Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[best]
Compilation (for printing) of pages on Studying psychology as a visiting student
This compilation was assembled on
23 December 2024.
Last changed
13 Sept 2012 ............... Length about 3,000 words (24,000 bytes).
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/resources/foreign.html.
The visiting student liaison for the
Psychology department/school
is Lorna Morrow.
(This page is maintained on her behalf
by Steve Draper.)
(A single combined page for convenient printing is here.)
To find out the room a lecture course is to be held in, my advice is:
Consult, on the day before the first lecture, the
online timetables
(or
my hand-made alternative entry to them).
Lorna Morrow is
the organiser / liaison faculty member of the School of Psychology
for students who are visiting from abroad: that is, JYA/exchange students
and others who are visiting Glasgow University while mainly registered at a
university in some other country. This now includes
Erasmus/SOCRATES students visiting from the EU (who may also wish to look at
this page and the
University notes on Erasmus);
and home students (i.e. already studying psychology at Glasgow university) who
want a year abroad away from here (e.g. in USA or Germany).
This page collects some links and tips about this part of my job i.e. about my
understanding of what is involved for foreign students visiting this
university and doing some psychology.
This page may change as I improve my grasp of the issues.
The main difficulty you are likely to face in understanding what psychology
courses to take is that our teaching is fundamentally not designed as a set of
standalone courses of a single standard size on the North American model. For
instance, the most important practical and course-work is not part of the
individual modules, but done (by home students) separately. The modules
themselves thus mostly have no coursework or practical work as part of them.
Another of the consequences is that getting registered for the courses you take
here is likely to be more of a nuisance for you than the registration
processes organised in many US universities. That is not only because we may
be less computerised than your home institution, but because you
are selecting courses of a quite different kind, in quite different
combinations, to the home students, for whom the process is different.
Here's a few notes on the terminology (actually, vile jargon) used here.
The problem is that you may not be familiar with the way we use words like
"course" or "level" or "professor" here; that it is probably often a silly
way, though terms elsewhere are no more rational, just different;
but you have to understand them or you can't understand the information we do
actually provide.
Our local or home students do 4 year degrees, and we refer to these as level
1, level 2, level 3, and level 4. Levels 3 and 4 and also referred to as
"Honours classes", as opposed to "Ordinary classes" (levels 1 and 2).
HOWEVER the university catalogue now uses "level" to mean something
different e.g. "Level 3 (SCQF level 9)".
If you have done a good Introductory Psychology course before coming here, we
expect you to do our Level (year) 3 and 4 courses, all of which are listed in
the catalogue as "Level 4 (SCQF level 10)" courses; and NOT the ones listed
in the catalogue as level 3, which are less demanding and which are not used
by our home students who want a qualification recognised by professional
bodies.
The University recently reorganised, abolishing departments, and in many
cases renaming them "schools" or else merging them into schools. If you see or
hear someone say "department" then first assume they mean the school of the
same name, then assume they refer to a subject group embedded within some
larger school. I haven't found a convenient web representation of this, but if
puzzled you could look at my
rough notes on this.
There is no agreed use of the word "course" at this university. You are
likely to find many people who say there is, but in fact they don't agree with
each other. You may find it used for everything from a whole degree programme
down to a tiny element worth a few credits or less. The same may apply to
"module", "option", etc.
The word "paper" here not only may, but is more likely to, refer to an exam
rather than to writing a long essay as coursework. Thus here people may talk
of a student taking 5 papers for their finals (meaning 5 separate exams).
In North America, the three main grades of university teacher are Assistant,
Associate, and full Professor. Here, they are generally called Lecturer,
Senior Lecturer, and Professor.
This university has gone over from terms to semesters. If you
hear someone say "term" they now probably mean "semester". Semester 1: from
late September until Christmas. Semester 2: from January onwards.
Our local or home students do 4 year degrees, and we refer to these as level
1, level 2, level 3, and level 4. Levels 3 and 4 and also referred to as
"Honours classes" (cf. "upper division"), as opposed to "Ordinary classes".
Roughly speaking, you may take the whole of our level 1, level 2, or level 3
courses; or you may take any mixture selected from most of our level 3 and
level 4 elements.
Note that the what the catalogue calls
"Level 3 (SCQF level 9)" courses, which have course codes in the 3,000 range,
are not intended nor normally suitable for visiting students.
By far the most detailed information is in the school/department's course
handbooks ("course information documentation"), which gives almost lecture by
lecture specifications of the course contents, and which are available on the
web (see below).
I maintain a listing of psychology
courses for visiting students. This attempts to be an up to date version
of what is in the catalogue, shows which are available to visiting students,
and may have better information on which courses are not running this session.
The University catalogue of officially approved
courses.
I also have, and try to maintain with up to date accurate information, a
listing of the course codes for psychology courses
that we offer to study-abroad students. This is mainly important for
administration.
A note on assessment policy is available.
Basically, students here in semester 2 will mostly do the same assessment as
home students (usually exams in May), while students leaving earlier are most
often assessed by extra term papers.
Finding us:
Lorna Morrow
How to
find Lorna and the dept./school
the main psychology dept./school website
How to find the course administrators / secretaries: just find the dept./school:
then the first offices inside the main door.
School's page about Erasmus and the
University page about Erasmus
The university office for year abroad students:
general web page,
and the key person
Colette McGowan
(also here,
or if necessary
here).
My attempt at an up to date catalogue-like
listing of the courses Psychology offers.
University catalogue:
course list with summary descriptions. It may list some courses that are
approved but not running this year.
List of the course codes for psychology courses.
Assessment policy
The department/school handbooks:
The handbooks are most valuable for giving detailed course contents (almost
lecture by lecture). They also give the days, times, and places of
classes. They do not give course codes, credits, and the assessment details
in them apply only to local students, and not to year abroad students.
They are normally available from the department/school office ready-printed; but are
also available on the web as fairly large (0.5Mbyte) PDF files, which can
be printed out 2 document pages per side of printer-paper, and double-sided.
Print off a blank timetable
to use in figuring out how to fit your classes together.
See here.
- All courses in level 3 and level 4 (except for critical reviews) are now 10
credits each. Level 3 courses generally run for one semester; but level 4
courses run for half a semester only. Bear that in mind when looking at the
times/days they run.
- Course descriptions/catalogue
The catalogues give only very brief descriptions of courses. Full
details, with aims and objectives for each lecture, are in the course
handbooks. These are also available as PDF files on the web (see the web
address above).
- Room/time changes
It is best to check the times and especially the places (rooms) of lectures
online just before the first lecture of the course:
http://www.psy.gla.ac.uk/students/index.php.
The handbook goes to press before courses start, and room changes do
sometimes occur.
