BSc (Hons) Environmental Health

Contents

2

About this handbook

3

Environmental Health programme information

4

Important contact information

4

Teaching staff

5

Your guidance tutor

7

Your programme of study

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What is environmental health?

8

Where this degree fits into the process of becoming a registered Environmental Health Practitioner

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The degree structure

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The learning outcomes of the programme

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Programme delivery: learning and teaching strategy

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Approaches to study and work ethos

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Assessment

15

Hand-in procedures for assignments

16

Assessment and moderation

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Credits, levels and progression

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Progression for Environmental Health students

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Appendix A – Semester dates

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Appendix B – Policy on extensions to assignment submission deadlines

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Appendix C – Marking guidelines

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Appendix D – Assessment regulations for Northumbria Awards (ARNA) – academic misconduct

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Appendix E – Guidelines on internet use

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Appendix F – Guidance tutorial system: A student guide

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Appendix G: Things I’d wish I’d known before I started

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Appendix H: Assessment processes explained

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About this handbook Firstly, a very warm welcome to Northumbria University and to the Department of Geography and Environment. This handbook provides a guide to your programme of study at Northumbria. It does not provide all of the information that you will need, although it attempts to tell you where most of that information is to be found. Much of the further information that you will need is to be found in comprehensive and definitive form on the Northumbria website. A key page is titled ‘MyNorthumbria’. You reach it by clicking on ‘Staff/Students’ on the University home page (www.northumbria.ac.uk). This page contains a full menu of useful further information. Lots of other useful information can be found on the University and Student Guides, also available online. It is important to note that when summary accounts of regulations and procedures are provided in the handbook, students must be aware that these are not the regulations, and definitive versions are to be found elsewhere. The handbook will show where the definitive versions can be found on the University website.

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Environmental Health programme information Important contact information Programme notice board: 2nd floor of D Block, Ellison Building (just outside the back door to EB D211). Programme website: log on to the eLearning Portal (Blackboard) through http://northumbria.ac.uk/elearning – the link to the programme website will appear at the top of the page. Department Office: 2nd Floor, Ellison Building. The programme leader for this course is Simon Griffiths. His contact details are as follows: Office: Room EB D209 (Ellison Building) Tel: 243 7644 Email: [email protected] The Chartered Institute of Environmental Health (CIEH) contains a wealth of information and publications about the profession including a very useful section for students. Chartered Institute of Environmental Health Chadwick Court 15 Hatfields London SE1 8DJ Tel: +44 (0) 207 928 6006 Website: www.cieh.org Fax: +44 (0) 207 928 6953 Email: [email protected]

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Teaching staff The programme is based in the Department of Geography. The department comprises many separate discipline areas: Geography Environmental Management Geography & Crime Housing Architecture Building and Property Surveying Construction Project Management Property and Real Estate Building Services Engineering Geography is the home department for this programme and a lot of the teaching is done by members of staff from here, however because of the wide range of subjects covered by environmental health there are significant contributions from our colleagues in other departments across the University. A full list of teaching staff on the programme is given on the next page along with their contact details. Academic staff on the list can be contacted in a number of ways. First, you can find their office, knock and ask to make an appointment to see them in person (some staff might have a note on their doors indicating their availability). Second, you can contact them by telephone by using their extension number listed. Perhaps the best way of contacting staff though is by sending them an email. You can find their addresses by going to the Northumbria Staff Phonebook which is available online at ‘MyNorthumbria’.

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Programme staff

Modules

Environment Discipline Mr Alistair Bulloch (Room EB D209) x7571

Year 1: GE0244 Perspectives in Environmental Health Year 2: GE0219 Health and Safety Management Year 4: GE220 Occupational Health and Hygiene GE0269 International Perspectives on Environmental Health

Dr Mike Deary (Room EB A216) x3593

Year 1: GE0216 Environmental Science Year 2: GE0236 Parasites Pests and Pesticides GE0218 Pollution Monitoring and Control Year 4: GE0249 Air Quality Management

Mr Simon Griffiths (Room EB D209) x7644 Programme Leader for Environmental Health

Year 1: GE0244 Perspectives in Environmental Health Year 2: GE0298 Issues in Housing Year 3: GE0216 Environmental Science Year 4: GE0247: Practical Food Inspection GE0070 Waste Management GE0269 International Perspectives in Environmental Health

Ms Justine Wilkinson (Room EB D219) x3243

Year 1: GE0263 Introduction to Demography and Epidemiology Year 4: GE0262 Sustainable Health Development

Ms Helen Manns Student Experience and Enhancement ( Room EB A206) x4551

Year 1: GE0177 Introduction to Urban Environmental Management Year 2: Enterprise and External Engagement Year 4: GE0070 Waste Management

Dr Bruce Carlisle (Room EB D206) x3888

Year 1: GE240 Skills 1

Dr Mike Jeffries (Room EB D206) x3755

Year 1: GE0106 Environmental Biology Year 2: GE0097 Research Design

Dr Geoff O’Brien (Room EB D207) x3747

Year 1: GE0177 Introduction to Urban Environmental Management Year 2: GE154 Environmental Policy and Regulation Year 4: GE0038 Environmental Assessment Strategies

Dr Jane Entwistle (Room EB A206) x3017 Head of Geography Department

GE0235 Profiling Health & Disease

Dr Tony Mellor (Room EB A204) x3262

Year 1: GE0239 Skills 2 Year 1: GE0152 Personal Tutorial

Dr Dave Cooke (Room EB D206) x3744

Year 4: GE0038 Environmental Assessment Strategies

Dr Helen King (Room EB D210) x7155

Year 4: GE0188 Geography/Environment Dissertations

Built and Natural Environment Discipline Minnie Fraser (EB A216) x7285

Year 1: GE0244 Perspectives in Environmental Health Year 2: GE0298 Issues in Housing

Julie Clarke (EB A217B) x3913

Year 4: BE1091 Regeneration Policy and Practice

Biosciences Discipline Dr Alistair Brown (EB A316) x4780

Year 1: Principles of Microbiology

Dr St John Usher (EB D222) x4927

Year 2: Practical Food Microbiology

Food Sciences Discipline Dr Nikos Mavroudis (EB D221) x7984

Year 1: CH0287 Food Hygiene and Legislation Year 4: CH0129 Food Quality Systems

Dr Georgios Koutsidis (EB D222) x3978

Year 2: CH0292 Food Analysis

Health Discipline Suzanne Jones (Coach Lane Campus East H205 x6128)

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Year 2: PP0513 Profiling Health and Disease

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Programme administration Each programme has dedicated programme support who are responsible for the administration of your programme. Your Programme Support Coordinators are based in room B201, Ellison Building and can be contacted on 0191 227 4722.

