessment character as well being training. At the fourth compulsory supervisory point (S4, approximately between weeks 2 and 3 of the second semester), the progress/development of the Bachelor’s Degree Final Project will be evaluated in order to determine which state the project is in and help with the last stage to prepare the final assessment assignment to be submitted.
The final assessment will include a fifth compulsory session of final supervision of the work done (S5, approximately between weeks 10 and 11 of the second semester), the writing of an executive summary aimed at non-experts on the subject and a press release for dissemination, all of them compulsory assessments. Finally, in the sixth compulsory session, students must undertake an oral presentation of their Bachelor’s Degree Final Project in a joint session with other students who will have worked in related subjects (S6, during Week 15 of the second semester).
Each type of Bachelor’s Degree Final Project will require that the student develops and applies a series of specific and transversal competences, among all those that are part of this subject, which will be reflected in some 30 learning outcomes to be evaluated during their execution, and which will be communicated to the student at the start of the academic year.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different formation and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Supervised | |||
Non scheduled supervision | 6 | 0.24 | 42, 27, 7, 47, 48, 44, 4 |
Presentation | 1.4 | 0.06 | 37 |
Scheduled supervision | 6 | 0.24 | 26, 18, 6, 12, 13, 14, 15, 16, 19, 20, 25, 8, 31, 30, 2, 35, 32, 34, 44, 45 |
Type: Autonomous | |||
Autonomous work | 134.1 | 5.36 | 3, 26, 5, 12, 13, 17, 14, 15, 16, 28, 46, 42, 9, 19, 20, 23, 24, 25, 8, 27, 1, 7, 31, 30, 38, 36, 2, 35, 34, 47, 48, 39, 44, 45, 43, 41, 11, 4 |
Five assessments are programmed: the first three corresponding to the project stage and the last two to the diffusion of the work done. All assessment documents must be handed in through the virtual classroom.
Assessment 1a (Project) and S3: The students must submit a written assessment on the project they wish to undertake, answering questions from the supervisory faculty. Weight of 15% in overall assessment. QD1: weeks 11-13
Assessment 1b (development) and S4: The students must submit a written assessment on the introduction and methodology of their work, and answer the questions of the supervisory faculty in relation to the development of the work and the planning of the results. Weight of 20% in overall final assessment. QD2: weeks 2-3
Assessment 1c (final report) and S5: The students must submit a written assessment in the form of the final report and answer questions from the supervisory faculty. Weight of 30% in overall final assessment. QD2: weeks 10-11
Assessments 2a and 2b (executive summary and press release): The students must submit the written assessment of the executive report and the press release that will be evaluated by a member of the faculty (who must not be in any case the person who has supervised the work). In general, these assessments have a weight in the final score of 15% (10% for the executive report, and 5% for the press release). QD2: week 13
Assessments 2c and 2d (S6: oral presentation and peer-assessment): Students will have to do a 5-15 minute oral presentation of their work (depending on the format), using audio-visual support, a poster or another format (in this last case, it should be approved by supervisory faculty and/or the coordinating team), the file must also be submitted via the virtual classroom. This assessment will be evaluated by the same person as assessments 2a and 2b, and will have a weight of 20% in the final grade. In this presentation, the student must also evaluate otherclassmates that present in the same session, following the same guidelines as the teaching staff evaluator. Peer assessment must be submitted via the virtual classroom after the session and although this 2nd assessment does not directly affect the final grade, failure to submit peer assessments will result in a half point penalty of the total grade. QD2: weeks 15-16
In order to pass the Bachelor’s Degree Final Project, students must:
a) Undertake the four follow-up sessions with the supervising faculty in person (except exchange students, who could do it virtually), one in each of the four stages programmed (S2, S3, S4 and S5).
b) Obtain at least 3.25 points (of the 6.5 possible) on the project (assessments 1a, 1b and 1c)
c) Undertake the presentation corresponding to assessment 2c (S6) and submit, by the set deadlines and via the virtual classroom, the documents corresponding to all mandatory assessments (1a, 1b, 1c, 2a, 2b and 2c)
d) Obtain a final grade of 5.0 points or more in the total of all assessments
e) In the event of any breach of these requirements, the overall mark that will be stated will be a maximum of 4 points.
The assessment is designed to show whether the student proves certain competences at different times of the process, it is understood that it is important to determine the state of these competences at those specific moments when they are assessed. The final grade is obtained by the sum of the scores reached over time and it is representative of the achievements at each moment, it is understood that the moment to demonstrate each achievement is not indifferent, and that each one has its moment.