- Two warnings about our course timetables.
- Level 3 timetable: may be hard for you to understand: lectures
do not follow a regular weekly pattern,
unlike other courses. The printed timetable shows calendar weeks vs. day/time
slots: and to follow a course, you need to scan to find all 13 slots (e.g.
"COG1 .. COG13") for a course, spread across 11 weeks or so.
However the online timetable has a
format available
that can show you how the lectures for a given module fall in terms of the
normal pattern of weekdays
vs. time of day.
- Level 4 timetable: our level 4 courses run for only half a semester each
(5 weeks of 2 hour sessions); so that each course runs either in the first or
second half of the semester.
- Psychology portal (VLE)
You are likely to find useful downloads such as slides from lectures, and
other material, on the department/school "portal" (effectively, a Virtual Learning
Environment). This is at:
portal.psy.gla.ac.uk.
You will need a password that works on it, and this will be emailed to you.
(Your login name on the portal is your student ID number with an appended
letter from your name?) I hope this will be arranged
automatically for you, but if not don't hesitate to follow the instructions
on its home page to send an email to get someone to fix it for you.
- Emails and other announcements to the class
e.g. about the reading party, registration classes, etc., frequently do not
apply to visiting students, only to those majoring exclusively in psychology.
Staff making such announcements do not remember that there are a few other
students to consider.
- Email list for visiting students
You should be entered (automatically, perhaps after a delay) on an email
list for visiting students doing one or more courses in psychology.
If you want to contact other students like this you could email directly to
these lists:
"foreignL3 AT psy.gla.ac.uk" for those doing at least one level 3 course.
"foreignL4 AT psy.gla.ac.uk" for those doing at least one level 4 course.
More information on these lists
Information about exams and term papers is dealt with
on my assessment page.
Lorna Morrow is also available for you to consult about all written work for
the department (including essays, lab reports, etc.), at all levels.
Don't I have to do lab work?
Practical work for our home students is done in separate projects, not
associated with modules.
Shouldn't I have assignments to hand in?
No, except for the minority of level 4 option courses that have coursework as
well as an exam.
Won't I get any practice or feedback at exams?
Not unless you organise it yourself. Past exam papers are available in the
library. Home students will have had practice, and will be taking many exams
all in the same format in this department/school.
I'd like to do a psycholinguistics course.
Psycholinguistics material is scattered as elements in:
(level 3) Cognitive psychology
(level 4) Interaction and communication
(level 4) Psychology of reading and understanding
The MyCampus query that gets all data on visiting students (brilliant) is
here. Fill in the term (e.g. "2012") and click "View
results"; then download a CSV version if you like.
Last changed
29 Feb 2012 ............... Length about 2,000 words (15,000 bytes).
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/resources/assess.html.
Assessment for psychology courses for study-abroad students
by Steve Draper,
foreign student liaison for the
Psychology school.
This page is intended for students, staff, and course administrators together.
Here I attempt a clear statement about what Psychology will do for assessment
for visiting "study-abroad" students.
The overall policy is that students will do the same assessments as home
students wherever possible.
If that is not possible, because the assessment is an exam in a semester that
the visitor is not registered and present for, then a term paper will be
substituted (IN ADDITION to any coursework that is part of the modules they
are taking), one for each course taken. This possible substitution of a term
paper does not affect students visiting in semester 2;
nor semester 1 courses that can be examined in December.
Currently the substitution of a term paper for an exam only applies to some of
the level 4 courses:
- Qualitative methods
- Psychological interventions
- CNA: cognitive neuroscience of ageing
- CNIBP: cog. neuroscience: insights into brain plasticity
- Interaction and communication
- Atypical development
- Neuropsychological deficits
Students who are thereby required to sit exams must therefore be here in the
exam periods which are
published by the university, and are roughly (in 2011-12)
7-16 of Dec, and 16 April-18 May.
This means they may not leave Glasgow early for Christmas or a summer break,
take summer jobs that prevent them being here, etc. (This is now the policy
recommended by this University's office for (international) student
recruitment. It is also apparently required by some home universities e.g.
the University of California. The thinking is that students should not be
allowed concessions that are not permitted to home students here, nor would be
permitted at their home institutions.)
Note that some courses (especially in Level 4) have coursework
in addition to the final exam or term paper: see the course
documentation. Failing to hand this in will normally lead to failing the
whole course. Which courses have such coursework is given on page 3 of the
level-4 course documentation, along with the deadlines for coursework which
are unrelated to deadlines for term papers or dates for exams.
Students who would like some advice about doing written work for this
school/department, may consult
Lorna
Morrow about all written work for the school
(including essays, lab reports, etc.), at all levels.
Exam assessment
Students will sit the same assessment as home students as long as they are
registered for the semester in which the relevant exam is held. This
assessment is described in the course handbook for home students, and foreign
students should study this and follow it exactly. In a few cases (e.g. a
Critical Review module) the assessment may be by coursework. In most cases in
Psychology, it is by a single final exam for each course.
For level 3 courses for students only here for semester 1 we will use, not
the exams organised by the university, but "class exams" organised within the
school:
- Level 3: Professional Skills (examined by portfolio)
- Level 3: Social, Human Development, PVC: we will use the "class exam" on 9
Dec. 2011 (organised by Ian Bushnell). Visiting students will attend
the class exam, but have 60 mins., (rather than 45) to answer one
question (from a choice of 4) on each subject that they are taking.
- For level 3 Statistics, we are putting on a special sitting (in class
exam format, which for Stats is the same 2-hour format as the May exam)
for visiting students here only in semester 1 at:
Tuesday 13 December 2011, 3pm-5pm, in room 557, 58 Hillhead Street.
Most level 4 options taught in weeks 1-5 of semester 1
will be examined in the regular University exams in December:
Psy. of Abnormality, Leadership, Psy. of Will, Basics of Joint Attention.
(The other level 4 options in semester 1 will have term papers, as listed
above, and described below.)
For other exams, it is each student's responsibility to find out about what
exams they have to take, and when and where they will be held. Due to
pressure on space in possible exam halls, final announcements about this,
which are done by the
Registry not the school,
are often quite late in the year (e.g. early March for the April-May exams);
although generally exams are in April to May. Students taking exams in more
than one subject area may find they have a clash: it is their responsibility
to detect this, and then immediately to consult with their Advisor about this.
Such crucial information may be posted in various places, but the most
official listing is on the Registry website. Pointers to this site, and to
information about where exam halls are located, are collected
here.
Exam Practice
- The last four years' of
exam papers are available from the library.
- Past class exam papers should be available on
the portal.
- The level 3 "class exam" in January may offer an opportunity for a
practice exam for some level3 courses. In fact it is only partially realistic, as in the final exam
you have one hour per question, but in this "class exam" you have only 30 mins
per question. But it does give you some practice and feedback.
