In line with the UL strategy to broaden the curriculum, this module will offer students in a range of different disciplines an opportunity to engage in learning about the brain and how it influences a range of common human behaviours in daily life. The brain is central to human behaviour in everyday life, and this module seeks to bring this concept to life in a way that is both engaging and allows students to critically evaluate key types of evidence in current cognitive and social neuroscience. Diverse learning strategies will be employed that include practical learning, online lab experiments as well as the more traditional lecture and tutorial formats. Students will engage and experience how the brain works and what role it has in core functions such as vision, learning, language, and memory

Understanding the brain; history and methods. The seeing brain: visual processing and impairments, visual cognition, visuomotor planning and action The spatial brain: spatial cognition, attentional control, inattentional blindness, the trouble with intuition The acting or doing brain: motor cognition, development of skills and expertise, movement behaviour, mirror neuron hypothesis. The feeling brain: effects of psychoactive drugs, understanding anxiety and depression The remembering brain: working memory, remembering and forgetting, false memories, amnesia, and metacognition. The interacting brain: ape talk, language, non-verbal interaction, theory of mind, The social and emotional brain: social cognition, facial expression of emotion, processing emotions. The developing brain: sensitive periods, innate knowledge, nature versus nurture

• Discuss the central role of the brain in human behaviours and cognitions during daily life • Demonstrate progression from acquisition of foundation knowledge to selfdirected and peer-supported learning • Understand the importance of the scientific method rather than introspection in understanding how the brain works • Source and critically appraise material and resources related to the module

• Demonstrate a mature, responsible approach to the evaluation of their own competence, and that of others • Demonstrate a proactive, innovative and creative approach to working in groups from different disciplines. • Articulate effectively their own learning, and their remaining learning needs

• Perform mini-experiments to demonstrate their learning regarding the brain and behaviour • Engage in a range of activities that provide opportunities to showcase new knowledge and cognitive, emotional and behavioural change • Conduct a needs assessment with respect to their learning behaviours • Enhanced psychological well being

The module will be taught by Professor Sue Franklin and Dr Kieran O'Sullivan (Clinical Therapies) and Dr Tadhg MacIntyre and Dr Mark Campbell (PESS). The contribution from PESS will particularly benefit from knowledge around developement of expertise while Clinical Therapies will contribute knowledge of how the brain works through understanding disorder. Three of the lecturers also have a background in experimental cognitive psychology. A blended learning approach will be used. This will consist of providing a learning package to students in advance via Sulis as part of their self-directed learning, a one hour tutorial session, two hours of supervised experiential learning. The use of technology will be embedded in the module. For example, the learning package each week will include an audio or video clip to provide focus for the task of that week, and direct students to suitable learning resources, both electronic and paper-based. The experiential learning will be performed in small interdisciplinary groups, with students asked to perform small pieces of problem-based fieldwork related to the specific weekly topic. The tutorial session will then reflect on the learning for that week, and how it illuminates everyday experiences. The proposed module will facilitate the development of the desired graduate attributes in the following ways; KNOWLEDGEABLE: students will learn about an area key to understanding life, as well as developing particular knowledge in the area of neuroscience PROACTIVE: students will be encouraged to identify and develop their own skills and learning through planning experiential activities themselves CREATIVE: student creativity will be rewarded in the final summative assessment; for example the creation of a podcast RESPONSIBLE: Collecting data from other individuals, and performing mini-experiments in small groups, will require responsible working practices COLLABORATIVE: experiential activities and assessments will involve small groups, developing key collaborative skills such as team-working, project planning, time management and personal skill development ARTICULATE: students will be encouraged to synthesise their learning in tutorials, while the assessment methods will enhance their communicative and articulation skills.