Re-assessment is continuous and is included within the development of the course. It is not contemplated at the end of the course.
Students who have submitted assessments with a weight equal to or greater than 4 points (40%) cannot be classified on file as "non-evaluable".
EV2a and Ev2b must be undertaken and submitted individually (I), regardless of whether the Bachelor’s Degree Final Project is undertaken in pairs (P). Not doing so implies a penalty in the grading for these assessments.
Ev2d must be undertaken and submitted individually, regardless of whether the Bachelor’s Degree Final Project is undertaken in pairs. Not doing so implies that it will be considered as not submitted, and the final mark will have a - 5% penalty.
Link to the guidelines of assessment of the Faculty of Psychology 2019-20 (approved in Permanent Board of 06.05.2019): https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assessment 1a: Project | 15% | 0 | 0 | 3, 40, 19, 23, 22, 21, 24, 25, 27, 31, 30, 29, 38, 36, 33 |
Assessment 1b: Development | 20% | 0 | 0 | 26, 42, 9, 21, 8, 7, 31, 38, 36, 2, 35, 32, 44, 11 |
Assessment 1c: Final report | 30% | 0 | 0 | 10, 26, 18, 6, 12, 17, 14, 15, 16, 46, 9, 19, 20, 25, 8, 7, 38, 36, 32, 34, 47, 48, 44, 45, 11, 4 |
Assessments 2a and 2b: Written communication | 15% | 0 | 0 | 5, 17, 15, 16, 46, 1, 38, 37, 35, 48, 39, 41 |
Assessments 2c and 2d: Oral presentation | 20% | 2.5 | 0.1 | 18, 6, 5, 13, 17, 15, 28, 9, 38, 37, 32, 39, 44, 43, 41 |
Textbook:
Equip coordinador del TFG de la Facultat de Psicologia (2019). Manual del Treball de Fi de Grau (TFG) de la Facultat de Psicologia. Grau de Psicologia i de Logopèdia (UAB). Document accessible a l'aula virtual de l'assignatura i al web de la facultat.
General readings:
APA (American Psychological Association). (2010). Publication manual of the American Psychological Association (6th ed.) [4ª reimpressió]. Washington, DC: Autor.
Bassi Follari, Javier Ernesto (2016). La escritura académica: 30 errores habituales y cómo abordarlos. Quaderns de Psicologia, 18(1), 119-142. http://dx.doi.org/10.5565/rev/qpsicologia.1342
Bassi Follari, Javier Ernesto (2017). La escritura académica: 14 recomendaciones prácticas. Athenea Digital 17(2): 95-147. http://dx.doi.org/10.5565/rev/athenea.1986
Clanchy, John i Ballard, Brigid (1992). Cómo se hace un trabajo académico. Guía práctica para estudiantes universitarios. Zaragoza: Prensas Universitarias de Zaragoza.
Creme, Phyllis i Lea, Mary (2003). Writing at University: A Guide for Students. Maidenhead, Berks: Open University Press.
Dintel, Felipe (2003). Cómo se elabora un texto. Todos los pasos para expresarse por escrito con claridad y precisión. Barcelona: Alba Editorial, 2ª ed.
Ferrer, Virginia, Carmona, Moisés i Soria, Vanessa (Eds.) (2013). El Trabajo de Fin de Grado. Guía para estudiantes, docentes y agentes colaboradores. Madrid: McGraw Hill.
Golanó, Conxita i Flores-Guerrero, Rordrigo (2002). Aprender a redactar documentos empresariales. Barcelona: Paidos.
Román, Arquimedes (1992). Informes para tomar decisiones. Madrid: Deusto.
Sancho, Jordi (2014). Com escriure i presentar el millor treball acadèmic. Barcelona: Eumo.
Sarafini, María Teresa (2007). Cómo se escribe. Barcelona: Piadós.
Walker, Melissa (2000). Cómo escribir trabajos de investigación. Barcelona: Gedisa.
Links to develop linguistic, communicative and writing competences:
http://www.upc.edu/slt/comcomunicar/
http://wuster.uab.es/web_argumenta_obert/
http://comunicaciencia.unirioja.es/
http://www2.udg.edu/biblioteca/Comcitardocuments/tabid/23146/language/ca-ES/Default.aspx
http://www.uab.cat/doc/llenguatge