Faculty Education, Health and Social Science School of Education BA Childhood Studies 2013/2014 PROGRAMME HANDBOOK This document is available in alternative formats on request. Please contact the Faculty Office. CONTENTS Page A. WELCOME AND OVERVIEW OF THE FACULTY 1-3 B. PROGRAMME AND MODULE INFORMATION 1. 2. 3. 4. 5. 6. 7. Programme Information Programme Timetables Modules Virtual Learning Environment (Moodle) Professional Accreditation Work Based and Placement Learning Personal Development Planning C. KEY CONTACTS 1. 2. 3. 4. Key Staff Personal Tutors Administration Offices Student Representatives D. KEY INFORMATION 1. 2. 3. 4. 5. 6. 7. School Info Site on Moodle Programme Info Site on Moodle Student Email Self-Service Banner Noticeboards Maps Student Complaints 18 18 19 19 19 19 19 E. ATTENDANCE 19 F. HEALTH AND SAFETY IN THE FACULTY 20 G. EXAMS AND ASSESSMENT 1. 2. 3. 4. 5. 6. 7. Regulations Assessment Information Understanding Grades Accessing Exam Results Exam Timetables Cheating and Plagiarism Mitigation and Appeals 4-6 7 7-11 11 11 11 11-14 15 15-16 16 17 20 20-21 21-24 24 24 24-26 26-27 H. STUDENT INFORMATION AND SUPPORT: USEFUL WEBLINKS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Library and Learning Resources Research Study Guide ICT Services Effective Learning (CAPLeD) Student Link Careers and Employability Service Enabling Support – Support for students with additional needs Funding and Advice Counselling Service Advice for International Students Spiritual Care Lifelong Learning Academy (LLA) – (part-time study) Collaborative Partners and Exchange Programmes SAWS Accommodation Health Matters Accessibility Guidelines for print, electronic and web-based information I. TRIMESTER DATES APPENDICES Appendix A – Staff Contact Details Appendix B – Fitness to Practise Policy Appendix C – Complaints Procedure UWS Students 27-28 29 29 30 30-32 32-33 33 33 33 33-34 34 34 34 34-35 35 35 35 37 38-39 A. WELCOME TO THE FACULTY I am very pleased to welcome you to the Faculty of Education, Health and Social Sciences at the University of the West of Scotland. The Faculty brings together the School of Education, the School of Health Nursing and Midwifery and the School of Social Sciences to create a unit with a strong tradition of partnership working across a range of public service professions and organisations. You will find a friendly, supportive and professional community at UWS who are committed to making your time with us enjoyable, challenging and rewarding. Academic staff across the Faculty are dedicated to helping you become a reflective, independent learner and a talented professional in your field. This handbook contains a lot of useful information that you will need to refer to throughout your time as a student at UWS, including the regulations that govern how your programme is managed and assessed. The handbook should be used in conjunction with the information available from your School and in Moodle, the Virtual Learning Environment at UWS. Further information is also available online via http://www.uws.ac.uk/welcome/. We look forward to teaching, studying and learning with you throughout the academic session 2013/14. With best wishes for your studies. Professor Paul Martin Depute Principal / Vice Principal (International) & Executive Dean Faculty of Education, Health and Social Sciences 1 WELCOME TO THE SCHOOL OF EDUCATION We are delighted that you made the School of Education of the University of the West of Scotland your choice and we congratulate you on gaining a place on your Programme. Your Programme will provide you with an education which will develop the professional knowledge and understanding, professional skills and abilities and professional values and personal commitment necessary for your chosen career either as a schoolteacher, or other practitioner in the pre-school and childcare sector. The offer of a place on your Programme indicates our belief that you have the personal qualities which will enable you to become a successful practitioner. You will bring with you certain competences already developed during your previous studies, either at school, further education college or university. Your Programme will develop further your abilities in accessing information and assessing its relevance, studying at advanced level, raising questions and approaching preparation and self-evaluation in a thoughtful and positive manner, and undertaking significant amounts of independent study as an essential component of the Programme. These qualities will help you to benefit from our Programmes which aim to produce highly competent, reflective and caring members of the teaching and childcare professions. The generic section of this handbook is full of important information about all aspects of your Programme and will be referred to by tutors throughout your time with us. It is not something to be read from cover to cover during the first few days of the Programme. Rather, it is a reference document and, as such, does not provide a full description of the content of the individual Programmes. Such details will be given within coursework classes as appropriate. However, the overall aims and overall outlines of the individual Programmes will appear in the relevant Programme-specific sections of the handbook. Therefore, it would make sense to keep it in a safe place so that you can refer to it whenever the need arises. We believe that many of your questions can be answered by reference to this handbook. The main text of this document will also be available on Moodle. I hope that you will find your time with us in the School of Education rewarding and enjoyable, and I wish you every success on the Programme which you are about to commence. Professor Henry Maitles Head of School School of Education 2 OVERVIEW OF THE FACULTY 1. Faculty Structure The Faculty has a presence across the four Campuses of the University in Ayr, Dumfries, Hamilton and Paisley, as shown in the diagram below. 3 B. PROGRAMME AND MODULE INFORMATION 1. Programme Information Programme Information The B.A. Childhood Studies Programme aims to enable students to: Programme Information The B.A. Childhood Studies Programme aims to enable students to: (a) Develop critical, analytical, problem based learning skills and the transferable skills to prepare the student for graduate employment; (b) Enable students to engage in lifelong learning, study and enquiry, and to appreciate the value of education to society; (c) Assist the student to develop skills required for both autonomous practice and team working; (d) Examine the construction of childhood from the perspectives of psychology, education and sociology; (e) Develop an awareness of the multi-disciplinary nature of services for children and their families. Programme Outline Learning and Teaching Methods Timetables are issued during Welcome and Welcome Back sessions for Trimester 1 and 3 and at the end of Trimester 1 for Trimester 2. It is recommended that the following study skills guide is purchased. Cottrell, S. 2003 The Study Skills Handbook - Palgrave This study guide will be useful in helping students adjust to study at University and will be referred to in Study Skills Sessions. Teaching methods employed by lecturers differ and at the beginning of each module students will be issued with an outline of the modular programme of study. Students should not expect all University lecturers to teach in the same way, but the methods which are likely to be used are outlined in The Study Skills Handbook, pp. 10-11. 4 Programme Structure The Degree programme is offered on a full-time basis of 2 years and a part-time basis, normally of 4 years. Scottish Credit Qualification Framework, Level 7 is not taught within the degree programme which has been designed to build on the applicant’s previous qualifications, normally HNC in Childcare in Education. There are three Trimesters per year with six modules being covered during each year of the programme. Each module has a notional 200 hours of student effort. The first three modules, offered in Trimester 1, Level 8, will incorporate student support in the form of Study Skills. Students will also be introduced to the concept of Personal Development Planning. Module co-ordinators will be responsible for selection and organisation of appropriate resources and for their implementation. Students will also be introduced to the concept of Personal Development Planning which along with employability skills are embedded into the modules on the programme. Module co-ordinators will be responsible for selection and organisation of appropriate resources and for their implementation. There will be a range of assessment methods in the modules, both formative and summative, which will provide a balanced approach to assessment throughout the programme. The classes will feature lectures, workshops, seminars where readings are discussed, group discussions and presentations, on line discussions and provide an active learning environment. The School of Education delivers the majority of the modules for the programme. Guest speakers from the early years sector may also contribute to the delivery of the programme. Please refer to section H10 to find out detail about Conditions for the award including interim exit awards and how distinction is achieved. This programme is approved by the Scottish Social Services