Exam 1 will assess Statistics in an 'open' examination (you may take notes,
books and calculators in - but no statistician friends or family). You must
answer all questions set.
Exam 2 will cover Perception, Human Development, and Cognitive. Single Honours
- you must answer 4 questions, 1 from each section. All other students will
sit that part of the examination which is appropriate to their course. This
gives you 30 minutes per topic, at which point you will leave the examination
hall.
- Students may wish to practise exams at home: pick a past exam paper, and
try to sit it under simulated exam conditions at home. If they take their
answers from this to the staff member running the relevant course, they should
be able to ask for feedback on the spot.
Exams: Summary To-Do for students
Find out which exams you will take by consulting
this page for level 3 courses and/or the handbook.
Consult the Registry web site, noticeboards etc. near the time to find out
the time and place of each exam.
Check for clashes between exams in different subjects and take the
initiative in sorting them out.
Exams: Summary To-Do for staff
No special actions required. Foreign students will be examined in the same
way as home students.
Assessment by term papers
Students who are here for only the first part of the academic year will mostly
be assessed (in addition to any coursework required for that module) by
special term papers instead of exams, one for each course taken. These will
be about 2,500 words long, will normally be decided by the staff member giving
the course, available from the course administrator who posts them on the
portal by half way through the
course, and will be due by the end of the semester
i.e. before the school closes for Christmas;
in this case by Thursday 15 Dec. 2011.
The questions should normally be from past exam papers, as QA requires that
they have been vetted by the External Examiner.
It is the responsibility of each student to obtain these questions from the
course administrator. Currently, these are posted as they become available on
the psychology portal: from the home page look in the side menu for "Visiting
students" and click "information". (http://portal.psy.gla.ac.uk/)
Half way through the course is a reasonable time to receive them.
They should be word processed to the same standard as other student work in
this school (see the course handbook). In brief: 2,500 words each,
A4 paper, point size 10 or bigger, a standard font e.g. Times, a cover sheet
explaining comprehensively what this piece of work is, the essay question being
answered, and the course it is for. Additionally, two copies of each paper
are required.
Both copies should be handed in, not to the lecturer, but to the course
administrator dealing with that course e.g. Karen Pirie for level 3 courses
and Lynda Young for level 4 courses.
Staff will receive the papers for marking at the end of semester, and should
return them marked on the normal school marking scales by the start of the
following semester. All translation of grades from our scales to other scales
will be dealt with elsewhere.
Term papers: Summary To-Do for students
The essay topics should be posted on the portal (see above).
Nominally available by half way through the semester.
If not, enquire of the course administrator (personally or by email) on each
course for the topic for the term paper.
Hand both copies of your answer into the course administrator by the end of the semester. Clearly label each paper with the course, your name and student
number, and that this is a "term paper by a visiting student".
Term papers: Summary To-Do for lecturing staff
For every level 3 or 4 course running in semester 1, decide on a topic
and send it (either email of dropbox) to the relevant course secretary saying
what course it is for. Consult with any other lecturers on that course. Set
one question per course. Mid-semester is a reasonable time for this: earlier
is better.
The questions should if possible be from past exam papers, as QA requires
that they have been vetted by the External Examiner.
Just check that the one you choose is still covered by the course this year.
There is no need to give students a choice: this is not an unseen exam.
If you don't have past papers to hand, you can get them online from the
library: see
here.
If asked for topics by a foreign student, tell them to collect them from
the course secretary (and refer to them to this web page).
When you receive the scripts from the course secretary at the end of
semester, mark them by the start of the next semester and return them to her.
Term papers: Summary To-Do for admin. staff
When topics (questions) for term papers are sent into you, keep a record
not just of what the question is, but WHO set it (as you will need to send the
answers to that lecturer for marking).
Post them on the portal.
Foreign students should get the questions from there.
If no topic has been set, email the staff member(s) and remind them; and
get me to pursue them further.
When answers are handed in by the students, these term papers should be
treated rather like critical reviews: records kept of what was handed in (and
when); the standard marking scale sent out with it; one copy of the essay kept
in the office and the other sent for marking; one reminder sent IMMEDIATELY at
the start of the January semester about overdue marks; a reminder a week later
to me on the state of play, for me to follow up on.
Administration
Students will normally be registered using the same course codes as home
students. Obviously for students staying a whole year and being assessed in
the same way as home students, this will work normally. For shorter stay
students, Registry is now set up to detect automatically that a student is
leaving early, and to send to the school a results return (pink and white)
form listing those students at the appropriate time (and not to ask again in
June for results for those students). This depends on their Advisor (Colette
McGowan) having entered in the correct codes marking them as leaving early.
We should check that by a careful enough scrutiny of the records
through MyCampus. Any Registry return forms should be sent to me.
The essays should be kept, and made available (together with the marks given)
for the examiners' meetings later in the session.
Exam/course results
Use MyCampus.
This allows students to see their results immediately they have been accepted
by Reigstry, from anywhere in the world.
MyCampus will also allow students to change the address to which paper
notification of results is posted.
Semester 1 Level1 20 credits
psych-1001
Semester 2 Level1 20 credits
psych-1002
The course provides an introduction to the main areas and concepts of
Psychology. The course also teaches practical skills involved with experiments
on human subjects. Communication skills are also encouraged by means of
tutorials.
These courses are subject to numbers limits, but currently there are places
available.
Visiting students may take the second course without having taken the first.
Semester 1 Level2 30 credits
psych-2010
Semester 2 Level2 30 credits
psych-2011
These courses are subject to numbers limits,
but currently there are plenty of places.
The same broad areas are covered as in level 1, but to a markedly deeper
level. The topics in the labs are much more varied than in level 1.
It builds on the foundations laid in Psychology 1 to broaden and,
especially, to deepen your knowledge of the subject area so that by the end of
the course you will be able to summarise and discuss the theories and findings
of psychologists who have conducted research in such areas as Abnormal,
Cognitive, Developmental, Psychobiological and Social Psychology, the
Psychology of Personality and of Perception and Applied Psychology. Through
the practicals and tutorials it develops such transferable skills as the design
of experiments in the behavioural sciences, the writing of research reports
and the discussion of results presented in such reports. It aims to increase
your awareness of the many different ways in which the methods and results of
Psychology are applied in the world outside the laboratory.
See the course handbook for details, and the breakdown of topics between the
semesters.
Semester1. Level 3 (Non Honours) 30 credits
psych-3003
This course is not offered to visiting students.
Semester1,2. Level 3 (Non Honours) 30 credits
psych-3004
This course is not normally offered to visiting students.