Your guidance tutor You will be allocated a guidance tutor, a member of academic staff listed above who has the duty of providing you with advice on academic, procedural, and (where desired and appropriate) personal matters. Where possible, you will retain the same guidance tutor throughout your time at Northumbria. You will be expected to consult with your guidance tutor during induction week, and regularly thereafter, including whenever module or progression results are available. You may in addition ask for a meeting with your guidance tutor at any time. For further information on the guidance tutorial system see Appendix F at the back of this handbook.

Your programme of study There is a national requirement that all programmes of study have a publicly available ‘Programme Specification’. The Programme Specification provides an account of the ‘Learning Outcomes’ of a programme of study (broadly – the student’s capabilities on completion of the programme) and how these are to be achieved in a structured way by progression through the programme. This section of the handbook is based on the BSc Environmental Health specification. The full and definitive version can be found on the programme website.

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What is environmental health? The World Health Organisation (WHO) have defined environmental health as follows: Environmental health comprises of those aspects of human health, including quality of life, that are determined by physical, biological, social and psycho-social factors in the environment. It also refers to the theory and practice of assessing, correcting and preventing those factors in the environment that can potentially affect adversely the health of present and future generations. We can see from these definitions that environmental health is primarily focused upon human health as opposed to the environment in a wider sense, though obviously a healthy environment is a key factor in maintaining public health. Moreover it is concerned not only with controlling present risks, but also with repairing past damage and preventing future problems. You are seeking to join the environmental health profession at a very exciting time. In the coming years there are likely to be some fundamental changes in the role of the environmental health practitioner (EHP), changes that will enhance the profession. For some years there has been concern within the profession that environmental functions within local authorities were becoming fragmented between departments and that too much of an environmental health practitioner’s time was focused on a very narrow range of technical functions, rather than tackling the wider determinants of human health, which had been the traditional role. Environmental health practitioners have a unique contribution to make to public health throughout their prime focus of maintaining health rather than curing illness. They use their problem-solving skills, supported by legal powers, to intervene in the causes of ill health in the home, workplace and community.

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Their actions directly influence health determinants and maintain healthy environments for the benefit of both individuals and communities, while also extending to the protection of the environment for future generations. Environmental health practitioners have become key partners in delivering the public health agenda. In the near future we are likely to see EHPs working in many of the areas listed below, building upon their already significant involvement, but with greater emphasis on partnership working: Public health – working alongside other public health professionals in a multidisciplinary approach to reduce health inequalities in society. Many of the issues listed below are facets of general public health protection. Environmental sustainability – promoting of strategies for sustainable living in both communities and the business sector, including energy efficiency, resource conservation, waste minimisation and recycling, and efficient land use. Primary healthcare – working alongside GPs, health visitors, communicable disease specialists and community health workers on health protection and health promotion programmes. Community regeneration – working with other local authority services, primary care teams, neighbourhood renewal partnerships, local businesses and voluntary organisations in implementing urban regeneration. EHPs will contribute to health impact assessments of proposed regeneration activities and will advise on fitness standards for housing. Tackling ill health and major killers – working with public health and health improvement partners and voluntary

organisations to identify root causes of ill health that may be linked with environmental factors. Control of communicable diseases – working with the Health Protection Agency and primary care teams in the prevention and control of food-related diseases and infectious diseases which are related to poor housing and poverty, for example tuberculosis (TB). Pollution and nuisance management – working with the Environment Agency to regulate industrial emissions and also working with primary care trusts, local communities and local businesses to monitor the impact of pollution on health, for example the impact of air quality on asthma incidence. They will also work to mitigate effects on mental and social health, for example by controlling disturbances due to noise. Housing – working with landlords, housing action trusts and primary care trusts to regulate housing standards and ensure that flats and houses are fit for human habitation. Transport – working with other local authority departments to advise on the health impacts of current and planned transport strategies. Community safety and crime prevention – working with the police, victim support and primary care trusts to highlight causes of accidents and to promote accident prevention programmes for the home, work and leisure environments. Also to advise on crime prevention activities and other measures aimed at improving community safety. Managing local, national and international disasters – working with a range of bodies at a local and national level to develop and implement plans to deal with disasters and emergencies at a national and local level.

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Substance misuse – working with public health professionals on strategies to reduce substance misuse, such as controlling the sale and consumption of alcohol and tobacco, and to mitigate some of the health effects of substance misuse, for example by supporting needle exchange schemes. EHPs will also support strategies to reduce the effects of passive smoking, for example by the enforcement of no smoking policies in workplaces. Whilst many of these areas already have significant input from EHPs, such as the food hygiene, housing, environmental protection, public health and health and safety aspects, it is clear from the above list that the emphasis in the future will be on multidisciplinary and multi-agency approaches, which will involve the EHP in many new areas. These approaches are already evolving and delivering real outcomes. And, of course, there are significant roles for EHPs outside local authorities, central government and its agencies such as the Food Standards Agency, the Environment Agency and the Health and Safety Executive, military service (Army, Navy and RAF), environmental protection consultancies, holiday companies (checking out foreign hotels, etc.), shipping and flight companies (ensuring passengers on board health and safety, for example), retailers (particularly those concerned with food) and the National Health Service and Health Protection Agency. Additionally many EHPs work abroad. For example, the European Commission employs some, whilst others travel further afield to work in Australia, Canada, New Zealand, the US and beyond.

Where this degree fits into the process of becoming a registered Environmental Health Practitioner The degree on which you are embarking is accredited by the Chartered Institute of Environmental Health. Together with the work-based Portfolio of Professional Practice (PPP), the practical food inspection and the professional interview and exams it is the beginning of your journey towards becoming a registered Environmental Health Practitioner (EHP), as shown in the diagram below. Once you are a registered practitioner with the Environmental Health Registration Board (please note: this registration must be completed prior to submission of the ELP and normally will be arranged by your placement or training provider) then you may practice as an EHP and be employed as such by local authorities, as well as public and private sector employers. After at least five years practice as an EHP you may decide to go for ‘chartered status’, which involves an additional assessment of professional competence (APC).

Pass an accredited BSc degree in environmental health Satisfactorily complete the work based experiential learning portfolio

Pass practical food inspection

Satifactory completion of the CIEH professional exams

Registered EHP

Assessment of professional competence

Chartered Status

The degree comprises three taught years (1, 2 and Final) together with an optional placement in Year 3 when you will complete the work-based experiential learning portfolio. Also during this process you will undertake an additional training course and examination in practical food inspection (meat, poultry, fish and other foods).