Council ( SSSC) and all students must have had observed practice in 2 settings and have practitioner status prior to entry. Work-based Learning arrangements in line with university procedures including placement roles and responsibilities and mentor arrangements are contained in the interview and selection documentation. The University has comprehensive systems in place to assure the quality of its educational provision and the academic standard of all its degrees and other awards. Module Co-ordinators Each module is overseen by a Module Co-ordinator. The Module Co-ordinator manages the module, keeps the module descriptor up to date and will reflect on its operation at the end of each year in the light of student feedback and student achievement. Changes may 5 then be proposed to the module. If you have any issues about how a module is running or its content or assessment, you can raise these with the module co-ordinator or your student rep. Subject Development Group (SDG) The Subject Development Group (SDG) is the key body within the University for discussion of strategic developments within the subject area, both in relation to learning and teaching and research and commercialisation. The SDG has a set of core responsibilities, including enhancement of the student experience. External Examiners External examiners are assigned to subject areas and/or programmes. They are usually practising academics in the subject from other universities who have relevant experience of the standards expected in the UK higher education system. Their role is to ensure that the standards of awards from the University are comparable with similar programmes or subjects in other UK institutions, and that the processes for assessment, examination, and awards are sound and fair. Module Moderators Students should note that Module Moderators are appointed by the University to ensure that: a) The instruments of assessment are appropriate to the module intended learning outcomes and are of the correct standard or level of difficulty. b) There is the correct balance of knowledge, skill and understanding. c) The questions or assignments contain no technical errors, are original and are unambiguous in meaning. Subject Health Review (SHR) All University degrees and other awards are considered in a formal review process involving external subject experts and senior members of the University every 6 years. Students have the opportunity to participate in SHRs. Students should be involved in the preparation of the self-evaluation document drafted by the teaching staff. Meetings between the review panel and a group of representative students in the subject give students the chance to give feedback on their experience. Students are also represented on the panel by one of the SAUWS sabbatical team. Enrolment To make the process as quick and easy as possible, you should ensure that the funding for payment of your tuition fees is in place – you should apply to SAAS, LEAs or other funding bodies (e.g. company sponsorship) as early as possible. 6 2. Programme Timetables Programme timetables can be found at: School of Education http://www.uws.ac.uk/schools/school-of-education/courses 3. Modules To ensure breadth and depth within the B.A. degree programme, modules have been developed which will address a multi-disciplinary approach to Childhood Practice at Scottish Credit Qualification Framework (SCQF) Levels 9. Additional topics will address management and ICT issues. Students will have opportunities to develop knowledge, understanding, skills and attitudes gained from previous learning and experience. Each module will introduce a variety of aspects relating to the growth and development of the whole child in order to extend the learning experiences of the students and will require them to engage with new material. A module booklet will be provided at the start of each module. The modular structure is: - NEW MODULAR STRUCTURE LEVEL 8 Module Name Children’s Learning Birth -6 Supporting Health and Wellbeing Equality and Inclusion Leadership Issues Communication in Early Years Developing Effective Learning SCQF Level 8 - Trimester 1 Children’s Learning: Birth-6 Learning Outcomes 1. Acquire broad knowledge of the Scottish Government frameworks for children’s learning and the resulting expected practice. LEVEL 9 2. Investigate some aspects of professional practice Module Name by drawing on the main psychological and learning theories and principles which underpin Management Issues the frameworks. Creativity in the Curriculum 3. Use the above knowledge to critically reflect on Integrated Services own practice carrying out a range of skills as a Qualitative Research Methods member of a team in an early years Language and Communication establishment. Promoting Learning 4. Exercise some autonomy and responsibility for conveying information to others on an aspect of practice, whilst adhering to ethical codes. 7 Supporting Health and Well-Being Learning Outcomes 1. Develop K/U of the concepts of health, health education and health promotion in relation to the work of a childcare sector professional. 2. Review current key health issues, relevant documentation and reflect on their impact on children aged 0-12 years. 3. Investigate strategies which allow childcare professionals to work in collaboration with parents and health professionals for the benefit of the health of children and their families. 4. Develop skills in researching a topic which takes consideration of developing a health promoting establishment. Equality & Inclusion Learning Outcomes 1. Gain knowledge and understanding of the nature of prejudice and discrimination in society and reflect on the effectiveness of legislation and policy to counter its damaging effects. 2. Reflect on the nature of poverty and social exclusion in relation to government policy on social justice and inclusion. 3. Reflect on the concept of multiple identity and apply the concept to guidance for policy writing in childhood settings. SCQF Level 8 - Trimester 2 Leadership Issues Learning Outcomes 1. Critically examine approaches to management and leadership in relation to the early childhood services. 2. Examine the role of the manager/leader in an early childhood setting and relate it to theories of leadership and management. 3. Investigate theories, motivation and delegation and apply them to the early childhood workforce. 4. Understand a range of strategies used in successful teambuilding and investigate their application in an early childhood setting. 5. Develop skill in communication, accountability and autonomy by taking responsibility for and contributing to specific placement tasks. Communication in Early Years Learning Outcomes 1. Critically evaluate the cultural tools of communication and apply them to practice in early childhood settings. 8 2. Critically evaluate practice in relation to use of a range of skills and techniques used to develop literacy. 3. Gain knowledge and understanding of the concept of bilingualism and understand practice to support literacy in more than one language. Developing Effective Learning Learning Outcomes 1. Analyse own role as both a learner in higher education and a facilitator of children’s learning 2. Critically evaluate theories of children’s emotional, personal and social development 3. Construct new understandings about personal learning and reflect on personal Early Childhood Service practice. 4. Examine theories of assessment, evaluation and reflective practice SCQF Level 9 - Trimester 1 Management Issues Learning Outcomes 1. Investigate and analyse significant aspects of human resource management in relation to work in the early childhood centres. 2. Develop skill in information handling, including financial information, relevant to the management of early childhood settings. 3. Draw on a range of sources routine work experience and methods of enquiry to exercise some initiative in their own professional development. Creativity in the Curriculum Learning Outcomes 1. To demonstrate a broad and integrated knowledge and understanding of the principal theories, principles and concepts of creativity. 2. Evaluate the development of creativity from the perspective of developmental psychology. 3. Analyse and reflect on practice in relation to theories and principles of creativity. Integrated Services Learning Outcomes 1. Have a critical understanding of principles and terminology associated with UK social policy, relevant to early childhood services for children and families. 2. Take responsibility as a team member, drawing on qualitative research methods, for evaluating the impact of policy on children and families. 9 3. Draw on a range of research, including personal research, to develop critical understanding of the role of professionals in the integrated children’s services. SCQF Level 9 - Trimester 2 Qualitative Research Methods Learning Outcomes 1. Demonstrate awareness of the underlying values of quantitative and qualitative research and a critical understanding of the limitations of theory and research. 2. Demonstrate ability to select from a relevant range of primary and secondary sources to extend knowledge and understanding of a subject. 3. Demonstrate skill in selecting and using appropriate research methods to extend knowledge and understanding of a subject. 