Semester1 or semester 2. Level3 7.5 credits each
pscyh-4056
This course is subject to numbers limits, and currently we are not normally
offering them to visiting students.
Semester1 Level3 10 credits
psych-4002
In this module we will cover important issues within the topics of memory,
language and decision making.
Semester2 Level3 10 credits
psych-4003
This honours core course aims to introduce students to those aspects of the
philosophy of science relevant for psychological research. It then reviews the
recent history of Psychology in the 19th and 20th centuries and to explore
this in the context of major schools of thought in Psychology. Students will
learn to link present day research with the underlying historical debates.
They will also be introduced to the varying systems and theories which still
inform modern Psychology.
Semester1 Level3 10 credits
psych-4006
This module provides a review of the developmental changes particularly in the
womb and early childhood, and presents the most relevant research and theories
in this field. In particular it deals with face perception, theory of mind,
early neuro development, and prematurity.
Semester2 Level3 10 credits
psych-4039
To build on the study of theories of personality covered at Level 2 by
elaborating on some of these and introducing a series of specialist topics
within the area of personality studies. To inform the students on current
statistical thinking in psychometrics and individual differences. To
familiarise the student with the concepts of biological variation and explain
tests of neurological function.
Semester1 Level3 10 credits
psych-4008
This module describes the processes involved in human visual processing,
provides a theoretical background of important issues in perception and
relates the theoretical issues to our practical experience of how we perceive
the world.
Semester2 Level3 10 credits
psych-4009
Part 1: This module will cover the development of the nervous system. In
addition it will discuss the role of genetics and the emergence of behaviour.
Part 2: To provide a basic understanding of methods used, in the study of
human autonomic, endocrine and skeletal muscular psychophysiology and a
critical appreciation of theoretical and practical problems and applications
to the study of specific psychological phenomena.
Semester1 Level3 10 credits
psych-4011
Through lectures, workshops, tutorials and practical exercises, to develop
awareness of and raise the level of those skills required when working within
the broad framework of psychology and when seeking entry to the profession or
to an alternative career.
Semester2 Level3 10 credits
psych-4036
This module provides a broad-based understanding of classic and contemporary
psychological theory and research in the Social Psychology of Attitudes.
Following the course, students will be able to select and apply in research
contexts the main methods of attitude assessment - to criticise the major
theoretical models of attitude development, organisation and change - and to
apply their knowledge of theory to experimental and 'real-life' problems in
the area of attitudes.
Semester1 Level3 10 credits
psych-4037
To provide an understanding of the inferential statistics appropriate to the
analysis of psychological data through the framework of the General Linear
Model. In addition, students will gain practical experience with the
statistical programming platform "R".
Semester2.2 Level4 10 credits
psych-4013
This course aims:
1) To present the most recent discoveries regarding the developmental changes in brain morphology during the
teenage years and how this relates (or not) to behavioural changes, especially
in the executive and social domains.
2) To trigger reflection about the methodological issues as well as the social
impact of developmental cognitive neuroscience.
Semester2.1 Level4 10 credits
psych-4050
The aims of this course are to introduce and equip students with research
ready skills in advanced qualitative methods and analysis. The course aims to
support students to acquire a critical understanding of core issues in
qualitative methods and analysis inclusive of; the role of epistemology,
design, data collection techniques, process of analysis, write up
considerations and awareness of rigour and quality.
Semester1.2 Level4 10 credits
psych-4051
This course aims to provide an analysis of the nature, origins, developmental
course and provision for atypical development. It will examine the origins and
identification of different forms of atypical development and investigate the
psychological and social impact for children. It will critically evaluate
theories and research related to the psychological development of children
with physical disabilities, developmental psychopathologies and gifted
development.
Semester2.1 Level4 10 credits
psych-4014
This course aims To introduce students to the broad range of current research
on autism spectrum disorders (ASDs).
By the end of this programme students will:
- be aware of the advantages and disadvantages of current definitions of
ASD and diagnostic techniques.
- be able to critically assess current psychological/cognitive theories
of ASD.
- be able to critically assess current neural theories of ASD.
- have a detailed knowledge of potential causes of ASD
- have a detailed knowledge of the social and scientific importance of
ASD.
Semester1.1 Level4 10 credits
psych-4015
The aims of this module are threefold:
Firstly students will learn how humans and non-human primates establish a
"shared view of the world" with their conspecifics. Secondly students
will engage with recent findings in cognitive neuroscience research related to
this topic and will learn how to critically evaluate different neuroimaging
paradigms. Thirdly, students will improve their verbal presentation skills by
presenting a research article to their peers
Semester2 Level4 10 credits
86JD
This course will not run in 2012-13 due to staff changes.
Semester1 Level4 10 credits
86JU
This course will not run in 2012-13 due to staff changes.
Semester1.2 Level4 10 credits
psych-4018
This course will survey recent advances in understanding the brain-behaviour
relationship through non-invasive transcranial brain stimulation, complemented
by classical neuropsychological and modern neuroimaging approaches. Rather
than focusing mainly on functional deficits, the course will highlight
paradoxical (sometimes productive) effects of stimulation/lesions in healthy
participants/patients and use these observations as windows to introduce some
of the key aspects of brain organization.
Semester1.2 Level4 10 credits
psych-4019
This course provides an introduction to the field of cognitive ageing, with a
particular emphasis on age-related neuronal changes. Examples from the
literature will be discussed, showing how the structural and functional
alterations of neuronal networks affect cognitive performance in healthy and
pathological ageing.
Semester2 Level4 10 credits
86JZ
This course will not run in 2012-13 due to staff changes.
Semester2.2 Level4 10 credits
psych-4022
This course introduces some of the biggest published effects in teaching
methods in higher education, such as Mazur who increased the amount learned on
his level one course by a factor of nearly 3 times.
It then introduces several important educational concepts from the
literature applying to higher education (HE): Laurillard's model, deep and
shallow learning, Perry's model. It requires students to apply these to
specific course designs, and use them to critique those designs; but equally,
to critique the theories by identifying concerns and issues not covered by the
theories.
Semester2.2 Level4 10 credits
psych-4023
Functional brain imaging has become an essential tool in Biopsychology and
Neuroscience that has changed the way we think about the brain today. This
course aims to give an in-depth introduction to the basics of functional
magnetic resonance imaging (fMRI). The course will cover physical and
physiological basics of the fMRI-signal, experimental strategies, and analysis
principles.
Semester2.1 Level4 10 credits
psych-4024
This module looks at ways that psychology can contribute to the legal system,
informing the evidence process, witnessing and the courts.
