Modules
Year 1
Arrangements are made in accordance with the University's regulations.
This course is suitable for students who have no basic knowledge of Chinese.The course uses systematic pronunciation, vocabulary and conversational situational training, step by step, to help students initially master Mandarin listening, speaking, reading, writing, mandarin translation and pinyin skills, to initially establish a foundation for the study of Mandarin. At the same time, with the systematic pronunciation method training, students are guided to understand Putonghua and its characteristics, and initially cultivate the ability to judge the pronunciation and correct use of Putonghua.
This course is suitable for students who have some basic knowledge of Chinese. The course is intended to rise the level of proficiency of students with a basic level of mandarin. Students are expected to understand basic phrases about common topics, communicate simple and routine tasks and be more familiar with the pinyin phonetic system In order to better understand the pronounciation of Chinese words.
This module is the entry level of the university English language curriculum and is designed so the learners can interact in a simple way, ask and answer simple questions about themselves, where they live, people they know, and things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics, rather than relying purely on a very finite rehearsed, lexically-organised repertoire of situation-specific phrases. It includes learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This module is a continuation of Foundational University English I and is intended to reinforce the English language skills of learners in so that they can meet the requirements to progress to B1 under the Common European Framework. It contains a range of topics to enable the learners to further develop their ability to interact in a simple way, and respond to simple statements in areas of immediate need or on very familiar topics. This module is designed to learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This course is suitable for students who have no basic knowledge of Portuguese.The module will provide students with a basic level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A1.1. The content of Portuguese I, with stress on oral drills, will focus on the personal information and description of one’s own and others.
This course is suitable for students that have very basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A1.1. The module will provide students with a basic level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A1.2. The content of Portuguese II will focus on providing information about personal and immediate concrete surroundings.
In this module, students will be exposed to foundational concepts as well as the origins and history of psychology as the scientific study of human behaviour and mental processes. We will explore psychology theories to explain behaviour and mental processes, discuss the body-mind relationship, emotion, learning, memory, human development, and personality. Emphasis will be on the scientific nature of psychological investigation and the use of findings in solving our daily problems, as well as the relationship between psychology and other social and natural sciences.
In this course, students will be introduced to the fundamental principles of the biological basis of behaviour. Topics include anatomy and physiology of the nervous system, genetic influences on behaviour, the biological bases of emotional behaviour, and the study of psychological disorders.
In this course, students will examine theories of human development across the life cycle of the individual from conception to death, in different domains including physical, social and personality development. Research methods for studying developmental processes, as well as various issues related to the processes and challenges of developmental transitions in different life periods within local contexts are discussed. The focus is on human development within the ecological model and the interaction of different contexts on the development of the individual.
In this course, students will be introduced to the basic concepts and procedures for evaluating and conducting psychological research, including the distinction between qualitative and quantitative methodologies, and a general understanding of validity and reliability. The focus is introducing the nature of scientific inquiry and the methods used by psychologists to understand human behaviour, with an emphasis on the quantitative approach and the application of basic statistics in actual research. The course includes, among others, activities designed to foster analytical thinking, the ability to formulate research questions and plan psychological research, and composing a literature review according to APA norms.
In this course, students will be introduced to the underlying processes of human cognition, memory, and learning. Topics for discussion will include, among others, theoretical models and empirical results obtained in cognitive science, cognitive functions in the different dimensions of learning, memory, and cognition. In particular, the fundamental relationship between memory and learning is stressed throughout the module.
In this course, students will study cognitive psychology as it relates to sensory processes and how information is understood and interpreted in our brains resulting in various perceptual experiences. Various sensory systems will be introduced with a primary emphasis on the visual system. Topics for discussion include, among others, colour, depth, and motion perception, as well as applications in research.
This module introduces and explores the main concepts of academic and digital literacy. Students will gain an overview of research intent and design, methodology and technique, format and presentation, and data analysis and management. Furthermore, this module will guide the students in writing and reading tasks required in an academic context and help them to plan and write essays in academic language and format. To succeed as a student and in the professional world the module's content will help the students develop skills to create and perform academic and professional presentations. Furthermore, educational and digital literacy operate rapidly into the emergence of new forms of communication and interaction; therefore, they are crucial to be understood and used effectively and efficient way. This module will prepare students with the appropriate ability to find, evaluate, and compose clear information through writing and other media on various digital platforms.