4. Demonstrate ability to process and synthesise data to justify a value position as a practitioner. Language and Communication Learning Outcomes 1. Critically evaluate theories of language acquisition. 2. Gain critical understanding of the socio-cultural context of literacy and apply it to practice in early childhood settings. 3. Demonstrate ability to analyse theories and policies related to the development of language and communication in children in relation to workplace practice. 4. Demonstrate a critical understanding of the diversity of learners and the complexities of promoting communication skills. Promoting Learning Learning Outcomes: 1. 2. 3. 4. Investigate the policies and practices for childcare and education. Compare policies and practices internationally with those of Scotland and UK. Investigate and critically evaluate wider models of education. Reflectively self-evaluate students’ own beliefs and practices in childcare and education. The University makes use of the Moodle Virtual Learning Environment to support you during your studies. Moodle provides access to course materials, recorded lectures, online discussion and social interaction, interactive lessons and assessment. Moodle is available 24 hours a day, with the exception of maintenance periods, every day of the year from http://moodle.uws.ac.uk) The Student Guide to Moodle is available from Moodle (http://moodle.uws.ac.uk) by selecting Help from the menu bar, followed by Moodle. The Student Guide is available for selection from the right hand menu. Alternatively you can go directly to the Guide by entering the address http://goo.gl/MWjAa in your web browser. 10 Programme Specification – http://psmd.uws.ac.uk/UGProgrammes/Default.aspx Module Descriptors – http://psmd.uws.ac.uk/ModuleDescriptors/Default.aspx 4. View detailed descriptions of modules including pre-requisites, learning outcomes, assessment information and resource lists, etc. Virtual Learning Environment (Moodle) Each module has a Moodle sit which provides online, 24/7 access to course information, materials and assessments. Each School also has an ‘Info Site’ which contains important information and announcements. To login go to http://moodle.uws.ac.uk and enter your username (Banner ID) and password (your normal computer password). A short introductory video and the student guide to Moodle are available at http://www.uws.ac.uk/schoolsdepts/ict/studentsupport/moodle.asp/ 5. Professional Accreditation BA Childhood Studies is not a Professionally Accredited Programme. All students are eligible to register at Practitioner level with the SSSC and are expected to sign relevant paperwork agreeing to abide by the SSSC code of conduct and fitness to practise. 6. Work-based and Placement Learning At both SCQF Level 8 and Level 9, BA Childhood Studies students are asked to undertake 2 block placements of 3 weeks in an early years setting. The rationale for a block placement approach is rooted in the notion that this will act as a sound preparation for future employment as they become familiar with the routine daily practice of the Centre. Students will also learn to appreciate the value of working as a member of a team to gain deeper, more appropriate knowledge of the children thus, leading to more effective planning to progress learning. Students should build on previous experience as practitioners to become more skilled and knowledgeable regarding the more complex components of the duties of practitioners and lead practitioners in early childhood centres. It is hoped that the placement providers will be able to adjust planning and other arrangements to set up opportunities to accommodate students’ development as team members and as potential “lead practitioners”. 11 Protection of Vulnerable Groups Workplace practice is an essential element of the degree. As a result, all students must agree undergo a Protection of Vulnerable Groups Disclosure Scotland check. 7. Personal Development Planning Personal Development Planning (PDP) is a process that enables students to plan for and keep records of their development and achievements in three broad areas: Personal Skills Academic Development Career Planning and Employability All students will have the opportunity to engage with PDP activities and to build an ePortfolio to record their achievements. The ePortfolio system is supported by MyLinC (My Learning in Context) which is available through Moodle. The University believes that engagement with PDP will help students to: Become more effective, independent and confident learners; Understand how they are learning and relate their learning to a wider context; Manage their own learning according to their individual needs; Improve their general skills for study and career management; Talk about their personal goals and evaluate progress towards their achievement; Take a more positive attitude to learning; Better articulate their achievements to others, for example when applying for a job. Student’s personal development planning will normally be guided and supported by a personal tutor. Further guidance and support on aspects of PDP may be facilitated through a variety of sources including: The Library; Module Lecturers; Student Mentors and Effective Learning Tutors. Students can also access a wide variety of online help tools including the Student PDP Handbook. All students will have the opportunity to build an portfolio on the University’s e-portfolio system, Mahara http://mahara.uws.ac.uk/ All students on the programme will engage in PDP through study of the modules. All modules have work-based tasks and reflection on the implementation is a key element of assessment. Most students will study Developing Effective Learning and be introduced to the portfolio system However additionally all students will set personal targets as part of their learning and assessment process in a number of modules. PDP is very important for both for immediate learning, personal development and career planning, and also for ongoing reflection and planning as part of the Programme of study and weekly sessions on PDP and employability will be provided. Summarise the curriculum and other opportunities available to students on the Programme for engagement in the process of PDP, including support and guidance in the development of reflective approaches to PDP; 12 The role of academic staff, including academic tutors, module co-ordinators and programme leaders or their equivalents, staff in Student Services is to help students to identify areas for personal growth as part of their programme of study. PDP outputs expected from students in reflection on learning in presentations and assignments as part of study. Sources of support and guidance available to students for the creation and development of eportfolios are the relevant module Effective Learning and Personal Tutors. Feedback on their engagement with PDP will be evident in the marks and feedback on assessments to which PDP activity has contributed. The programme is a rolling programme so will not be the same order for all students. Employability The University is committed to providing a high quality learning experience which produces confident, enterprising and skilled graduates with skilled graduates and skills relevant to all types of employer. Being employable is not just about having a specific degree. It is about 13 having the generic or transferable skills and attributes that are essential to get and then succeed in any graduate employment. These generic attributes include having good communication, interpersonal and team working skills. It is not just important for students to recognise that they have developed these skills; they also need to be able to explain to others that they have done so (for example, in a CV, a job application form or at an interview). The Careers Advisers in the University’s Employability Link provides a wide range of careers and other employability services to students to prepare them to compete effectively in the graduate labour market. These include careers workshops (e.g. on CVs and job applications); one-to-one careers guidance by appointment; opportunities to meet with employers; a job shop (for part time jobs, summer work and volunteering opportunities) and access to a range of placement opportunities. An online graduate vacancy system, careers library and other web-based information can be found at www.uws.ac.uk/careers/ The team of Careers Advisers provide a range of support activities involved in the application process, from mentoring, support in the preparation of quality CVs and applications and interview practice. The University is committed ensuring students on placement or in employment adhere to The Code of Practice for Social Service Workers which describes the standards of professional conduct and practice required of practitioners and the standards required in social services. The university is committed to supporting the codes or employers and students in meeting the code and taking appropriate action, including reporting to SSSC, when workers/students do not meet expected standards of conduct. The programme is mapped to the Standard for Childhood Practice ( 2007) and matches the competencies required for a lead practitioner . More generic employability competencies are matched within the modules and a copy of this matching will be provided. Students will also continuously reflect upon their learning and practice and set targets for personal development and to assist this self evaluation against employability competencies will be used. 14 C. KEY CONTACTS 1. BACS Programme Leader and Chair of the BACS Learning and Teaching Sub Group Dorothy Johnson Programme Leader Ayr Campus, Ayr Administrative Staff Claire Paton School Administration Co-ordinator Administration Officer Ayr Campus, Ayr Catriona Alexander Educational Librarian University Campus, Ayr Avril Goodwin Information Services Manager Crichton Campus Emma Munday Crichton Campus, Dumfries Library Staff B.A. CHILDHOOD STUDIES PROGRAMME TEAM Dorothy Johnson [email protected] Jennifer Ellis [email protected] Mary Evans [email protected] Kadijha Mohammed [email protected]. uk Lorna Sorbie [email protected] Peggy McIntosh [email protected] 2. 