By the end of this course students will be able to :
- Understand the problems involved in recognizing people in
circumstances related to wrongdoing
- Understand empirical research designed to establish the factors
relevant to improving both human and machine face recognition
- answer questions about psychological profiling from the contrasting UK
and USA perspectives
- answer questions about geographic profiling as a strategic information
management system employed to support serial violent crime investigation,
examining both quantitative (objective) scientific geographic techniques and
qualitative(subjective) components e.g. a reconstruction and interpretation of
the offender's mental map
- answer questions about the contribution of psychology to the detection
of deception in the legal process
- develop an informed opinion about the impact of neuroscience on our
understanding of criminal responsibility
Semester2 Level4 10 credits
86JG
This course will not run in 2012-13 due to staff changes.
Semester2 Level4 10 credits
86KB
This course will not run in 2012-13 due to staff changes.
Semester2.1 Level4 10 credits
psych-4027
The course will explore recent research on linguistic communication and
interaction. It will consider both one-way communication and two-way
communication. It will also explore non-linguistic forms of communication,
such as graphical communication and communication with manual gestures. The
course will provide a thorough foundation enabling the student to understand
specific processes of human communication.
Semester1.1 Level4 10 credits
psych-4028
The aim of this course is to develop students understanding of language
processing and theories of meaning. Different methodological techniques will
be explained and we will consider the different empirical questions these
techniques afford. The neurophysiology of language will be discussed and we
will consider current explanations of language related components, e.g. N400
and P600. We will also discuss our understanding of shallow processing,
pragmatics and framing effects in language comprehension.
Semester1.1 Level4 10 credits
psych-4029
These lectures explore aspects of research and theory in the area of
Leadership with an emphasis on how research can be applied.
By the end of this course students will be able to:
- have a credible view about what leadership is and how it is different
from management.
- have a credible view about why after thousands of years of interest
and very many years of systematic research, we do not appear to be close to
really understanding why some people succeed as a leader and others do not?
- have a credible view about whether or not leadership is inborn or can
be developed in individuals.
- answer questions about how people's views of leadership have
altered across time and what the main kinds of leadership theories are, along
with their strengths and limitations.
- answer questions about what evidence there is that there are specific
traits that are universally found in good leaders.
- answer questions about how theories of psychopathy may be relevant to
leadership.
- answer questions about how the situation or context can alter the
effectiveness of particular leadership styles.
- answer questions about what is meant by New Leadership approaches and
how these theories have been developed and applied to real world situations.
- answer questions about how culture can be measured and categorised and
how these categorisations might impact upon leadership.
- answer questions about how different cultures consider leadership and
whether effectiveness as a leader can ever be pan cultural.
Semester2.2 Level4 10 credits
psych-4030
The aims of this module are threefold. Firstly students will learn how
processes of attention and working memory are implemented in the human brain.
Secondly students will engage with recent research articles in cognitive
neuroscience related to this topic and will learn how to critically evaluate
different neuroimaging paradigms. Thirdly, students will improve their verbal
presentation skills by presenting a research article to their peers.
Semester1.2 Level4 10 credits
psych-4031
This course will not run in 2012-13 due to staff changes.
Semester2.1 Level4 10 credits
psych-4032
This course aims to introduce the field of positive psychology. To focus on
the cases where practical exercises for individuals have been shown
empirically to increase well-being. To develop critical thinking by
addressing the nexus of self-help and empirical psychological science.
Overall outline:
This course introduces the relatively new field of positive psychology. It
will focus on the cases where practical exercises for individuals have been
shown empirically to increase well-being, and develop critical thinking by
addressing the nexus of self-help and empirical psychological science. In
fact many of the practical interventions are susceptible to more
interpretations than the one given by their originators, and conversely, some
themes reappear in different ways. For instance, there is work showing that
writing about traumatic events can improve well-being; that writing about
positive events can do so; and perhaps that just reflective writing is what
improves well-being. Topics will include gratitude, both counting your
blessings, and writing gratitude letters to others; exercises to counteract
our tendency to leap from an event to a single (often the worst case)
interpretation and prediction of its effects: both actively counter-reasoning,
and accepting feelings without taking them as valid inferences about the
world; the way happiness depends not only on pleasure but also on
meaningfulness; and the way it depends on time affluence not material riches.
Semester1.2 Level4 10 credits
psych-4033
This course aims to develop students' knowledge in the theoretical
underpinnings and practical application of psychologically bases therapeutic
interventions for a range of disorders;
To develop students' knowledge of the origins, models and methods of art
therapy as an intervention with a wide variety of client groups;
To equip them with the skills relevant to assessing the effectiveness of
present and new psychological interventions.
Semester2.2 Level4 10 credits
psych-4034
The course will examine and evaluate different approaches to understanding and
treating common psychological disorders, such as schizophrenia and depression.
In addition to psychological theories and treatment options, the emphasis in
the course will be on the accompanying biological changes to provide an
integrated overview on mental disorders.
Semester1.1 Level4 10 credits
psych-4035
The aim of this module is to provide an overview of theoretical and
experimental work on the psychology of will. The emphasis is on very recent
results from cognitive psychology and cognitive sciences more broadly. Recent
developments will be related to their historical context. The course provides
an opportunity to discuss will in relation to practical problems in the real
world.
Semester1.2 Level4 10 credits
psych-4040
To introduce students to current issues in sleep and circadian rhythms. To
expose students to the variety of subjective and objective methods used to
study sleep and timing. To enable students to critically evaluate case studies
of disorders of the sleep and circadian timing systems. This option will be
taught jointly with clinical staff.
Semester1.1 Level4 10 credits
psych-4012
The aims are:
To introduce students to key topics in the broad area of social cognition;
To demonstrate the social cognitive processes involved in aspects of health
psychology;
To evaluate the social cognitive features of human attraction;
To examine how social cognition varies with culture;
To show how social cognitive processes affect internal thought monitoring.
Semester1 Level4 10 credits
86JS
This course will not run in 2012-13 due to staff changes.
Last changed
16 Aug 2011.............Length about 700 words (11,000 bytes).
(Document started on 18 Sep 2003.)
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/resources/times.html.
You may copy it.
How to refer to it.
Course timetables 2010-11
By
Steve Draper,
Department of Psychology,
University of Glasgow.
This page is about teaching times and timetables for the convenience and
information of myself, foreign students, anyone else. However I have
collected this information myself and it may have errors in: it is NOT
official university information. Please let me know if you detect any
errors.
The department has detailed teaching timetables on the web
here.