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The degree structure Each year (or level, in university-speak) of the programme is made up of various modules of study spread across two 15-week semesters. Modules are usually worth 10 or 20 credits so that at the end of each year, students should accumulate 120 credits in total. The first year provides a broad underpinning knowledge in a range of scientific and supporting disciplines including chemistry and biology (GE0216 Introduction to Environmental Science, GE0106 Environmental Biology and CH0644 Principles of Microbiology), and relevant academic competences including statistics (GE0240 Skills 1 and GE0239 Skills 2). In addition, several modules introduce core environmental health topics including food safety (CH0287 Food Hygiene and Legislation), public health (GE0263 Introduction to Demography and Epidemiology) and environmental protection (GE0177 Introduction to Urban Environmental Management). The majority of the modules at this level are shared with other degree programmes from two different departments , however a specific environmental health focus is provided by GE0244 Perspectives in Environmental Health. It is assumed that most students will arrive as predominantly dependent learners, however they are encouraged to develop their own more independent learning style through the close support and guidance provided by the Tutorial module (GE0152 Personal Tutorial Module). This module concentrates on developing the key skills for successful independent academic learning (e.g. library research, critical reading, note-taking, essay and report writing, presentations) and provides an opportunity for one-to-one formative feedback. The learning and teaching strategy for other modules incorporates formal lectures (most modules), seminars (GE0177 Introduction to Urban Environmental Management), tutorials and field trips (GE0177 Introduction to Urban Environmental Management and GE0244

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Perspectives in Environmental Health) and laboratory work (CH0644 Principles of Microbiology, GE0216 Environmental Science and GE0106 Environmental Biology). Two of the modules, GE0240 Skills 1 and GE0263 Introduction to Epidemiology and Demography have IT-based practical sessions. In addition, as part of GE0239 Skills 2, there is a week-long integrated field and laboratory-based exercise, ‘Lab Week’ in which students collect samples in the field at the beginning of the week, then on subsequent days perform a series of laboratory-based analyses on their samples. At the end of the week students present their findings with both a presentation and report being assessed. In general, students are provided with comprehensive study materials (e.g. Study Skills guide and online tutorial portfolio materials, module handbooks and reading lists) that help to structure directed learning and initiate the development of the skills necessary for independent learning.

In addition, students are given the opportunity to use and evaluate specialist software such as in GEO325 Profiling Health and Disease where epidemiological data is modelled and evaluated, and in GE0218 Pollution Monitoring and Control, where practical sessions include the use of atmospheric dispersion modelling software. Other innovative teaching methods include the use of the University’s mock court room to demonstrate (with student participation) the prosecution of environmental health related cases (GE0217 Compliance and Regulation). The development of subject specific research skills in preparation for the final year dissertation will take place during a variety of the modules taught during this year and will be brought together in GE0097 Research Design during which you will develop a dissertation proposal. Generally there is a move away from a reliance on key texts towards the use of a broader range of learning materials such as journal articles.

The second year of the programme aims to provide more specialist knowledge in all of the core environmental health topics (food safety, housing, public health, environmental protection and health and safety) and encourages students to take greater responsibility for their learning. There is an emphasis on assimilation of key concepts and development of links between theory and environmental health practice. Within this level students begin the process of critical inquiry and evaluation. The general lecture/seminar format is maintained, but there is also a strong emphasis on the further development of analytical skills in the laboratory (CH0455 Practical Food Microbiology and CH0292 Food Analysis) and practical skills, for example in GE0219 Health and Safety Management, where there is an assessed workplace health and safety risk assessment and in BE1202 Issues in Housing where you will undertake an assessed housing inspection.

At this level students also have their first opportunity to take the GE0247 Practical Food Inspection module. This module has a pass/fail assessment and is an essential element to students gaining accreditation as registered environmental health practitioners with the CIEH. Other opportunities to take this module arise after the placement year (for year 4 sandwich students), at the end of the final year and during an ‘end-on’ placement. Failure at Level 5 or during the placement year does not affect progression, and there will be further referral opportunities even following graduation if needed. The final year of the programme aims to establish students as independent learners and central to this is the focus on sustained independent learning through the production of a dissertation on a chosen environmental health topic (GE0188 Geography and Environment Dissertation). An important feature at this level is the development in students of a holistic viewpoint on environmental health

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topics and an ability to decide how and when interventions should be made and to assess the need to involve other professionals and partner organisations and agencies. Modules which include this ‘study indepth’ aspect are: GE0249 Air Quality Management; GE0262 Sustainable Health Development and GE0269 International Perspectives on Environmental Health. To explore these issues in as wide a context as possible this last module (GE0269) will include a residential fieldtrip to an international destination (please note: for this reason a valid passport will be required by all students before the commencement of final year). Students will also be expected to contribute to the costs of this fieldtrip. Throughout this level, critical evaluation, synthesis and application of knowledge are key underpinning principles. A more discursive approach to teaching and learning is adopted to engage students in critical thinking and to adopt considered positions on complex environmental heath issues.

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Overall students experience a diverse range of delivery methods including lectures, seminars, tutorials, workshops, practicals, group project work, videos, guest speakers and case studies. Lectures generally provide the basic conceptual framework for a topic, drawing attention to important and contentious issues in order to stimulate interest and independent learning. Seminars and workshops offer a forum for a wide variety of smaller group activities such as debates, discussion and critique of academic papers, case study scenarios, and general discussion of academic and ethical issues. ‘Classroom’ delivery is supported by e-learning, specifically the University’s Blackboard site which provides a readily accessible collection of module materials, including module handbooks, reading lists, past exam papers, lecture handouts and notes. Research and consultancy activities carried out within the department are used to inform teaching.

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The full structure of the degree is shown below. Year 1 (Level 4) GE0244 Perspectives in Environmental Health [10]

GE0240 Skills 1 [10]

GE0216 Environmental Science [10]

CH0644 Principles of Microbiology [10]

CH0287 Food Hygiene and Legislation [10]

GE0239 Skills 2 [10]

GE0106 Environmental Biology

GE0177 Intro to Urban Environmental Management [10]

GE0152 Personal Tutorial [20]

GE0263 Introduction to Demography and Epidemiology [20]

Year 2 (Level 5) GE0236 Parasites, Pests and Pesticides [10]

GE0218 Pollution Monitoring and Control [20]

GE0217 Regulation and Compliance [10]

BF0506 Food Analysis [10]

GE0298 Issues in Housing [10]

GE0325 Profiling Health and Disease [10]

BF0507 Practical Food Microbiology [10]

GE0154 Environmental Policy and Regulation [10]

GE0097 Research Design [10]

GE0219 Health and Safety Management [20]

GE0247 Practical Food Inspection [10]

Year 3 Optional Placement GE0247 Practical Food Inspection [10]

Year 4 (Level 6) GE0188 Dissertation [30]

GE0038 Environmental Assessment Strategies [10]

CH0129 Food Quality Systems [10]

GE0220 Occupational Health and Hygiene [10]

GE0262 Sustainable Health Dev [10] Study ‘In depth’

GE0269 GE0249 International Air Quality Perspectives on Management Environmental [10] Health [20] Study ‘In depth’ Study ‘In depth’ BE1091 Regeneration Policy and Practice [10]

GE0070 Waste Management [10]

GE0247 Practical Food Inspection [10]

Dark shaded boxes indicate modules contributing to ‘studies in depth’ GE0247 Practical Food Inspection is attached to three different years, allowing those students with and without placements ample opportunity to complete this module. Failure at Level 5 or during the placement year does not affect progression, though failure at Level 6 may require the student to attempt to pass following graduation. Please note that this is the degree structure at the present time and may be subject to change throughout the course of the programme.