01292 886275 01292 886252 01292 886471 01292 886227 Personal Tutors All students will have an identified Personal Tutor however the Programme Leader will also be available for advice, support and guidance as required and should be contacted if a student has any concerns. 15 Each student is allocated to a member of the Academic Staff who will act as a personal tutor. It is the personal tutor who should be informed of student absence. This tutor will provide the following: A personal point of contact; Individual support in personal and social development including the acceptance of responsibility; Access to advice and information on personal progress and attainment; Access to advice in relation to their programme of study and/or career; Access to help with study difficulties or personal problems; Support and guidance in making their own decisions and choices. Personal Tutors will arrange an initial face-to-face meeting with their students and indicate how and when they can be contacted. However, students are at liberty to approach other members of staff as they deem appropriate. Students having difficulties related to their Programme should: i) initially try to resolve the matter by talking to the lecturer who takes the class or to their tutor, if on school experience; ii) consult their personal tutor if i) is unsatisfactory and then, if the difficulty cannot be resolved through their personal tutor, consult the Programme Leader; iii) in cases where personal matters are also involved, consult the Student Services. 3. Administration Offices Administrative Staff Claire Fowler Gillian Thomson School Administrator School Administration Co-ordinator Faculty Manager Anne Logan Emma Munday Administrative Manager Administration Officer Claire Paton Ayr Campus, Ayr Ayr Campus, Ayr Hamilton Campus Hamilton Crichton Campus,Dumfries 16 4. Student Representatives Student Representatives, or Reps as they are more commonly known, are students who are elected by their class to represent the class or the programme on various committees within the University. Student Reps act as a channel of communication between students and the institution to ensure that the opinions and needs of students are heard at every level within the University. Reps also act as a channel of communication between the student body and the institution and the Students’ Association (SAUWS). Any queries students have can be taken to the relevant committee and likewise issues discussed can be reported back to the wider group of students. Reps attend and actively participate in a wide range of committee meetings. These can be Student/Staff Liaison Groups, Subject Development Groups and the SAUWS Students’ Representative Council (SRC). To assist with the process, you will need to choose a minimum of one representative from your programme year group. You will be informed of this during induction week and volunteers will be sought in the first week of the trimester. This should allow time for getting to know who might best represent the views of your year group and allow us to arrange the first meetings quickly so we can deal with any immediate issues. To find out how to become a Student Rep or how to contact the Student Rep for each Programme: Visit the School ‘Info Site’ on Moodle at http://moodle.uws.ac.uk Contact the Student Representative Co-ordinator, Students’ Association – [email protected] Student/Staff Liaison Groups (SSLGs) Remit The Student/Staff Liaison Group is a forum for students and staff to discuss student-led agendas on learning and teaching issues and to consult with students on its future plans for curriculum development. SSLGs are not "complaint shops". SSLGs can be either subject or programme level, it is up to the individual Faculty to determine the best way to ensure all programmes are represented by one or more SSLG and to advise this to QEU by the start of session each year to enable student representatives to be elected and invited to sparqs training. SSLGs will normally be chaired by a student. At a minimum there should be at least one SSLG per School or Subject/SDG area per trimester (Trimester 3 as required). Consideration should be given to multi-campus issues. Faculties will ensure arrangements are in place for election of student representatives across all Faculty provision by the end of October. The dates of SSLG meetings should be published and placed on the Faculty notice boards and Moodle along with the reports of meetings to ensure transparency and dissemination of information to all students. All staff should encourage students to participate in SSLGs. The Faculties must ensure agendas are proactively developed for SSLG meetings to ensure students are drawn into discussions on Learning and Teaching development. 17 The following are indicative of the issues that could be discussed at an SSLG: Issues raised in student feedback/module questionnaires and the actions planned as a result of questionnaires/SSLGs etc; Short-term problem solving etc.; Volume of work; Use of Lectures/Seminars/Tutorials; Student queries on learning outcomes, programme specifications, module descriptors; Delivery/pace of the programme; Learning and Teaching methods; Virtual Learning Environment (Moodle); Communication with students; Support for independent learning; Methods of assessment; Timing of courseworks; Return of coursework/formative feedback; Resources/facilities; Identification of good practice; Issues of concern; Professional accreditation issues; New programme proposals/module and programme changes; Subject Health Review opportunities for student input; Design and content of syllabus; Employability; Personal Development Planning; Work-based Learning; International exchange opportunities; Plans for enhancement/using the outcomes of the National Enhancement Themes; Success and progression rates of their modules and programmes; Regulatory issues/changes; Quality of delivery; Multi-campus issues; Discussion of new initiatives and strategies at Faculty or University level. D. KEY INFORMATION 1. School Info Site on Moodle Each School has an ‘Info Site’ on Moodle – http://moodle.uws.ac.uk – which contains important information, announcements and documents. 2. Programme Info Site on Moodle The Programme Information Site can be found on Moodle – http://moodle.uws.ac.uk 18 3. Student E-mail Every student is given a UWS student e-mail account in the form of [email protected]. It is every student’s responsibility to check their student email account regularly as important information from lecturers and other staff will be sent to this address. Details of how to login can be found at http://www.uws.ac.uk/studentemail/ 4. Self-Service Banner Students can login to Self-Service Banner to enrol online and to access their student records and module results for each year. Details of how to login can be found at http://www.uws.ac.uk/current-students/it-and-printingservices/access-to-services/student-results/ 5. Noticeboards In addition to School / Programme ‘Info Sites’ on Moodle, timetables, staff contact details and important announcements are posted onto School noticeboards outside every School Office. 6. Maps Ayr http://www.uws.ac.uk/about-uws/campuses/ayr/location-and-travel/ Dumfries http://www.uws.ac.uk/about-uws/campuses/dumfries/location-and-travel/ Hamilton http://www.uws.ac.uk/about-uws/campuses/hamilton/location-and-travel/ Paisley http://www.uws.ac.uk/about-uws/campuses/paisley/location-and-travel/ 7. Student Complaints If a student wishes to make a complaint they should consult the university complaints policy attached as an appendix to this Student Handbook. Students also have recourse to complain to the Scottish Social Services Council but only once the University complaints procedure has been exhausted. http://ewd.sssc.uk.com/ewd/learning/quality-assurance-of-social-service-qualifications.html E. ATTENDANCE It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Attendance at placement is 100% and any days missed will have to be made up after the placement has finished in the students own time. Any unauthorised absence will be recorded and may lead to the student being withdrawn from the module and/or Programme. Students who are absent should notify their School Office, and their module tutor, immediately. Full details of attendance requirements for all UWS students can be found under Regulation 5 of the UWS Regulatory Framework http://www.uws.ac.uk/current-students/rights-andregulations/regulatory-framework/ (hard copies available from the Library). 