Weeks and dates
Teaching weeks are numbered from 1 to 11. The mapping from weeks to dates is
shown on the right.
|
Week |
Beginning Monday the: |
|
1 |
22-09-2008 |
Monday /Start of Semester 1 |
2 |
29-09-2008 |
|
3 |
06-10-2008 |
|
4 |
13-10-2008 |
|
5 |
19-10-2008 |
|
6 |
27-10-2008 |
|
7 |
03-11-2008 |
|
8 |
10-11-2008 |
|
9 |
17-11-2008 |
|
10 |
24-11-2008 |
|
11 |
01-12-2008 |
|
- |
22-12-2008 |
Vacations starts |
- |
|
Christmas Vacation |
1 |
12-01-2009 |
Start of Semester 2 |
2 |
19-01-2009 |
|
3 |
26-01-2009 |
|
4 |
02-02-2009 |
|
5 |
09-02-2009 |
|
6 |
16-02-2009 |
|
7 |
23-02-2009 |
|
8 |
02-03-2009 |
|
9 |
09-03-2009 |
|
10 |
16-03-2009 |
|
11 |
23-03-2009 |
|
- |
|
Easter Vacation |
- |
27-04-2009 |
Exams begin |
- |
22-05-2009 |
Exams end |
|
Course times / dates
Below is a table showing when (which weeks) each course is run: the
time (day, hour each week). However although level 4 courses have fixed
days/times of the week, this is only approximate for level 3 courses which
often have a few times off the main pattern. The first time shown is the main
one (applies in the most weeks). See the course handbooks for exact details.
Although most lectures are one hour at a time, some level 4 courses have 2
hour slots.
The provisional course locations (rooms) are listed in this pdf document:
Lecture rooms (and times).
More up to date information may be in the
online database.
Instructions to finding some are
here.
N.B. the "Time" column reminds you that classes may meet at different times
in different weeks: see the level 3 timetable.
Semester |
Time |
Level |
Credit |
Code |
Title |
1 |
Tues 1-2, Wed 11-12, |
Level3 |
10 |
98EZ |
Cognitive psychology level 3 |
2 |
Tues 1-2, Wed 11-12 |
Level3 |
10 |
98EC |
Comparative learning and cognition level 3 |
1 |
Fri 12-1, Wed 12-1 |
Level3 |
10 |
92VK |
Human development level 3 |
2 |
Mon 1-2, Wed 11-12 |
Level3 |
10 |
90DM |
Individual differences |
1 |
Mon 1-2, Wed 11-12 |
Level3 |
10 |
91JD |
Perception and visual cognition level 3 |
1 |
Wed 12-1, Wed 11-12, Fri 12-1 |
Level3 |
10 |
98PN |
Professional skills level 3 |
2 |
Wed 12-1, Wed 11-12 |
Level3 |
10 |
98PK |
Physiological psychology level 3 |
2 |
Thur 12-1, Wed 11-12 |
Level3 |
10 |
98EB |
Social psychology level 3 |
1 |
Thur 12-1, Wed 11-12 |
Level3 |
10 |
98NZ |
Statistics level 3 |
1 |
varies |
Level3 |
7.5 |
40AA |
Critical Review |
2 |
varies |
Level3 |
7.5 |
40AB |
Critical Review |
1 |
Mon 2-4 |
Level4 |
15 |
90VV |
Abnormal psychology |
1 |
Wed 2-4 |
Level4 |
15 |
90WC |
Alcohol information processing |
2 |
Tues 1-3 |
Level4 |
15 |
90VW |
Applying psychology |
1 |
Tues 1-3 |
Level4 |
15 |
90WB |
Applying psychology to education and computers |
1,2 |
Tues 10-12, Thur 2-4 |
Level4 |
15 |
90VZ |
Biological bases of cognition and its disorders |
2 |
Wed 10-12 |
Level4 |
15 |
90WD |
Cognitive neuroscience of attention and executive control |
1 |
Fri 10-12 |
Level4 |
15 |
90WM |
Cognitive neuroscience of perception |
1 |
Mon 10-12 |
Level4 |
15 |
90WI |
Perception and visual cognition A |
2 |
Mon 10-12 |
Level4 |
15 |
90WJ |
Perception and visual cognition B |
1 |
Thur 2-4 |
Level4 |
15 |
93AV |
Interaction and communication |
1,2 |
Thur 11-12 |
Level4 |
15 |
88KW |
Psychological Interventions |
1,2 |
Fri 1-2, Fri 2-3 |
Level4 |
15 |
90YV |
Social cognition |
Last changed
22 Sep 2014.............Length about 1,000 words (23,000 bytes).
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/resources/fcodes.html.
Course codes for psychology
by Steve Draper,
foreign student liaison for the
Psychology department.
This page is my own records of courses and course codes, plus notes on unusual
ones. It used to be important for visiting students, but nowadays the main
University course catalogue is probably better.
Other / formerly useful links:
Semester |
Level |
Credits |
old Code |
new Code |
Title |
Semester1 |
Level3 |
10 |
98EZ |
psych-4002 |
Cognitive psychology level 3 |
Semester2 |
Level3 |
10 |
86KS |
psych-4003 |
Conceptual and historical issues in psychology |
Semester1 |
Level3 |
10 |
92VK |
psych-4006 |
Human development level 3 |
Semester2 |
Level3 |
10 |
90DM |
psych-4039 |
Individual differences |
Semester1 |
Level3 |
10 |
91JD |
psych-4008 |
Perception and visual cognition level 3 |
Semester1 |
Level3 |
10 |
98PN |
psych-4011 |
Professional skills level 3 |
Semester2 |
Level3 |
10 |
98PK |
psych-4065 (psych-4009) |
Physiological psychology level 3 |
Semester2 |
Level3 |
10 |
98EB |
psych-4036 |
Social psychology level 3 |
Semester1 |
Level3 |
10 |
98NZ |
psych-4037 |
Statistics level 3 |
Semester1,2 |
Level3 |
10 |
40AA |
psych-4056 |
Critical Review |
Semester1,2 |
Level3 |
10 |
40AA |
psych-4057,8 |
Miniprojects for home students |
Semester1,2 |
Level3 |
10 |
40AA |
psych-4054,5 |
Miniprojects for visiting students |
|
|
|
|
|
|
|
|
Semester2.2 |
Level4 |
10 |
86JT |
psych-4013 |
[not running] Adolescent brain development |
Semester1.1 |
Level4 |
10 |
85HN |
psych-4050 |
Advanced qualitative methods |
Semester1.1 |
Level4 |
10 |
85HP |
psych-4051 |
Atypical Development |
Semester2.1 |
Level4 |
10 |
86JB |
psych-4014 |
Autism spectrum disorders |
Semester1.1 |
Level4 |
10 |
86JC |
psych-4015 |