Most “Thinking and Reasoning” courses offered in colleges and universities are taught and designed by professors from departments of philosophy and sometimes psychology. Not surprisingly, the questions asked and the critical thinking skills these questions are expected to stimulate and develop tend to be framed, in varying degrees of explicitness, by the instructor’s own disciplinary training and interests. Hence, it is often that “Thinking and Reasoning” courses speak of “higher-order thinking”, “philosophic and logic systems”, “analytical forms of reasoning”, and so on. This module takes a practical approach to thinking and reasoning as a liberal arts standard core module for beginning university students. In designing this course, particular attention is given to critical and analytical skills that are more immediately applied or “useful,” i.e., learning competencies that can be readily transferable across disciplines.
Nevertheless, the module focuses on issues of application, decision and judgment, tangible outcomes and results, and transferable strategies through a rigorous examination of the processes of thinking and learning at the undergraduate level. In other words, the module aims to enhance students’ capabilities to see things from different perspectives, emphasizing the role of imagination and creative thinking in articulating ideas. It will develop competencies in critical thinking and working collaboratively with others.
Year 2
Arrangements are made in accordance with the University's regulations.
This course is suitable for foreigners who basic knowledge of Chinese mandarin (A1 level). The course aims at students with a basic knowledge to keep developing their level of mandarin Chinese. Students are expected to produce short texts of topics that are familiar to them, communicate with simple sentences in different social contexts, enrich their mandarin Chinese vocabulary knowledge and understand some elements of Chinese culture related to food and manners in a social context.
This course is suitable for students who have some basic knowledge of Chinese (A2.1 level). Students are expected to keep developing their mandarin Chinese level, focusing on producing simple texts about topics like self-introduction or daily routine, be familiar with Chinese characters even if they are not able to remember the sound, expand their vocabulary to topics related to daily life, family and work related tasks and demonstrate knowledge about the main traits of Chinese geography, Chinese traditional festivals and the great variety of Chinese dialects.
This module is intended to reinforce the English language skills of learners in so that they can meet the requirements to progress to B2 under the Common European Framework. It contains a range of topics to enable the learners to express themselves in a range of contexts and enables them to follows the main point of discussion around them and speak in a clearly articulated standard version. It develops their ability to express themselves comprehensibly and to cope with situations in everyday life. This module is designed to learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This module builds on Professional English I and is intended to reinforce the English language skills of learners so that they can meet the requirements to progress to B2 under the Common European Framework. Learners participate in discussions and activities on relevant topics. They will learn how to explain a viewpoint on a topical issue giving the advantages and disadvantages of various options and how to develop an argument giving reasons in support of or against a particular point of view. They will further develop their spoken and writing skills in a variety of situations through learner - centered activities and projects at an appropriate level of learning.
This course is suitable for students that have basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A2.1. The content of Portuguese III will focus on understanding vocabulary related to areas of most immediate personal relevance and the main point in short, clear, simple, messages and announcements.
This course is suitable for students that have basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A2.1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A2.2. The content of Portuguese IV will focus on understanding vocabulary related to areas of most immediate personal relevance and the main point in short, clear, simple, messages and announcements. Write and interpret personal simple letters and emails and/or publications in social media that refer to familiar topics.
In this course, students will encounter and apply basic statistical principles and methods to solving problems in psychology. The course covers descriptive statistics, probability theory, hypothesis testing, Chi-square distributions and tests for independence and goodness of fit, and t-student tests. Training includes the application of SPSS with different data sets, and reporting of results according to APA standards.
In this course, students will be introduced to experimental psychology, and the differences between experimental and nonexperimental methods. Topics for discussion will include, among others, the types of experimental research designs, and implications for validity and reliability, a review of seminal experimental studies, and replication of an experiment, and the APA guidelines for reporting experimental research.
In this course, students encounter the major theories that historically shaped the understanding of personality. The focus is on analysing and comparing different questions, units of analysis, assumptions about causes of behaviour, and approaches to personality. Students will engage in examining underlying assumptions, conceptual issues, and motivation of human behaviour based on contemporary research regarding human nature and personality.
In this course, students examine human development during adulthood, including cognitive and socio-moral development, and theory of mind, and perspective taking. We will also reflect upon what is and how to promote healthy aging within different transitional phases and contexts.
In this course, students will examine theoretical and methodological approaches that investigate how people think, feel, and behave in society. The course covers classical and contemporary topics in social psychology, including intra- and inter-individual as well as group and inter-group processes related to perceptions of the self in relation to others, attitudes, social cognition, and the interpersonal dynamics of social behaviours, such as attraction, persuasion, and conformity.