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The learning outcomes of the programme are: Knowledge and understanding Students will be able to: Demonstrate knowledge and understanding of the processes and interrelationships taking place within the physical, social and human worlds, and relate these to aspects of environmental health. Demonstrate knowledge and understanding of the way in which biological, chemical, physical, social and psychosocial stressors act upon the human, social and physical worlds, and assess the implications for public health. Formulate effective intervention strategies and partnerships for the control or mitigation of a range of stressors acting on the physical, social and human worlds. Demonstrate a full range of cognitive skills in relation to interventions associated with the specific environmental health disciplines of food safety, health and safety, housing, environmental protection and public health. Critically assess the ways in which environmental health data can be acquired, analysed and interpreted. Demonstrate the attainment of levels of knowledge, understanding and experience commensurate with the achievement of a full range of core environmental health competencies and operational skills. Critically appraise the role of the environmental health practitioner, working with other public health professionals, in tackling the wider determinants of health and wellbeing in society, including social exclusion, education, employment, housing, crime and the environment.

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Intellectual skills Students will be able to: Critically interpret, judge and evaluate evidence, text and data. Research and assess the merits of contrasting theories, paradigms, explanations and policies. Take responsibility for their own learning and develop habits of reflection upon that learning. Demonstrate their analytical and problem-solving abilities within the environmental health context. Make informed decisions through abstraction and synthesis of appropriate environmental and public health information, develop reasoned argument and challenge assumptions.

Practical skills Students will be able to: Plan, design, execute and communicate a sustained piece of independent academic research. Demonstrate competence in a range of field data collection techniques, including sampling design, data analysis and interpretation. Demonstrate competence and safe working practice in a range of laboratory skills applied to the analysis of food and environmental samples. Plan and execute inspections, investigations and audits. Demonstrate effective use of IT for data collection, sourcing, recording, analysis, summary and presentation. Show appropriate use of different literature and data sources, including correct citation and referencing.

Transferable/key skills Students will be able to: Demonstrate effective communication and presentation skills. Interpret and use numerical and nonnumerical sources of information. Use information technology effectively for research, analysis and presentation. Demonstrate interpersonal and group skills. Continue to exhibit motivation, self-

awareness, self-management and intellectual curiosity, facilitating lifelong engagement in learning and critical thinking. Demonstrate problem-solving skills. Demonstrate personal attributes of autonomy, flexibility, creativity and adaptability in applying knowledge and executing practical skills.

Programme delivery: learning and teaching strategy The programme is delivered over two semesters during which formal class contact takes place during the first 12 weeks of each semester only; in Semester One there is one assessment week immediately following the Christmas break and there are four weeks reserved for examinations in Semester Two following the Easter break. A copy of the semester plan for this year is included in Appendix A. Programme delivery involves a variety of formats depending on the nature of the subject material covered by the various modules of study and their learning outcomes. We pride ourselves in the diversity of modes of course delivery, the main examples of which include: Lectures – these usually involve large student groups in a lecture theatre or large classroom. Although this is a largely passive learning activity, in which students listen and take notes, some lectures are interactive with questions and group activities. Handouts or directions to online materials are usually provided to direct student learning via follow-up questions or reading. Most lectures are about one hour in length. If they are longer than this, a break will usually be provided. Seminars – these involve smaller, more informal student groups where emphasis is placed on the presentation and sharing of ideas often through student-led discussion. Seminars are sometimes used to follow up ideas raised in lectures in more detail. In most cases, seminars require students to undertake preparatory

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work beforehand. Most seminars are about one hour in length. Tutorials – these involve either very small group or individual meetings with your guidance tutor. They are used as a support framework for learning and, if necessary, to help students deal with any personal difficulties they may have. Group tutorials are about one hour in length, although individual tutorials are usually considerably shorter than this. Laboratory practicals – these involve working in a science laboratory environment and cover a range of activities including, for example, analysis of soil, water and sediments. Working in a laboratory environment requires students to be fully aware of appropriate health and safety regulations. Laboratory practicals are usually two to three hours in length, although a break is usually provided. IT workshops – these usually involve working in a computer laboratory and cover a range of activities, including word processing and use of spreadsheets, and more specialist tasks such as statistical analysis, dispersion modelling, modelling the spread of disease, processing of remotely sensed data and spatial analysis using Geographical Information Systems (GIS). Workshops can be from one to three hours in length, although a break is usually provided in the longer sessions. Fieldwork – this is perhaps one of the most enjoyable aspects of student learning experiences and involves participation in both local and residential trips in both the UK and abroad. Local trips usually last for a half or full day, whilst residential trips may last up to one week. Most of the work on field trips revolves around student-centred research projects. Directed learning – this usually takes the form of follow-up questions from classes, together with a diet of prescribed reading. It may also include preparatory work for seminars, tutorials and assignments. 14

Independent learning – This takes the form of independent study, usually through reading. Most class handouts contain reference lists that should be followed up at the earliest possible opportunity after the class, while the material is fresh in the mind. As a guide, students should spend about four to five hours per week of independent study for each module on top of the timetabled class contact time, in order to reach their full potential. Blackboard (eLearning Portal) – All modules and programmes have their own web-based Blackboard sites which can be accessed by all enrolled students through the internet either on campus or elsewhere. All modules should have a full set of documentation available through Blackboard including module guides, assessment details, module reviews from previous years, reading lists, and lecture outlines or Powerpoint slides if available. It is advisable to log on to your module Blackboard sites regularly as staff will often be adding new information throughout the duration of the course. In addition to academic scholarship and learning, we place great emphasis on transferable or key skills that are of value to prospective employers and to society in general. These skills include the ability to communicate, both orally and in writing; the ability to work as part of a team; the ability to solve complex problems and take appropriate decisions; the ability to work effectively using a variety of IT packages; the ability to undertake independent research and to think critically; and the ability to process and interpret numeric information. Rather than developing these skills in isolation of the academic subject content, we attempt to foster their development by integrating them into its modules of study, thus providing a strong academic context to their delivery. Awareness of key skills development is promoted largely through the guidance tutorial system.

