Sociology

UCAS code: L300

Here's what University of Chester says about its Sociology course.

Through studying Sociology at Chester, you will be given the skills and support you need in order to develop a ‘sociological imagination’ of your own. You will be introduced to cutting-edge research and theoretical perspectives that will help you to challenge dominant understandings of social problems, issues and debates.

Our teaching team has a wide range of backgrounds and experience. Modules are written by staff in line with their research interests and include areas such as inequality and the welfare state, race and racism, gender identity and the body, globalisation, sustainability, protest and social change. How is ‘globalisation’ reshaping the world we live in? What are the major social divisions and conflicts affecting society today? How does the mass media influence our perception of these conflicts and divisions? These are just some of the questions that you will be asked to think about while studying Sociology at Chester.

Check out "visit our course page link" underneath the provider information section at the bottom of this page for the most up-to-date information about what you will be studying.

This course is delivered in three terms of ten weeks each. In each term, students study 40 credits comprised of either one or two modules. Scheduled contact hours range between approximately six and ten hours per week, depending upon level of study and the complexity of the material being taught. This course is primarily delivered in-person, with some online learning. You can expect to take part in interactive sessions comprising of lecture content, task-based workshops and peer-led seminar discussions.?

As a student, you will be involved in the design, delivery, and experience of your learning at university, recognising the importance of student agency and co-creation in education. Opportunities to collaborate in you learning process include; student representation; feedback mechanisms; student-led workshops and seminars; collaborative curriculum design; peer teaching; project-based learning (such as negotiated title coursework or dissertations); learning communities (these are groups or cohorts of students who take several modules together, fostering a sense of community and shared learning. You will often have input into how these communities are structured and operate); digital platforms (platforms where students can share resources); inclusive teaching initiatives (such as workshops or discussions around making the curriculum more inclusive, where student input is crucial).

Outside of timetabled teaching, you should expect to spend an average of 30–34 hours per week on independent study, which might include undertaking weekly asynchronous learning activities for each module, undertaking wider reading, using the University’s library, tutorial time with staff, working with peers, and preparing work for summative assessments.?

There will be a broad range of assessment methods to optimise learning and skill development for a diverse range of learners with unique needs and preferences, and to enable students to build a wide array of skills to thrive in the workplace. These will include formative assessment such as group tasks and discussions where students can receive feedback from lecturers and their peers to build their confidence and skills. Summative assessment will include written coursework, such essays (short and long form), summaries and critical reviews of literature and/or policy, case studies/ reports, and writing for public as well as academic audiences. In addition, summative assessment will focus on visual, verbal and practical skills, encompassing, for example, posters, presentations and Q&A discussions.

You will be given ongoing support with assessments throughout each module, in addition to being guided on how to utilise past feedback. We continuously review the assessment methods used in order that they put our students in the best position for graduate level employment.