In this course, the focus is on the study of brain-behaviour relationships emphasising the fundamental principles of brain structures and their associated functions. Topics include anatomy and physiology of the nervous system, neurobiological and cognitive disorders, procedures for assessment and diagnosis, and neuropsychological interventions from conception to adulthood.
This module presents the key philosophical concepts as developed in the Aristotelian tradition, including (1) natural being, (2) human being and (3) the source and end of being. Students will first acquire an overview of philosophical anthropology, ethics and ontology. Students will then be exposed to Confucian thought and specifically Thomistic perspectives on virtue and natural law. The study of ethics goes beyond abstract considerations of right and wrong conduct or just and unjust behaviour to encompass inquiry into what constitutes “the good life” or a life worth living. A special focus will be given to the relevance of the Western Canonical tradition on value judgments and moral questions.
Year 3
Arrangements are made in accordance with the University's regulations.
This course is suitable for students who have an upper basic level knowledge of Chinese (A2 level). The module intends to give students the means to understand short texts in traditional media, develop their capacity to extract keywords from a text and reproduce it in their own words, make them able to make comparisons between people and things in topics related to personal life and also help them keep expanding their Chinese mandarin vocabulary.
This course is suitable for foreigners who have some basic elementary knowledge of Chinese (B1.1 level). This course aims to give students the means to give full personal details about themselves and others, express daily habits, perform normal daily tasks with ease, understand and write short texts and be able to identify and summarize information in short texts in media publications.
This is a one-semester Academic English course for advanced English language level users. This course enhances academic language skills through learner’s participation in advanced general and academic faculty discipline-related activities. The use of relevant discipline-related materials can facilitate learners’ development of appropriate grammar and genre text styles, and extend their vocabulary, language skills and understanding of nuance for a variety of academic and general contexts. The course provides learners with the advanced academic English skills that are necessary for studying in English at university level.
This is a one-semester Academic English course for advanced English language level users and is a continuation of Academic English and Critical Skills I. This course enhances academic language skills through learner’s participation in advanced general and academic faculty discipline-related activities. The main focus is on lexical and pragmatic features, rather than grammatical features of English and utilizes relevant discipline-related materials to facilitate learners’ development of genre styles, and extending language skills for a variety of academic contexts. The course provides learners with the advanced academic English skills that are necessary for studying in English at university level.
This course is suitable for students that have elementary knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A2. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level B1.1. The content of Portuguese V will focus on interpreting texts that consist mainly of high frequency every day language, description of events, feelings and wishes and the description of experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
This course is suitable for students that have elementary knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level B1.1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level B1.2. The content of Portuguese VI will focus on developing the understanding of the main point of many radio or TV programmes, texts from newspaper, advertisements on current affairs or topics of personal and professional interest when the delivery is relatively slow and clear and on understanding texts that consist mainly of high frequency every day or job-related language.
In this course, students will survey the fundamental concepts of psychological testing through an overview of measurement principles, the psychological assessment process, test construction and development, reliability and validity, and the use of test results in individual psychological evaluation. Topics will include applications in various professional fields (e.g., clinical psychology, counselling psychology, school/educational psychology and organisational psychology) and related to, among others, personality, mental disorders, ability, aptitude, learning, and so forth.
In this course, students will be introduced to fundamental concepts in psychopathology, and the scientific study of mental health disorders and dysfunctional behaviour across the lifespan. While the course surveys a broad selection of disorders, it focuses on the contributing factors, clinical presentation, and treatment implications of selected disorders. At the same time, students will explore how biological, psychological, social, and multicultural dimensions interact to cause disorders.
In this course, students will examine the relationship between individual psychological functioning and cultural contexts, both from a theoretical and practical/research point of view. The focus is on cross-cultural comparisons of behaviour, cognition, self, attribution, reasoning, decision making, communication, emotion, motivation, socialisation, and more, with the aim of raising awareness and understanding of human commonality and diversity.
In this course, students will continue to examine research methods in psychology in order to conceptualise and execute a small scale research project and disseminate knowledge following the APA requirements for writing of a research report and proposal. Topics will include, among others, reliability and validity in measurement, and advantages and disadvantages of different research methodologies in relation to the research goal. Practical activities include the planning, application, analysis and report of a group based research, and the elaboration of an individual research proposal.