Approaches to study and work ethos Our main wish is that by the end of the course, all students will be able to achieve their full potential by taking a professional attitude to scholarship and learning. We hope that students will aim high and take pride when they achieve good marks in their assessments. By the same token we hope that students will learn from their mistakes and take a constructive approach to their improvement and progress. It is particularly important to get into this mode of thought early in Year 1 where there is sometimes a tendency for students to underachieve. One of the main reasons for under achievement is that Year 1 does not count towards the degree classification. Consequently, some students become complacent and only aim for a basic 40% pass, often relying heavily on their experience from previous school or college courses. There are two main concerns here: first, if you aim for 40%, you may well get less than 40% and thus fail, and second, a 40% pass is not a very strong foundation from which to progress to second year. Therefore, under achievement in first year often leads to under achievement at second and final year which determine degree classification. Poor performance in Years 1 and 2 can also significantly impact upon your finances (see the University website for more details on Northumbria Scholarships). For each single semester module studied, the notional student workload is 100 hours. Consequently, the full semester quota of six modules equates to a total workload of 600 hours, or 40 hours per week (600 divided by 15 weeks). On average, students will have approximately 15 hours of timetabled class contact per week. We therefore anticipate that, in order to reach their full potential, students will spend the remaining 25 hours per week on directed and independent learning which equates to approximately four hours per week for each module.

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It is recognised that students will need to spend more time than this on their studies, particularly when assignments are due for submission and in preparation for examinations. It is equally recognised that on other occasions, students will spend less time than this on their studies due to commitments outside the University. In some cases, students may need to undertake paid work in order to support themselves at University. If this is the case, students should attempt to find a balance between their studies and outside work activities. Students are advised that classes could be timetabled at any time between 9.00am and 6.00pm on weekdays and until the timetable is finalised they should keep these times free for study. It should be noted, however, that Wednesday afternoons are whenever possible usually kept free of teaching (although some classes and fieldtrips are arranged at these times). It is important that students get into a fairly routine weekly work pattern as early as possible in each semester. This will enable students to identify blocks of free time that could be used for study, sport or other activities. The guidance tutor system is designed to help students in Level 4 with time management issues early in their academic career. Timetables are produced centrally within the University and become available to students at the start of Semester One. The Semester Two timetable usually becomes available to students in January. Timetables are difficult to interpret to begin with because some classes, particularly seminars and tutorials, do not run every week. Consequently, it is worth spending some time interpreting your timetable until the weekly routine becomes clear. Students are advised to check the appropriate website (http://nuweb.northumbria.ac.uk/ timetabling/tt/ttreports.htm), their student email account, Blackboard and notice boards every day to ensure that they are kept up-to-date with events and with possible minor changes that occur from time to time.

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As students on all programmes undertake field and laboratory work, they are advised that the department has a Health and Safety Policy, a copy of which is given to all students at the beginning of their course and is also available via Blackboard. Students are asked to read the policy carefully and sign the code of practice declaration at the back of the booklet. This must be returned to the Programme Administrator (located in B201 Ellison Building) before students are allowed to participate in field and laboratory activities. If students are likely to be absent from classes, they should contact the Student Absence report line on 0191 243 7910 or email the Student Support Team at [email protected] at the earliest possible opportunity. Unauthorised absence from taught components of the programme may lead to expulsion from the University and to the termination of maintenance payments by the Local Education Authority.

Assessment The department takes pride in the diversity of modes of assessment used across its modules of study. The assessment strategy for each module is determined by the team of staff who deliver the module and is designed to test the learning outcomes for that module as comprehensively as possible. Over the three years of the degree course students will experience a very wide range of assessment formats including: seen and unseen examination papers, essays, data response questions, projects, role play, oral presentations, posters, portfolios, reflective journals and a final year dissertation. On most programmes, the balance of coursework assignments to examinations is approximately 60:40. For individual modules, the pattern of assessment varies from 100% coursework to 100% examination. One of the most important pieces of assessment undertaken by students is

the final year dissertation which comprises three modules (30 credits). The Environmental Health dissertation is assessed in part (10%) by an oral presentation to staff and students during November and by submission of a dissertation report (90%) in Semester Two. In total, the dissertation constitutes 15% of a student’s final degree classification. Poor performance in the dissertation will therefore normally result in serious implications on degree performance. Final year students tend to regard their dissertation as the most challenging but also most rewarding part of their work for the degree. Preparation for the dissertation begins in Year 2 where students receive training in research methods and design. Part of this process will include ethical and health and safety approval of the project by the department in line with the University Ethics and Safety Policies. The dissertations tutor will circulate information about the dissertation towards the end of Year 2 and early in Year 3. In brief, success in the dissertation depends not only on ideas and problem-solving, but also on good organisation, careful time management and determination. Students are advised to maintain regular contact (at least once every two weeks) with their supervisor to report on progress. At the beginning of each semester, the examinations tutor publishes a schedule of assignment submission dates for all modules on the appropriate programme notice boards to enable students to plan their workload over the semester. Coursework assignments are set early in each semester and include a guidance sheet which specifies the aims of the assignment, the characteristics of a good answer and, if appropriate, a word limit. Please note that students should provide a word count with each assignment – this should be exclusive of tables, figures and bibliography.

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Hand-in procedures for assignments Assignments for modules taught by the Geography and Environmental Department are submitted to the Student Support Team (located in B201, Ellison Building), together with a completed submission and receipt form available from the reception area (hand-in procedures for assignments for other departments in the university will be explained by the module tutor). Please read the submission form carefully before completing and signing it as it contains an important declaration with regard to plagiarism (see Appendix E and the Student Guide for further details) and word limits. In order to prevent long queues building up outside the Submission Office, you are advised to complete your submission form before turning up to submit your work. Please note that all assignments must be handed in between 8.30am and 4pm on the date of submission. Work submitted late will be given a mark of zero. Submission dates occur on a different day of the week for each level: Level 4 (first year) – Tuesdays Level 5 (second year) – Wednesdays Level 6 (third year) – Thursdays On submission of the assignment, your submission sheet will be stamped by a member of the Student Support Team and you will be given the tear-off receipt to take away – please keep this in a safe place as it is evidence of your submission. Please note that extensions to assignment submission dates are only granted in exceptional circumstances, and only by application to the Student Support Team. Please see a copy of the assignment extensions policy in Appendix B.

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If students believe that illness or other personal circumstances may have significantly affected their assessed performance, there is a formal process through which this can be taken into account by an Examination Board. This is described in Assessment Regulations for Northumbria Awards (ARNA) section 10. Students who wish to invoke this procedure are advised to consult in the first place with their guidance tutor or their programme leader. S/he is likely to be advised to complete a personal extenuating circumstances (PEC) form which can be collected from the Student Support Team or downloaded from the University website. In such circumstances, students are required to have the form signed by their guidance tutor or programme leader and to provide appropriate documentary evidence (e.g. medical certificate). See Student Guide to Extenuating Circumstances Affecting Assessed Work at: www.northumbria.ac.uk/sd/central/ar/ qualitysupport/assess/assproc/ All coursework assignments should, in normal circumstances, be marked and returned to students within 20 working days of the date of submission. Most Year 1 work for Geography and Environmental Management modules is returned via the Hub office. Please note: work should normally only be picked up between 9am and 4.30pm (4pm Fridays) to avoid clashes with busy hand-in times. Students should receive appropriate feedback on their assignments on the copy of the submission form (a copy is lodged in the student’s personal file) and within the body of the assignment if necessary. If students require clarification or further details regarding feedback, they are advised to consult the appropriate module tutor. The marking guidelines, used particularly for more subjective essay-type assignments, can be found in Appendix D.