[not running] Basics of joint attention |
Semester2 |
Level4 |
10 |
86JD |
- |
[not running] Brain oscillations in action |
Semester2 |
Level4 |
10 |
86JU |
- |
[not running] Child abuse |
Semester1.2 |
Level4 |
10 |
86JW |
psych-4018 |
Cognitive neuroscience insights - plasticity |
Semester1.2 |
Level4 |
10 |
86JX |
psych-4019 |
Cognitive neuroscience of ageing |
Semester1 |
Level4 |
10 |
86JY |
- |
[not running] Cognitive neuroscience of executive processing |
Semester2 |
Level4 |
10 |
86JZ |
- |
[not running] Colour |
Semester2.2 |
Level4 |
10 |
86JE |
psych-4022 |
Concepts and empirical results in education |
Semester2.2 |
Level4 |
10 |
86KA |
psych-4023 |
fMRI in biopsychology |
Semester2.1 |
Level4 |
10 |
86JF |
psych-4024 |
Forensic psychology |
Semester2 |
Level4 |
10 |
86JG |
- |
[not running] Hearing by eye |
Semester2 |
Level4 |
10 |
86KB |
- |
[not running] Human motion perception |
Semester2.1 |
Level4 |
10 |
86JH |
psych-4027 |
Interaction and communication |
Semester2.2 |
Level4 |
10 |
86JJ |
psych-4028 |
Language and meaning |
Semester1.1 |
Level4 |
10 |
86JK |
psych-4029 |
Leadership |
Semester2.2 |
Level4 |
10 |
86KC |
psych-4030 |
[not running] Networks of attention and working memory |
Semester1.2 |
Level4 |
10 |
86JL |
psych-4031 |
[not running] Neuropsychological deficits |
Semester2.1 |
Level4 |
10 |
86JM |
psych-4032 |
Positive psychology |
Semester1.2 |
Level4 |
10 |
86JN |
psych-4033 |
Psychological interventions |
Semester2.1 |
Level4 |
10 |
86JA |
psych-4034 |
Psychology of abnormality |
Semester1.1 |
Level4 |
10 |
86JP |
psych-4035 |
[not running] Psychology of will |
Semester1.2 |
Level4 |
10 |
86JQ |
psych-4040 |
Sleep and circadian timing |
Semester1.1 |
Level4 |
10 |
86JR |
psych-4012 |
Social cognition |
Semester1 |
Level4 |
10 |
86JS |
- |
[not running] Syntactic processing in language comprehension and production |
Semester1 |
level4 |
20 |
88HZ |
artmed-4004 |
Consciousness |
Semester2 |
Level4 |
10 |
86JR |
psych-4052 |
Educational psychology |
Semester2 |
Level4 |
10 |
86JR |
psych-4053 |
Health psychology |
|
|
|
|
|
|
|
|
|
Semester1 |
Level1 |
20 |
8ZTU |
psych-1001 |
Psychology 1 |
Semester2 |
Level1 |
20 |
8ZWU |
psych-1002 |
Psychology 1 |
Semester1 |
Level2 |
20 |
8ZXV |
psych-2010 |
Psychology 2 (higher) |
Semester2 |
Level2 |
20 |
8ZYV |
psych-2011 |
Psychology 2 (higher) |
Semester1,2 |
Level3 |
120 |
206H |
- |
Psychology 3H (single) |
|
|
|
|
|
|
- |
Level3 |
120 |
206H |
- |
Psychology 3H (single) |
- |
Level3 |
90 |
206K |
- |
Psychology 3H (principal) |
- |
Level3 |
60 |
206F |
- |
Psychology 3H (combined i.e. Joint) |
- |
Level3 |
0 |
9QBW |
C804-2209 |
Psychological Studies 3 ("designated degree") |
- |
Level4 |
120 |
206J |
- |
Psychology 4H (single) |
- |
Level4 |
90 |
206L |
- |
Psychology 4H (principal) |
- |
Level4 |
60 |
206G |
- |
Psychology 4H (combined i.e. Joint) |
|
|
|
|
|
|
Semester1 |
Level3 |
30 |
NLLW |
psych-3003 |
Current issues in psychology [PS] |
Semester1,2 |
Level3 |
30 |
NLMW |
psych-3004 * |
Group research project [PS] |
- |
Level3 |
10 |
NLJW |
psych-3001 |
Career skills [PS] |
- |
Level3 |
10 |
NLKW |
psych-3002 |
Cognitive [PS] |
- |
Level3 |
10 |
NLPW |
psych-3005 |
CHIP .. [PS] |
- |
Level3 |
10 |
NLNW |
psych-3006 |
Human Dev .. [PS] |
- |
Level3 |
10 |
NLQW |
psych-3007 |
Idiffs .. [PS] |
- |
Level3 |
10 |
NLRW |
psych-3008 |
Social .. [PS] |
|
|
|
HR |
Level5 |
10 |
- |
psych-? |
Atypical Development |
|
Level5 |
10 |
- |
psych-5034 |
Current issues in psychology [PGT] |
- |
Level5 |
10 |
- |
psych-5027 |
Conceptual and historical issues in psychology [PGT] |
- |
Level5 |
10 |
- |
psych-5028 |
Perception and visual cognition [PG conv.] |
- |
Level5 |
10 |
- |
psych-5029 |
Physiological psychology [PG conv.] |
- |
Level5 |
10 |
- |
psych-5033 |
Social psychology [PG conv.] |
- |
Level5 |
10 |
- |
psych-5030 |
Professional skills [PG conv.] |
- |
Level5 |
20 |
- |
psych-5031 |
Research methods I [PG conv.] |
- |
Level5 |
20 |
- |
psych-5032 |
Research methods II [PG conv.] |
- |
Level5 |
60 |
- |
educ-5839 |
Dissertation(PGT Conv) |
Notes on early exit routes
If a student wishes to leave after year 3, having been admitted originally to
the honours level 3 course, then the "early exit" route requires two
components: a degree programme / plan for them to graduate from, and suitable
course codes with credits to use.
For the first component, the programme, then the route is to have them graduate
with something like:
"C804-2209 Bachelor of Science(Sci-DD) Psychological Stds,BSc(DD)".
"C000-0000? Master of Arts (SocSci) (?? Not Hons) ??,MA(DD)". K25? K2J?
Such programmes are in place for Science and SocSci students.
If they are in the Arts faculty / college, then they must transfer into
Science.
Currently this is not a problem; but in future we need to create an early exit
programme to use for Arts students, as such transfers to Science will not be
allowed (when stats1C is no longer taught).
The second problem is about course codes and credits.
There are two 60 credit codes:
PSYCHOLOGY COMB AOS PSYCH3010
PSYCHOLOGY COMBINED AOS(B) PSYCH3011
As we have moved to having many 10 credit courses in level 3,
these AOS (Advanced Ordinary Special) codes are no longer useful for this.