19 F. HEALTH AND SAFETY IN THE FACULTY All students should be aware that they have a legal responsibility to work safely at all times and not to endanger themselves or other persons who may be affected by their acts and omissions. University health and safety information and resources for students can be found at www.uws.ac.uk/health Additionally, students must follow the Faculty’s health and safety rules, including any risk assessments specific to the work they are carrying out, whether that work is within the University or as part of a fieldwork activity. Students may not deviate from the laboratory protocols, method statements or Demonstrator/Lecturer’s instructions as these are based on assessment and control of risk. School / Programme specific health and safety information can be found on the School ‘Info Site’ on Moodle at https://moodle.uws.ac.uk Students must attend all health and safety training offered by the Faculty and use any personal protective equipment required. G. EXAMS AND ASSESSMENT 1. Regulations Assessment is used to determine how well you understand the material being presented in your modules. This may be by means of seen or unseen examinations, written and practical tests, reports and assignments. Provided that you have been studying on a regular basis, you should have no difficulty in passing them. Assessments are designed to allow students to demonstrate that they have achieved the learning outcomes for the module. Information on exams and assessment can be found at http://www.uws.ac.uk/currentstudents/study/exams-and-assessment The University regulations for assessment can found students/rights-and-regulations/regulatory-framework at http://www.uws.ac.uk/current- Please note that it is your responsibility to retain a copy of any submitted coursework. 2. Assessment Information Please refer to the individual Module Descriptors which you http://psmd.uws.ac.uk/ModuleDescriptors/ModuleDescriptorsBySchool.aspx will find at 20 You are likely to encounter a variety of different types of programme work during university studies, and most programmes in the University include a blend of: Exams Most exams in the University are two hours in length. The University has three exam sessions: In January - for Trimester 1 subjects In May - for Trimester 2 subjects. In August – for Trimester 3 subjects. Should you fail an exam, there is a re-sit diet of exams in August. Please note that it is the student's responsibility to check dates, times and venues. If you find that two of your exams are scheduled to take place on the same day and at the same time, please contact the Examinations Unit immediately, in person (Student Link - Paisley campus), or by telephone on 0141 848 3857, or by email at [email protected] in order that alternative arrangements can be made. Essays Essays are often used to develop a critical appraisal of a special topic through wide and appropriate reading, careful synthesis and the development of a clear, logical structure and pertinent sequence of arguments. Practical Practical assignments will vary widely across the different assignments modules. (May be others suited to your programme). Class tests Short class tests may be included in some modules - make sure you know when these are. Workshop Workshop presentations may involve students working presentations individually or collectively on a defined topic by reviewing and synthesising appropriate source material for presentation to the class. Reports Reports are intended to develop students skills in applying their knowledge and understanding to a relevant practical problem Log books Log books may be required as part of the assessment of work experience, in which students can be expected to maintain a record of the activities as part of the raw material fashioned into a concluding report. They are also used in some of the projects to allow you to keep a record of your progress. 3. Understanding Grades The University’s policy on reassessment applies to all programmes: To pass an exam or a piece of coursework requires a mark of 40% for each assessment 21 To pass in a module will require an overall mark of 40% on aggregate, together with a mean mark of not less than 30% in each main category of assessment, i.e. practical or coursework or exam, To illustrate this there are a couple of examples in the table below. The module has assessment where the final mark is made up from 50% Exam and 50% Coursework. Exam Mark 40% 36% 35% 30% 29% Coursework Mark 40% 40% 35% 50% 51% Final Mark 40% 40% 35% 40% 40% Result Pass Re-sit Exam Re-sit both Exam and Coursework Pass Re-sit Exam In producing grades for any module of assessment, the University uses the following grading scheme, with grades D and E being fail grades: A B1 B2 70-100 60-69 50-59 C D E 40-49 30-39 0-29 Of course, you should aim to pass each assessment at the first attempt even though the regulations may allow for further attempts. The conditions differ for different assessments and different subjects and each subject lecturer will give you the information you require. If you are not sure what is required of you - ask. Please note that it is your responsibility to retain a copy of any submitted coursework. Advice on planning and preparation can be found at www.uws.ac.uk/effectivelearning. Please note that the consequences if you fail a module at the third attempt are withdrawal from the programme with no opportunity to re-enrol. Subject Panels and Progression & Awards Boards The University operates a two-tier exam panel system, as follows: Subject Panel - The Subject Panel meets after each exam diet (January, May and August) to discuss the performance of students on particular modules. Progression & Awards Boards - After the Subject Panels have met, a Progression & Awards Board takes the decisions from the Subject Panels and considers a student’s performance across all the modules on their programme. The Progression & Awards Board then makes decisions on the progression of a student from year to year and on their final degree/postgraduate award. 22 The Progression & Awards Board has 2 statutory meetings in June and September to consider student performance, but may meet at any time to consider the case of anyone who is failing to meet the general programme requirements. Presentation of work It is your responsibility to ensure that your work is neatly and accurately presented. You should consult your lecturer to find out the format for submission as it varies from module to module. Some coursework should be submitted as single sided word-processed text. Some coursework will be submitted electronically via email or Moodle, or on a CD or floppy disk. Make sure that you follow the submission instructions carefully. Please note that the University uses the Harvard System as the standard convention for referencing in all student coursework and examinations. Further information on the University’s current referencing guide can be accessed via: http://www.uws.ac.uk/schoolsdepts/library/guides/index.asp Coursework extensions Written reports must be completed on time and failure to meet completion dates may result in the report not being marked or in marks being deducted. If you are absent from an assessment as a result of illness, or any other valid reason, then you should inform the member of staff involved in setting the assessment and also submit a medical certificate to the Faculty Office. The policy on the late submission of coursework is as follows: 1 Coursework submitted after the due date without good cause, as determined by the module co-ordinator, will be penalised by the reduction of ten percentage points from the mark awarded provided that the work is submitted within one calendar week of the due date. 2 Extensions to coursework deadlines on the basis of good cause may be determined by the module co-ordinator. The above penalties will then apply to any work submitted after the revised due date. 3 There will be a single due date for coursework submitted for the August re-sit diet, namely the first day of the re-sit examination diet. Award of Distinction Please note that Distinction will not be awarded where any of the modules in the final year stage are assessed using the Pass/Fail grades. Distinction at Masters level will be awarded where students have met the above criteria but will be calculated on the basis of 180 credit points within the programme and not solely on the taught modules or the Masters level dissertation component of the award. 23 As prior credit is not graded, award with distinction is therefore not available to students with imported credit which makes up the final level of the award. (Please refer to Regulation 6.8.1 c iii for further information). Progression The normal criterion for progression from SCQF Level 7 to Level 8 (year 1 to year 2) and from SCQF Level 8 to Level 9 (year 2 to year 3) is that you pass all the modules in your year. Please refer to Regulation 7 for further details – http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ 4. Accessing Exam Results At the end of each trimester, there will be a publication of grades for modules undertaken. You can access your Grades via Self Service Banner: Login to https://ssb.uws.ac.uk and go to Students > Student Records > View Hols & Grades > Grades > and select the term e.g. ‘2013/14’. 5. Exam Timetables Information on exam diets, exam timetables and links to Past Papers can be found at http://www.uws.ac.uk/current-students/study/exams-and-assessment. 