External Examiners In its latest Quality Code for Higher Education published in October 2011, the Quality Assurance Agency requested details of external examiners be published in our documentation. The external examiner currently in place is Douglas White.

Assessment and moderation All assessed work at levels 5 and 6 is moderated both internally, by other tutors within the department, and externally, by external examiners. For each module, the module tutor selects a sample of work, across the range of marks, from each assessment. The sample is then marked by the internal moderator who subsequently meets with the module tutor to agree standards. This sample is then similarly marked by an external examiner who will also usually agree with the standards set. If there is a disagreement between internal and external examiners that requires a change of marks, this is applied to the whole module cohort of students and not just to those students whose work forms part of the sample. After the process of moderation has taken place, there are two stages of examination boards. First is the Module Examinations Board (MEB) at which external examiners are present. The MEB is usually chaired by a member of senior management and focuses on the assessment standards of modules rather than on individual students. Second is the Progress and Awards Board (PAB) which is also usually chaired by the Senior Management and focuses on student mark profiles across the Department. It is at this Board that student progression and degree awards are determined. Assessment Regulations for Northumbria Awards (ARNA) are the standard regulations which apply to all of the University’s academic programmes. Any variations from ARNA have to be specifically approved for a particular programme. ARNA is on the University website at www.northumbria.ac.uk/arna

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For further information on the assessment process see the University website.

Please note STUDENTS NEED TO KEEP ASSIGNMENTS FOR A YEAR AS EXTERNAL EXAMINERS MAY WISH TO SEE ADDITIONAL ASSIGNMENTS/SCRIPTS.

Credits, levels and progression To attain an award a student is required to progress through a series of levels of study by achieving a specified number of credits. In the case of an Honours degree programme 120 credits are required at each of levels 4, 5 and 6 (ARNA section 12). Each module successfully completed at a level will contribute a number of credits as determined at validation. The pass mark for each module is normally 40% (ARNA section 3.1).

Progression for Environmental Health students The following conditions for progression on the accredited route have been agreed by the department and the Chartered Institute of Environmental Health (CIEH). These take precedence over the regulations for progression indicated in ARNA. Students should note the following: To progress at the end of Level 4 (the first year): Students who have failed any component assessments of modules at Level 4 will only be able to have the module compensated if the mark in the failed component is 35% or greater (even if the final overall module mark is greater than 40%). If the component assessment is failed with a mark of less than 35% then the assessment should be retaken and for the module to be passed a mark of 40% achieved. If all component assessments of a module are failed then the mark

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achieved in all components must be greater than 35% (and hence the overall module mark greater than 35%) for the module to be compensated. If you fail a component referral (re-sit), then providing the module has been passed under ARNA you will be given a second referral opportunity (re-sit). Your original module mark will stand. To progress at the end of Levels 5 and 6: Any student opting for compensation in Level 5 or 6 modules would not be deemed to have passed a CIEH accredited degree course. Students will therefore be strongly encouraged to retake any failed modules at Levels 5 and 6 ensuring that they are eligible for the accredited degree. If you fail a component referral (re-sit) at the end of Level 5 then providing the module has been passed under ARNA you will be given a second referral opportunity (re-sit). Your original module mark will stand. Similarly, two referral opportunities are offered to students failing component assessments of modules at Level 6 of the programme where the module has been passed under ARNA. Again, no alteration will be made to the module mark, and therefore your degree classification will also be unaffected. These issues relating to progression will continue to be clearly articulated in the programme handbook and programme specification and guidance will be available from tutors. Students will be notified of any changes to these procedures which are agreed between the School and the Chartered Institute of Environmental Health immediately.

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Appendix A – Semester dates

22-Jul-13 29 Jul-13 05-Aug-13 12-Aug-13 19-Aug-13 26-Aug-13 02-Sep-13 09-Sep-13 16-Sep-13 23-Sep-13 30-Sep-13 07-Oct-13 14-Oct-13 21-Oct-13 28-Oct-13 04-Nov-13 11-Nov-13 18-Nov-13 25-Nov-13 02-Dec-13 09-Dec-13 16-Dec-13 24-Dec-13 31-Dec-13 06-Jan-14 13-Jan-14 20-Jan-14 27-Jan-14 03-Feb-14 10-Feb-14 17-Feb-14 24-Feb-14 03-Mar-14 10-Mar-14 17-Mar-14 24-Mar-14 31-Mar-14 07-Apr-14 14-Apr-14 21-Apr-14 28-Apr-14 05-May-14 12-May-14 19-May-14

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

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Semester

Semester Week Number

Other

Summer Vacation Bank Holiday in this week Enrolment Saturday 14 September Welcome wk

Semester 1 Teaching Weeks

Timetabling week number

1 2 3 4 5 6 7 8 9 10 11 12 13

First week of teaching

Christmas Vacation

Semester 2 Teaching Weeks

Week commencing (Monday)

1 2 3 4 5 6 7 8 9 10 11

Assessment week Assessment week First week of teaching

Good Friday in this week Easter Monday in this week

Easter Vacation 12

May Day Bank Holiday in this week Exams

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Week commencing (Monday)

Timetabling week number

27-May-14 03-Jun-14 10-Jun-14 17-Jun-14 24-Jun-14 01-Jul-14 08-Jul-14 15-Jul-14

45 46 47 48 49 50 51 52

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Semester

Semester Week Number

Other

Summer Vacation

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Appendix B – Policy on extensions to assignment submission deadlines Please note that assignments submitted late, without approval from the Student Support Team or programme leaders, will receive a mark of zero (see Assessment Regulations for Northumbria Awards (ARNA)). Requests for extensions: Can only be granted by the Student Support Team or, for longer than one week, by the appropriate programme leader. Will only be granted under exceptional circumstances (for example, involvement in personal accident, development of serious illness or medical condition, or family bereavement). Note that mild illnesses such as colds and related conditions will not qualify. See also computer problems outlined below. Will not be considered if made on or after the actual date of submission of the assignment (although note the exceptional circumstances outlined above). On approval of an extension, the Student Support Team will administer the extension using the appropriate paperwork. Please note that agreed extended submission dates are binding. Computing problems: as most of the work submitted within the department is done on computers, you should note the following: loss of data, word processed files or more specialist files due to problems with computers will not be accepted as sufficient reason to grant an extension unless evidence of due care and attention can be shown; due care and attention means backing up your files on your ‘U’ drive, which should be taken to mean more than one copy and keeping a paper copy of ongoing work; if work cannot be submitted and no evidence of good practice can be demonstrated, no extension will be granted.