In this course, students will be introduced to the history of clinical an counselling psychology and their primary theoretical orientations. For each theory the basic principles, application to practice, and research support are discussed. Further topics include, among others, roles and responsibilities, service in schools and other settings, confidentiality, legal and ethical issues, and professional requirements for counsellors and clinical psychologists.
In this course, students will learn and develop skills, tools and strategies that will support them in lifelong career management, preparing them for the ever-changing nature of the world of work. Topics such as etics and deontology, the awareness and evaluation of knowledge, skills and abilities and how they relate to different career opportunities in Psychology, career planning, CV and interview preparation, job search and networking will be explored. Through the creation of an individual development plan, students will be better equipped to take responsibility for their own individual progress and development.
"Art Appreciation" is a Liberal Arts module that aims to develop students' ability to discuss, analyse, understand and criticise works of Art. Through multi and interdisciplinary approaches, this 2-credit module equips students with a broad overview and knowledge of the theoretical, historical, and cultural aspects and relevance of the Arts in general and the Sacred Aesthetical tradition. The ten sessions will focus on the analysis and appreciation of works of Art based on aesthetic value, historical context, tradition, and social relevance. The assumption, function, and nature of the Sacred Arts (such as painting, sculpture, music, literature, etc.) related to creativity, imagination and innovation will be at the core of this module. Students will learn to deepen their sensitivity to self, community, and society and discover their identity through Art with respect to their background, culture, and nationality. By providing measurable standards for understanding artistic intent and expression through the essential elements of Aesthetics and Beauty, Art and Transcendence, students may increase their Appreciation of the arts' role in today society.
This module provides students with an overview of major debates, trends, and factors that influence China's foreign policy. It will help students understand the pillars, principles and actors that shape the Chinese foreign policy. In this regard, the following topics will be explored in the course: the module will examine the actors, principles, constraints, and tools involved in the process of making foreign policy. On the other hand, the module will describe China's relations with the rest of the world through case studies. In order to achieve this, the course combines theoretical lectures, guest speakers, group exercises, and practical workshops. Additionally, this module will prepare students to conduct research on Chinese foreign policy.
Year 4
In this course, students will focus on multivariate statistical procedures necessary for addressing complex research questions. Topics in this course include one-way and two-way analysis of variance (ANOVA), simple and multiple regression, and exploratory factor analysis. Students will be introduced to the concepts of moderator and mediators. Activities will include the use of the SPSS statistical software package to collect data and conduct the analysis, as well as the writeen and oral presentation of findings according to academic standards.
The course provides advanced study in the research, theory and practice of community and social psychology applied to individuals, families, groups and social systems. The focus is on prevention and interventions in applied settings using primary, secondary and tertiary intervention approaches.
In this course, students will be introduced to organisational psychology, its origins and primary theoretical orientations used by organisational psychologist in different settings. For each theory the basic principles, application to practice, and research support are discussed. Further topics include, among others, motivation, roles and responsibilities, confidentiality, legal and ethical issues, and professional requirements for organisational psychologists.
The course introduces students to the study of school/educational psychology, professional issues and problems concerning the school as setting for practice, and the primary theoretical orientations used by educational psychologists. For each theory the basic principles, application to educational psychology practice, and research support are discussed. Further topics include, among others, roles and responsibilities, service in schools and other settings, confidentiality, legal and ethical issues, and professional requirements for educational psychologists.
In this course, students will gain practical experience conducting psychological research from preparing the proposal to writing up the research report. Students will conduct a literature review on a topic of their choosing, conceptualise the study in a research proposal, do the data collection, and write a report of 5,000-8,000 words based on their findings. Each student will be supervised by a capstone project supervisor.
In this course, students will be exposed to supervised field work/practicum in different settings pertinent to preparing them for prospective career opportunities. Students’ performance in the practicum will be evaluated by the individual supervising faculty member and students’ immediate supervisor in the work settings.
Sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs. By exploring how interconnected elements, such as economic growth, social inclusion and environmental protection are crucial for the well-being of individuals and societies, this module empowers students to become positive change agents of change, today and in their future professional practices. The module will help students understand sustainability from cultural and canonical philosophy perspective and put into practice the United Nations Sustainable Development Goals (SDGs). Furthermore, they will become familiar with the Laudato Si” Sustainable Goals on “care for our common home”. In addition, this module will allow to practice social outreach and to engage with the University of Saint Joseph’s sustainability agenda for Macao.