6. Cheating and Plagiarism Cheating & plagiarism involves the attempt to gain an unfair advantage in a University assessment by gaining credit for another person’s work or access to unauthorised material relating to an assessment. Plagiarism Plagiarism is identified by the University as the use of someone else’s work or substantial and unacknowledged use of published material presented as the student’s own work. It includes the following: the extensive use of another person’s material without reference or acknowledgement; the summarising of another person’s material by changing a few words or altering the order of presentation without reference or acknowledgement; the substantial and unauthorised use of the ideas of another person without acknowledgement; copying the work of another student with or without the student’s knowledge or agreement; deliberate use of commissioned material, which is presented as one’s own; 24 unacknowledged quotation of phrases from another’s work. Use of Plagiarism Checking Software The University reserves the right to use all means at its disposal to detect plagiarism where it arises. As a result, all your submitted work will be liable to scrutiny in order to identify any plagiarised element. Academic staff in the University are able to make use of the JISC Plagiarism Detection Service to allow them to check assignments for plagiarism. This service is based on the Turnitin plagiarism detection software from 'iParadigms. More information on the software can be found at: www.turnitin.com Most text based courseworks will require electronic submission through the Turnitin system in Moodle. This system provides you with the opportunity to check your submission for poor academic writing such as inaccurate referencing or inadequate paraphrasing. It is also used to detect attempts to gain unfair advantage in the assessment process by checking the submitted work against existing publications or previously submitted assessments. You should aim to submit your coursework to Turnitin as soon as the assignment is available in order to take advantage of the feedback that the system can provide. Should you be suspected of plagiarism, you will be referred to your Faculty’s Plagiarism Panel for further investigation. Cheating and plagiarism in University assessments may be regarded as either Major or Minor Offences under the University Code of Discipline. Please note that the Code of Discipline (Regulation 12) is available via the following link: http://www.uws.ac.uk/schoolsdepts/QEU/academic-office/regulations-policies.asp Techniques to avoid plagiarism The Centre for Academic and Professional Development has developed a range of guidance for students on academic writing and referencing, including plagiarism, which is located on the ICT student web site at: www.uws.ac.uk/effectivelearning You will see a link to a dedicated plagiarism resource. You should also browse the resources in the 'Guides to Writing' section. The Faculty will also be organising a number of sessions to explain techniques to avoiding plagiarism - see the notice boards. Cover Sheet You should attach a standard cover sheet to all your essays, reports, exercises etc. to ensure anonymous marking. You can obtain a cover sheet from Faculty Offices. You will notice that this contains a statement indicating that the work you are submitting is your own and you have not copied or plagiarised any material in the report. If you do not 25 have to complete a cover sheet, please make sure that you add a statement at the start of the coursework which states: ‘I certify that all material in this essay/assignment which is not my own is duly acknowledged. I have read and understand the section in the Faculty handbook dealing with plagiarism’. Further information can be found at: Cheating and Plagiarism from the exams and assessment link above. The University Programme Leader will inform the SSSC of any student on the Childhood Studies Programme who are found guilty of a major or minor offence under the Universities Disciplinary Code including plagiarism. Fitness to Practise The University also has a Fitness to Practise Policy (which can be found at the end of this document) based upon the relevant codes of practice. Students can be investigated under this policy which would include inappropriate practice and conduct on placement or in the workplace. http://www.sssc.uk.com/Codes-of-Practice/sssc-codes-of-practice-for-social-service-workersand-employers.html 7. Mitigation If you are unable to attend an assessment or feel that your performance has been affected by mitigating or extenuating circumstances, you can make a claim to be considered by your Faculty Mitigation Panel. If the Panel accepts your case, they will inform the relevant Subject Panel the extent to which these circumstances have affected assessments undertaken by the student and recommend that a further attempt at the affected assessment at the next available opportunity. Mitigation forms must be submitted, along with documentary evidence, to Student Link on any campus as soon as possible after the time of the event to which the claim relates has happened and before the published cut-off date. Mitigation forms and guidance notes can be found on the University’s public website http://www.uws.ac.uk/current-students/rights-and-regulations/academic-appeals-andmitigation/ Academic Appeals It is important that you familiarise yourself with the University’s Appeals Procedure. Please read the Appeals Regulations carefully. A special re-read of the procedures is recommended before you sit examinations and before the Subject Panel meets. Remember that if you find yourself in difficulty or do not understand anything in the Regulations, please ask your Personal Tutor, Student Services or the Students’ Association. They will be pleased to assist you. 26 Further information on the UWS Appeal process can be accessed via the University’s Website – http://www.uws.ac.uk/current-students/rights-and-regulations/academic-appeals-andmitigation/ H. 1. STUDENT INFORMATION AND SUPPORT: USEFUL WEBLINKS Library and Learning Resources Full library services cover loans and access to books, printed journals, audiovisual materials, reference books and online information; access to computers; provision of study space and assistance in finding and using these materials. Services are also available to remote students, or to students on placement, through hospitals, some colleges and public libraries throughout west and southwest Scotland. The Library Website The library website is the key to library services and can be accessed from on or off campus at http://www.uws.ac.uk/about-uws/services-for-students/library/ As well as holding the library catalogue it contains additional useful information such as a guide to writing references and advice on literature searching. Help and advice Library staff are happy to help – just ask at the enquiry desk or see the website for contact details. Classes and tutorials are also offered for information retrieval for various subjects. Contact details: Website: http://www.uws.ac.uk/about-uws/services-for-students/library/ Each Campus Library has contact email addresses and telephone numbers, as well as contact information for specialist subject staff, please see the website for details. Ayr Campus Library Trimester 1 and 2 - opening times are as follows: 0830-2050 Monday-Thursday 0830-1650 Friday-Saturday Trimester 3 (summer period): 0900-1650 Monday-Saturday 27 Dumfries Campus Library The Crichton Library is a joint service to support the staff and students of Dumfries and Galloway College and Glasgow University as well as the University of the West of Scotland. It is housed in the Dumfries and Galloway College building. Trimester 1 and 2 opening times are as follows: 0830-1900 Monday-Thursday 0830-1700 Friday Trimester 3 (summer period): 0830-1700 Monday-Friday Hamilton Campus Library The library is located in the Almada Building. Trimester 1 and 2 - opening times are as follows: 0830-2100 Monday-Thursday 0830-1630 Friday 0900-1700 Saturday Trimester 3 (summer period): 0830-1630 Monday and Friday 0830-1900 Tuesday and Thursday 0830-1800 Wednesday Paisley Campus Library The library is located in The Robertson Trust Library and Resource Centre - N Block. Trimester 1 and 2: 0830-2050 Monday-Thursday 0830-1650 Friday 0830-1650 Saturday Learning Centre 0730-2150 Monday-Friday 0900-1650 Saturday and Sunday Trimester 3 (summer period): 0900-1650 Monday-Friday Please note that the Library Regulation (Regulation 10) is available via the following link: http://www.uws.ac.uk/schoolsdepts/QEU/academic-office/regulations-policies.asp. 28 2. Research Study Guide The following is a link to the research study guide for postgraduate students http://www.uws.ac.uk/research/postgraduate-study/ 3. ICT Services ICT Services offer a range of online services to students, including access to the VLE (Moodle), the student record system (Banner) and the library system (TALIS), as well as student email and online storage through Microsoft's live@edu service. All students should use their Windows Live Email Account as all student email communication made from within Banner, Moodle and the library systems will be sent to your student email address ([email protected]). You’ll find more information www.uws.ac.uk/schoolsdepts/ict//index.asp