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Appendix C – Marking guidelines Department of Geography and Environmental Management Criterion-referenced marking guidelines 90 to 100

An exceptional answer, excellent in every respect, showing extensive knowledge and understanding, and an outstanding ability to analyse, synthesise and evaluate. Evidence of very extensive, if not exhaustive reading and study beyond the module content. Exemplars are well chosen and specified in considerable detail. An accurate answer presented in a very well-organised manner, with excellent presentation. A well balanced answer, very sharply focused on the question and stylishly written. Exhibits a high level of insight, and a strong element of originality. At third year level, the work may be as good, if not better, than you imagine you could write yourself, and is possibly of publishable quality.

80 to 89

An outstanding answer, excellent in almost all respects, showing extensive knowledge and understanding and evidence of excellent higher-level cognitive skills. Evidence of extensive reading and study beyond the module content and thorough discussion of sources, including some not on the reading list. All salient points are considered in appropriate depth and detail. Exemplars well chosen and specified in detail. An accurate, well organised, well presented, very sharply focused and balanced answer in a mature writing style. Contains insight and at least an element of originality.

70 to 79

An excellent answer in most respects showing evidence of extensive knowledge and understanding and very good highlevel cognitive skills. Evidence of substantial reading and study beyond the module content (for example might include material from numerous sources, which might be discussed in depth at Level 3; some may not be on the reading list). Exemplars well chosen and specified in detail. Accurate, well-organised, sharply focused and balanced. Contains insight and, possibly, originality. A first-class answer should be characterised by a comprehensive grasp of module material, breadth and depth of outside reading and consideration of almost all the salient points. This should be combined with excellent ability to analyse, synthesise and evaluate the material in the context of the question.Where there is no measure of doubt as to first class quality, the minimum of 75% should be used. Marks of 70–74% are reserved for marginal cases.

65 to 69

A very good answer showing evidence of wide knowledge and understanding of relevant module material and clear evidence of significant outside reading and study. Discussion of material from a relatively substantial number of sources from the reading list, in addition to textbooks is expected. Should cover a majority of the salient points (factual and/or conceptual) mostly in satisfactory depth. Mostly accurate. Good exemplars. Satisfactory higher-level cognitive skills, organisation and balance. Well focused on the question with cogent argument but lacks some of the qualities of a first class answer; strengths in content and organisation are characteristic rather than insight or originality; may be let down by a minor error or omission, or by grammar or presentation.

60 to 64

A good answer showing sound knowledge and understanding; based predominantly on the module content but with clear evidence of outside reading and study. May include a majority of salient points, all in sufficient depth; alternatively may contain more-or-less all of the salient points, but be deficient in evidence of additional reading. Mostly accurate but may contain occasional errors. Exemplars may lack depth. Weaknesses may be evident in higher-level cognitive skills, especially in ability to evaluate and synthesise. Weaknesses are likely in organisation, presentation or balance, or in the sharpness of focus on the question.

55 to 59

A competent answer showing reasonable knowledge and understanding of module content, but with less evidence of outside reading or study beyond core texts, and lacking depth. May be a lack of understanding of material beyond core module content. May contain errors as well as omissions. Includes at least half of the salient points; alternatively, may contain more of the salient points but with greater flaws or less depth. At least two-thirds of the material presented should be of direct relevance to the question. May not focus consistently on the question. Weak on exemplars, organisation and/or presentation. Higher-level cognitive skills may be poorly developed.

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50 to 54

An adequate answer showing a basic knowledge and understanding of module content, but lacks evidence of outside reading or study beyond core texts. May contain errors as well as omissions. Mentions approximately half of the salient points, but important points may be missed. At least half of the material presented should be of direct relevance to the question. Lack of consistent focus on the question is likely. Exemplars are few and not always relevant. Weak organisation and little evidence of higher-level cognitive skills.

45 to 49

A deficient answer showing rather limited knowledge and understanding of module content. Usually contains errors as well as omissions. Mentions less than half of the salient points, and important points are missed. Less than half of the material presented may be of direct relevance to the question. Addresses the question at least in part, but organisation is weak and some exemplars are weak or irrelevant. May be unfocused, poorly expressed, short or incomplete.

40 to 44

A weak answer showing limited knowledge and understanding of module content. Usually contains significant errors as well as omissions. Mentions some salient points, but does not identify the most pertinent. At least one-third of the material presented should be of direct relevance to the question. Addresses the question, at least in part, but organisation/ presentation is weak, and exemplars are weak or non-existent. May be unfocused, superficial, poorly expressed, short or incomplete. However, the weaknesses are compensated by the strengths to a degree sufficient for the work to be considered a ‘pass’. Marks of 40–41% are reserved for a marginal pass.

35 to 39

A poor but compensatable answer with extensive omissions and errors, which may be numerous and major, or a very substantial answer on the general topic in which the specific, central question is seriously misinterpreted or avoided. Relevant knowledge may be very poorly organised or presented. At least one quarter of material presented should be relevant but there may be limited reference to the question. Normally 37% (a clear fail) is the maximum for a very substantial answer in which the question is seriously misinterpreted or avoided; no such limit applies to a valid alternative interpretation.

30 to 34

A poor and uncompensatable answer, lacking substance and understanding, but with evidence of some knowledge relevant to the question, or a quite substantial answer on the general topic in which the question is seriously misinterpreted or avoided, or a very good essay plan in note form. There may be only partial understanding. Most material may be only marginally relevant to the question and be marred by very serious errors.

20 to 29

A very poor answer which may be limited to as little as one page with up to half a page of relevant material, or a good essay plan in note form, or a largely insubstantial answer on the general topic in which the question is seriously misinterpreted or avoided. Relevant knowledge may be flawed by fundamental errors or misunderstandings. Normally 25% is sufficiently punitive for a very poor answer, or for a largely insubstantial answer in which the question is seriously misinterpreted or avoided, or for an adequate essay plan in note form.

10 to 19

An exceptionally poor answer limited to a paragraph or two, with only a hint of relevant knowledge, or an adequate essay plan in note form, or an answer that ignores the question to the extent that hardly any of the content can be construed as having relevance to the general topic of the question.

0 to 9

Answer not attempted, or limited to only a sentence or two, or of no relevance to the general topic of the question. Zero is reserved for failure to attempt an answer, or late submission.