In future this will be fine, as we are moving to posting all 120 credits
worth in level 3. However at the moment we have to make up a missing 30
credits based on coursework they have done, but not been examined on,
in level 3. We can use PRACTICAL PAPER PSYCH4010 for this.
Other lookup pointers
- My personal ways of searching for students and courses
- Psychology UCAS codes
-
Code lists
- Undergraduate Subjects of Study Codes: these don't exist directly any more.
See "Qualification codes".
- Qualification codes:
a provisional list of psych-related qualification codes
- Senate office list of programme spec.s
- MyCampus (course code = 'catalog nbr').
Last changed
9 Dec 2011 ............... Length about 1300 words (13,000 bytes).
(Document started on 21 Jan 2006.)
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/resources/falias.html.
You may copy it.
How to refer to it.
Email aliases for foreign students
By
Steve Draper,
Department of Psychology,
University of Glasgow.
This page is mainly for myself, documenting the arrangements for email aliases
for foreign students temporarily studying in the psychology department.
(My own more up to date DOC notes are at: MAC :Utilities: "MailmanDOC")
The aliases are all of the form "xx@psy.gla.ac.uk"
E.g. "foreignL3@psy.gla.ac.uk".
The aliases are managed by me using Mailman software.
If you want to email to these lists, then if you are either a member (a
foreign student) OR a staff member emailing from a psychology dept. account
then your email should be delivered immediately. All other emails, including
messages from anyone that are sent only as a side effect of other aliases e.g.
"level3" will be sent to me for "moderating" i.e. letting through.
This is partly to filter out spam, but also because messages meant only for
home students are very distracting and disruptive for visiting students.
If you are a member of these lists (although I don't expect any visiting
student to need to do this) then here are
instructions on reading the email archives, subscribing, managing your
password etc..
The rest of this page is technical documentation for myself on how I've set
up these lists.
The lists for emailing to students visiting psychology
You can inspect who is enroled on these lists by clicking the links:
- foreign:
should go to all visiting students currently taking one or more
courses in psychology, and here for the current term or the current
academic year.
- foreignL3:
should go to all visiting students currently taking a level 3 course in psychology.
- foreignL4:
should go to all visiting students currently taking a level 4 course in psychology.
- foreignL3T1:
should go to all visiting students currently taking a level 3 course in psychology and here only for term 1.
- foreignL3T2:
should go to all visiting students currently taking a level 3 course in psychology and here only for term 2.
- foreignL3Tall:
should go to all visiting students currently taking a level 3 course in psychology and here for both terms / all year.
- foreignL4T1:
should go to all visiting students currently taking a level 4 course in psychology and here only for term 1.
- foreignL4T2:
should go to all visiting students currently taking a level 4 course in psychology and here only for term 2.
- foreignL4Tall:
should go to all visiting students currently taking a level 4 course in psychology and here for both terms / all year.
Notes on my private usage and maintainence for these lists
To send to new term 2 students: foreignL3T2, foreignL4T2 (my alias ft2)
To send to new term 1 students: foreign (others are empty lists at that time)
To send to term 1 students for term essays: foreignL3T1, foreignL4T1 (myalias
ft1)
Xmas: remove L{3,4}T1 from foreignL{3,4}
In the summer: empty all 6 bottom lists. Restore L{3,4}T1 to foreignL{3,4}.
Put myself on all lists, or at least the bottom ones; don't have web archive
turned on.
Or should I turn it on for "foreign"? so latecomers can look up messages?
The software
The aliases are managed by
Mailman
software.
Where is mailman?
/usr/local/mailman/
code: /usr/local/mailman/Mailman/
scripts: /usr/local/mailman/bin/
Mail list storage: /usr/local/mailman/lists/pal1 for
example holds config.
Archives:/usr/local/mailman/archives/
web page: /home/web1/web/htdocs/mailman but seems to be webmail "MailMan"
Main benefits of the Mailman software
I think Mailman is good for email lists because:
- Delegated subscription and list management. Once created, a list can be
managed by any specified person: no need to submit requests to Support in
order to update the list. And designate others to do this too.
Owner can do it; delegated extra people can do it; members can
enrol (or apply to) or de-enrol themselves.
- Quick mass subscription interface. It has convenient facilities for list
managers to add people by pasting in lists of them to a web window, rather
than a separate "submit" operation for each person: makes the main admin chore
very easy, especially for lists of students.
- Names as well as email addresses are listed, which is much easier for
managing lists of students than just seeing their matric./email numbers.
- Automatic web archive of all messages. It creates (if you turn this on) a
web archive of all messages posted to the list, and allows members (only) to
read the archive i.e. it is or can be password protected.
- Moderation as a mechanism if wanted. (Alternative is have it emailed to
me and I forward selected ones: but that gets "From" lines wrong.)
- And many facilities for turning access and/or moderation on and off.
Drawbacks: What could be even better about Mailman
- To be able to create a new list by copying all the properties/parameters
of an existing list (except its name).
There is a supposed solution, but
- it is hard to use
- only a superuser can use it.
- Would be better if it could be handedited in between
/usr/local/mailman/bin/config_list -o /tmp/cfile pal1
/usr/local/mailman/bin/config_list -i /tmp/cfile pal3
- Have a way of changing a setting on one list and having it apply to all
lists, and all still pending messages.
- Especially handy to be able to blacklist someone at one click, and have it
apply to all lists and to all still pending messages.
- Even better processing of lines specifying new members to add:
- If adding someone whose email is already there, allow the line to
update/add the name part.
RegExp syntax
The RegExp syntax, like perl, is:
- Start with ^ to tell it it's a RegExp. This also binds to start of line.
If no '@' mentioned, it matches against email name up to @
- Magic chars like * are magic; \* gives a literal asterisk;
must use .* not * for "any chars".
So "^.*gla.ac.uk" allows all addresses from the univ.
(student, staff, ..), although backslashing the literal dots
would be technically better. "^.*gla\.ac\.uk"
Tips on using Mailman
Adding people to these lists: what the documentation doesn't say, is that on
the appropriate screen it takes one or more users, one per line, ignoring
spurious spaces, and people whose email is already enroled on the list, in
the following forms:
- xx@yyy.zz.ab
- John Smith <xx@yyy.zz.ab>
(The second format adds names as well as emails, which is very handy for the
administrator scanning lists.)
Design and rationale for settings for Foreign tree of lists
See my Mac: Doc for most of this.
Current solution:
- For all lists, accept directly members and senders from psy.gla.ac.uk,
hold all others. This is needed for spam; but hold not discard because
sometimes it may be a gla person from a non-gla acct.
- Blacklist any real spam senders;
- For all lists, allow directly explicitly addressed msgs (to "foreign*");
but hold implicit ones (from other unrelated lists).
Reference list of mailman lists