on the following website Media Services ICT Services offer a wide range of media services to students, from the hire of equipment such as laptops and video cameras, to the use of a fully-equipped television studio or recording studios. You can visit our facilities by taking a campus tour during induction week. Alternatively, ask about our services at ICT Services reception on the various campuses or telephone extension 3999 internally or 0141 848 3999 externally. Computing Services The University provides both lab-based and open-access computing facilities. There are open-access ICT laboratories on all campuses. You can use these to access the resources (Moodle, email, Office applications, etc.) that you will need for your study. You should attend an induction session during enrolment that will help you get the most out of the facility your school should organise these at the start of sessions but you can also get help at the ICT Services reception. These sessions are designed to help you get the best out of the service and offer many tips on keeping printing costs to a minimum. Information and support for UWS ICT systems and services can be found at http://www.uws.ac.uk/current-students/it-and-printing-services/access-to-services Wireless Network Access Wireless network access is provided by ICT in all buildings of the university. There has been a significant investment in the UWS Wireless network which is still on-going to provide a more extensive service. For further information about wireless coverage visit http://www.uws.ac.uk/currentstudents/it-and-printingservices/access-to-services/wifi-access/ 29 4. Effective Learning (CAPD) The Effective Learning team is committed to helping you achieve your full potential by providing advice, guidance and online resources to develop and enhance the academic skills you will need during your time at university and beyond. Effective Learning Tutors can assist you in the development of a wide range of academic skills, including: Writing, essays, reports and dissertations Avoiding plagiarism through proper referencing Critical thinking Studying and exam techniques Presentation skills Personal development planning (PDP) Whether you are studying full-time or part-time, undergraduate or postgraduate, whether you have come straight from school or college, or have not been inside a classroom for years, the Effective Learning Team will provide guidance and advice in a friendly and supportive environment. Visit our website at http://www.uws.ac.uk/current-students/study/skills-for-effective-learning for more information on what we offer, see our online resources on the University’s Virtual Learning Environment, or contact your campus Effective Learning Tutor. Contact Details: Ayr Campus Tel: 01292 886310 To contact the Effective Learning Tutor, Claire Mackie: Email: [email protected] Dumfries Campus Tel: 01387 734287 or Student Services 01387 734279 To contact the Effective Learning Tutor, Dave Edwards: Email: [email protected] Hamilton Campus Tel: Student Services 01698 894448 To contact the Effective Learning Tutor, Dickson Telfer Email: [email protected] Paisley Campus Tel: 0141 848 3824 To contact the Effective Learning Tutors, Alison McEntee and Gordon Asher Email: [email protected] [email protected] 5. Student Link The following material should be inserted, stating contact details as appropriate: What is the Student Link? 30 The Student Link brings together the services offered by Student Administration Services Student Services Lifelong Learning Academy It is where you can get information about everything from enrolling on your course to how you can prepare for a graduate job or applying for a post-graduate programme and any advice you need during your studies e.g. funding, careers, personal problems. You can find out all about the Student Link at www.uws.ac.uk/studentlink How can I access the Student Link Information Point? Paisley Campus: The Student Link information point is located in the Elles Building, opposite Canteen at the Link, and is open from 8:45am until 4:45pm, Monday to Friday Hamilton Campus: The Student Link information point is located in the Almada Building, next to the back door, and is open from 8:30am until 4:30pm, Monday to Friday Dumfries Campus: The Student Link information point is located in Dumfries and Galloway College building, in the Crichton Library, and is open from 8:45am until 4:45pm, Monday to Friday Ayr Campus: The Student Link information point is located at the main campus reception, and is open from 8:45am until 4:45pm, Monday to Friday. The Student Link can provide help with the following: STUDENT ADMINISTRATION SERVICES The Student Administration Services web page www.uws.ac.uk/students/student_admin provides links to a great deal of information relating to Student Administration Services which you need to be aware of during the duration of your studies. These include: • enrolment and registration • examinations and assessments • regulations and procedures • graduation - dates and registration STUDENT SERVICES You’ll want to get the best out of the time you spend at UWS, and that’s why we have lots of services designed to support you [both in and out of the classroom]. Funding and Advice The Funding and Advice team offer help on a range of topics that may be relevant to you during your studies. Some areas we can assist with are: 31 o o o o o o o o ensuring you have the correct funding advising on how you can pay for part-time studies information on trust funds helping you meet the costs of childcare giving you hints and tips on how to budget your student support providing guidance should you need to mitigate or appeal helping you apply for repeat year funding if things don’t go to plan financial support if things get tough PAISLEY Find out more at www.uws.ac.uk/fundingandadvice - or visit the Student Link in Ellis Building (J Block), opposite The Canteen at the Link; call 0141 848 3803, or email [email protected] HAMILTON Find out more at www.uws.ac.uk/fundingandadvice – or visit the Student Link in Almada Building; call 01698 894448, or email [email protected] AYR Find out more at www.uws.ac.uk/fundingandadvice – or visit the Student Link at the main campus reception; call 01292 886267, or email [email protected] DUMFRIES Find out more at www.uws.ac.uk/fundingandadvice – or visit the University Student Link reception in the Dumfries and Galloway College Building, call 01387 734279 or email [email protected] 6. Careers and Employability Service Your employability is our business… Employability is key in all that we do at UWS; creating opportunities for our students and graduates to help them in their future careers. For more details visit: www.uws.ac.uk/careers or come along to: PAISLEY Employability Link, Elles Building (J105); call 0141 848 3806 HAMILTON Student Link reception, Almada Building; call 01698 894448 AYR Student Link at the main campus reception; call 01292 886267 32 DUMFRIES Student Link reception in the Dumfries and Galloway College Building, call 01387 734279 See also details about exchange programmes at http://www.uws.ac.uk/study-at-uws/exchangestudents/ and placement details within your own programme). Enabling Support – Support for students with additional needs 7. To ensure you get access to everything you need to study at UWS it will help us if you tell us as early as possible if you have a disability or specific learning difficulty such as dyslexia. The team can discuss with you what support you need and try to put it in place before you start your studies www.uws.ac.uk/enablingsupport For further enabling support information and contact details for the Co-ordinator within your School go to your School Info Site. To message the Enabling Support Team directly at each Campus: [email protected] [email protected] [email protected] [email protected] 8. Funding and Advice This service is here to offer advice and guidance in areas such as ensuring you have the correct funding and your full entitlement. www.uws.ac.uk/fundingadvice 9. Counselling Service If you are experiencing any personal problems or difficulties, contact one of the Counsellors to talk confidentially about anything that is troubling you. www.uws.ac.uk/counselling 10. Advice for International Students As an international student at University of the West of Scotland, you’ll be able to access advice and information from our International Student Adviser. This includes: o o o o o o o immigration advice student visa extensions daily Quick Questions (an International Adviser on hand in student link, Paisley) advice on working in the UK (during and after studies) post-study work information sessions regular updates on Moodle relating to International student issues visas for travel outside the UK 33 o letters for relatives’ visits o financial queries (funding sources, student support, fees, student hardship, private trusts and charities, Students’ Association emergency hardship fund) o welfare and health benefits; council tax o general welfare (personal difficulties, social events for international students, HOST) o other sources of help within, and outside, the University You can get more details at http://www.uws.ac.uk/current-students/international-student-support/ . 11. Spiritual Care Our multi-faith Spiritual Care team offer support, motivation and friendship to all students. They take a student-centred approach to helping students with their spiritual, religious and pastoral needs. You can make an appointment to meet with one of the team by calling into Student Services Reception. 12. Lifelong Learning Academy (LLA) – (part-time study) LLA offers education advice for students who may wish to study part-time and can help you design an appropriate programme of study, taking into account your current needs, careers plans, timescale and availability www.uws.ac.uk/pt 13. Collaborative Partners and Exchange Programmes Collaborative Partners UWS currently has a number of collaborative agreements. Partners include the Scottish Baptist College, Ayr College, Cardonald College, City of Glasgow College, Coatbridge College, Cumbernauld College, Kilmarnock College, Motherwell College, Reid Kerr College, South Lanarkshire College, Stow College, Strathcarron Hospice, Studien Technologie Transferzentrum, Edinburgh Napier University, Hamburg University of Applied Science, Reutlingen University, Fachhochschule Hannover University of Applied Sciences and Art, Hochschule Der Medien Stuttgart and Leipzig University of Applied Science. Exchange Programmes The partnerships the University has with institutions across Europe, within the Erasmus LLP programme, and the United States, allow students to study abroad and experience the many benefits of living in another country. Further information on Exchange Programmes is available via http://www.uws.ac.uk/standardpb.aspx?pageid=2147506172&terms=Exhange 14. SAWS The Students’ Association at UWS is YOUR union, run BY students, FOR students. To keep up to date with what is on offer, visit the following sites: http://www.sauws.org.uk/ www.sauws.org.uk/societies 34 www.uws.ac.uk/current-students/sports-and-social www.sauws.org.uk/sports 15. Accommodation The link below provides information on University accommodation and contact details for the Accommodation Unit: http://www.uws.ac.uk/about-uws/facilities/accommodation/ 16. Health Matters If you are new to the UWS and have not already registered with a doctor you should do so now. List of GP practices to the University can be found at: www.uws.ac.uk/health 17. Accessibility Guidelines for print, electronic and web based Information Senate has approved minimum standards which must be met in relation to all materials and documents for students. All printed documents must be made available, on request, in alternate formats. All documents should be clearly marked to indicate that they are available in alternate formats and give a point of contact for securing the document in the desired format. Web based material must also meet accessibility guidelines. If you encounter any difficulties in accessing printed or web material, please contact your Programme Leader or Module Coordinator. Student Services is also [email protected]. able to offer advice on accessibility requirements: UNIVERSITY STUDENT SURVEYS Throughout your period of study at the university you may be asked to participate in several important surveys. First year students may be asked to take part in Focus Groups to determine how the feel about their experiences during application, enrolment, induction and their first weeks at university. Final year students* will be invited to participate in the National Student Survey (NSS) that seeks students’ views on all aspects of their time at university. 35 Postgraduate students are asked to participate in the Postgraduate Research Experience Survey (PRES) or the Postgraduate Taught Experience Survey (PTES). Results from both these surveys help institutions enhance provision for postgraduate students. It is important that you complete any survey you are asked to participate in as surveys results are an important element in the university’s student voice: the university seeks to respond to student feedback collected in various forms at university. Results from all surveys are disseminated to relevant Schools and fed into action plans to enhance the student experience. * You may not necessarily be in your final year when asked to participate in the NSS but will only be asked to participate once. Professor Anne Mc Gillivray Dean of Students 36 I. TRIMESTER DATES TRIMESTER DATES - SESSION 2013/2014 August Assessment Diet Saturday 3 – Saturday 17 August 2013 Trimester (TR) 1 commences Monday 16 September 2013 TR1 Welcome and Registration Monday 16 – Saturday 21 September 2013 TR1 Teaching commences Monday 23 September 2013 Christmas Vacation commences Monday 16 December 2013 Public Holiday Wednesday 25 December 2013 Public Holiday Thursday 26 December 2013 University Holiday Friday 27 December 2013 University Holiday Monday 30 December 2013 University Holiday Tuesday 31 December 2013 Public Holiday Wednesday 1 January 2014 Public Holiday Thursday 2 January 2014 University Holiday Friday 3 January 2014 University Reopens Monday 6 January 2014 TR1 Consolidation Week commences Monday 6 January 2014 January Assessment Diet Saturday 11 – Saturday 15 January 2014 End of TR1 Saturday 25 January 2014 Inter Trimester Week Monday 27 – Friday 31 January 2014 TR2 Welcome and Registration Monday 27 – Saturday 31 January 2014 TR2 Teaching Commences Monday 3 February 2014 Easter Vacation commences Saturday 5 April 2014 TR2 Teaching Re-commences Monday 14 April 2014 Public Holiday – Easter Monday Monday 21 April 2014 Public Holiday - May Day Monday 5 May 2014 TR2 Consolidation Week commences Tuesday 6 May 2014 May Assessment Diet Saturday 10 May – Saturday 24 May 2014 End of TR2 Saturday 24 May 2014 Inter Trimester Break Monday 26 May – Friday 30 May 2014 TR3 Enrolment and Registration Monday 26 May – Friday 30 May 2014 TR3 Teaching commences Monday 2 June 2014 TR3 Consolidation Week commences Monday 28 July 2014 August Assessment Diet Saturday 2 August – Saturday 16 August End of TR3 Saturday 16 August 2014 NB: Some programmes run outwith the designated trimester dates. It is the responsibility of students to check the dates of their programme. 37 APPENDIX A UNIVERSITY OF THE WEST OF SCOTLAND FACULTY OF EDUCATION, HEALTH & SOCIAL SCIENCES : AYR CAMPUSTEACHING AND ADMINISTRATIVE STAFF IN THE SCHOOL OF EDUCATION ACADEMIC STAFF/TEACHING STAFF EXT. ROOM E-MAIL ADDRESS Head of the School of Education 6318 3.023 [email protected] HOLLIGAN, Professor Chris Professor of Education 6244 3.012 [email protected] MURRAY, Professor Rowena Professor and Director of Research SMITH, Ian Professor Professor of Education HEAD OF THE SCHOOL OF EDUCATION MAITLES, Professor Henry RESEARCH PROFESSORS BARRETT, Louise COBURN, Annette PGDE (Secondary) Programme Leader Lecturer in Education Lecturer in Youth and Community (Hamilton) COWAN, Paula Senior Lecturer in Education (Research) CROSS, Beth Lecturer in Youth and Community (Hamilton) DAY, Stephen Lecturer in Education (Prim Ed incl. Science) [email protected] 6272 3.026 [email protected] 6223 3.011 [email protected] [email protected] 6238 3.009 [email protected] [email protected] 6464 4.054 [email protected] ELLIS, Jennifer Lecturer in Education 6252 3.004 [email protected] EVANS, Mary Teaching Fellow in Education (Early Years) 6471 3.010 [email protected] GIBLIN, Morag Lecturer in Mathematics/ICT 6486 3.008 [email protected] GRANT, Lynne Dr. Lecturer in Education (Primary Curriculum) 6311 4.054 [email protected] HOLLIGAN, Chris Dr. Reader 6244 3.012 [email protected] JOHNSON, Dorothy 6275 3.009 [email protected] LAFFERTY, Linda Senior Lecturer in Education Childhood Studies) Childhood Studies/Practice Prog. Leader Programme Leader (Chartered Teacher) 6472 3.004 [email protected] LOUDEN, Stuart Lecturer in Education (Physical Education) 6351 3.007 [email protected] McAULIFFE, Diarmuid Lecturer in Education (Art) 6224 3.011 [email protected] McAULIFFE, Lisa Dr. Lecturer in Education 6392 3.004 [email protected] McKECHAN, Sandra Lecturer in Education (Maternity Leave) 6430 3.008 [email protected] MACLEAN, Jim Senior Lecturer in Education B.Ed. Programme Leader Lecturer in Education (RME/Health & Wellbeing) Lecturer in Education (Biology, Science) 6234 3.027 [email protected] 6354 3.007 6242 4.054 [email protected] Wellbeing) [email protected] Lecturer in Education (Working with Youth & Young People) Lecturer in Education (Modern Languages) 6227 3.010 [email protected] 3.011 [email protected] 3.010 [email protected] 3352 E319 [email protected] MATEMBA, Yonah MILLER, Catherine MILLER, Dr. Kate MILLIGAN, Lindsay Dr. MOHAMMED, Mrs. Khadija O’DONNELL, Vicki Dr. Lecturer in Education (Childhood Studies/ Practice) Senior Lecturer in Education (Paisley) ORR, Sue Lecturer in Education (Physical Education) 6315 4.054 [email protected] 6315 PIRRIE, Anne Dr. Reader in Education 6376 4.054 [email protected] SMITH, Hugh 6303 3.012 [email protected] WEBSTER, Carol Senior Lecturer in Education CPD Programme Leader Lecturer in Education (Mathematics) 6253 3.008 [email protected] ADMINISTRATIVE STAFF FOWLER, Claire Administrative Assistant (Admissions) 6206 3.028 [email protected] 38 HUNTER, Mary Secretary (School Experience) 6254 3.028 [email protected] PATON, Claire School Administration Co-ordinator 6207 3.028 [email protected] 6216 3.022 [email protected] 6451 3.028 [email protected] PATON,Jean SISI, Caroline WORKSHOP FACILITATOR KELLY, Janette Dr. P.A. to the Head of School of Education Administrator Workshop Facilitator [email protected] 39
© Copyright 2024 ExpyDoc