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Key guidelines The guidelines are phrased in an attempt to avoid ‘mechanical’ marking based on numerical indicators, and to overtly retain and endorse the inescapable subjective nature of marking (whilst providing an overall, limiting guide to ensure general and consistent comparability between markers). The overall aim of the guidelines is for individual marks to lie within + or – 4% of this expectation (that is the accuracy of a mark should be better than half the range of a degree class). Each description is most appropriate for the mid-point of each range of marks. The numerical indicators are rough estimates only, assuming a one hour answer (for exams), or an assessed essay of appropriate length. Each mark is awarded on a balance of criteria. Deficiencies in one criterion may be compensated by surpluses in others, and likewise deficiencies in key skills (which include grammar, presentation, and referencing/use of source material) may significantly lower the final mark. The context for the work is of key importance, these guidelines being generic and content-specific-free. Programme progression and content should ensure that use of the guidelines is grounded in expectations for the specific context of the work being marked, and that all markers have a similar understanding of those standards. As such, the guidelines are used in the form above for all years, with no change in criteria or mark ranges. The guidelines should be used in conjunction with module content, and learning outcomes established at the outset of the module. All modules at the same level should be of equal difficulty. The guidelines should be used with an awareness of differences in styles between different areas of the subject/discipline: more sources may be available for some topics, fewer for others, style/length/presentation may differ between humanities and scientific traditions.

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Appendix D – Assessment Regulations for Northumbria Awards (ARNA) – academic misconduct Regulations and procedures applying to cheating, plagiarism and other forms of academic misconduct 1.

Academic integrity

1.1

Every student of the University is expected to act with integrity in relation to the production and representation of academic work. Academic integrity is central to University life and requires in particular that students are honest and responsible in acknowledging the contributions of others in their work.

1.2

In all assessed work students should take care to ensure that the work presented is their own and that it fully acknowledges the work and opinions of others. It is also incumbent upon students to ensure that they do not undertake any form of cheating or gain unfair advantage in any other way.

1.3

In order to assure the University that the work is their own and that the work and opinions of others have been acknowledged, students must take care to follow the appropriate standards for academic practice in their subject. This includes: i) Providing full citation of all sources (books, articles, websites, newspapers, images, artefacts, data sources, programme code, etc.) which have been drawn on in the preparation of an assignment. Normally this will be done in a bibliography included in the assignment. ii) Properly referencing the sources of the arguments and ideas in an assignment using a recognised referencing system (as specified in programme and module guidelines). It is not only quotations that must be referenced but also paraphrasing of the arguments of others and the use of their ideas, even if explained in the student’s own words. iii) Following other guidelines for preparing and presenting coursework as defined in the relevant programme handbooks, assignment briefs and criteria. iv) Using mechanisms provided by the University for checking their own work, including the JISC Plagiarism Detection Service, Cite Them Right and the support and advice from Library and Learning Services.

1.4

Work that does not meet appropriate standards of academic practice will be marked at a lower level than work that does and may leave the student open to action under these regulations. Examples of penalties that may be applied to work demonstrating poor academic practice are provided in the Staff Guidelines for Good Assessment Practice on the Academic Registry website at http://northumbria.ac.uk/sd/central/ar/qualitysupport/assess/

2.

Principles underlying these regulations

2.1

The work submitted by a student for assessment must have been undertaken by the student.

2.2

Academic misconduct also includes the attempt to breach any of these regulations so that, for example, a student who attempts to communicate with an unauthorised person during an examination could be in breach of the regulations even if they were not successful in communicating.

2.3

The determination of whether cheating, plagiarism or other form of academic misconduct has occurred is not a matter for the Examination Board.

2.4

The facts must be established before an Examination Board can consider the effect of the alleged incident on a student’s performance.

2.5

An allegation of cheating, plagiarism or other academic misconduct is not the same as proof of the incident.

2.6

Allegations of academic misconduct will be investigated with full regard to principles of equity and fairness.

2.7

Once the facts have been established, it is then for the Examination Board to judge the seriousness of the case and to exercise discretion accordingly, having regard to institutional precedent where appropriate.

3.

Definitions and examples There are different forms of ‘academic misconduct’, all of which may be the subject of the procedures described below (section 4). The following are different examples of academic misconduct, but do not constitute an exhaustive list:

3.1

Cheating i) Communicating with or copying from any other student during an examination except insofar as the examination regulations may specifically permit this, e.g. group assessments.

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ii) Communicating during an examination with any person other than a properly authorised Invigilator or another authorised member of staff. iii) Introducing any written or printed materials into the examination room unless expressly permitted by the examination or programme regulations. iv) Introducing any electronically stored information into the examination room, unless expressly permitted by the examination or programme regulations. v) Gaining access to any unauthorised material relating to an assessment. 3.2

Plagiarism The unacknowledged incorporation in a student’s work of material derived from the work (published or unpublished) of another. Examples of plagiarism are: i) the inclusion in a student’s work of more than a single phrase from another person’s work without the use of quotation marks and acknowledgement of the sources. ii) the summarising of another person’s work by simply changing a few words or altering the order of presentation, without acknowledgement. iii) the use of the ideas of another person without acknowledgement of the source. iv) copying the work of another student, with or without their knowledge or agreement. See also section 3.3 Collusion. v) the unacknowledged re-submission of work the student had previously submitted to gain academic credit at this University or elsewhere.

3.3

Collusion Collusion exists where a student: i) submits as entirely his/her own, with intention to gain unfair advantage, work done in collaboration with another person. ii) collaborates with another student in the completion of work which is intended to be submitted as that other student’s own unaided work. iii) knowingly permits another student to copy all or part of his/her own work and to submit it as that student’s own unaided work.

3.4

Falsification Examples of falsification include: i) The falsification of data. The presentation of data in laboratory reports, projects or other forms of assessment based on experimental or other work falsely purported to have been carried out by the student, or obtained by unfair means. ii) The falsification of references, including the invention of references and/or false claims.

3.5

Personation ‘Personation’ is the legal term for what is usually referred to by the lay person as ‘impersonation’. Personation is thus the assumption by one person of the identity of another person with intent to deceive or to gain unfair advantage. It may exist where: i) one person assumes the identity of a student, with the intention of gaining unfair advantage for that student. ii) the student is knowingly and willingly impersonated by another with the intention of gaining unfair advantage for himself/herself.

3.6

Ghosting Ghosting exists where: i) a student submits as their own, work which has been produced in whole or part by another person on their behalf, e.g. the use of a ‘ghost writing’ service or similar. ii) A student will also be guilty of academic misconduct if he/she deliberately makes available or seeks to make available material to another student (of this University or elsewhere) whether in exchange for financial gain or otherwise with the intention that the material is to be used by the other student to commit academic misconduct.

3.7

Other academic misconduct Any other form of academic misconduct not identified in the above examples.

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Appendix E – Guidelines on internet use As an undergraduate in the Geography and Environmental Department, you have access to the internet for the purpose of your studies. The University imposes stringent regulations which limit the use you may make of the internet, and there are also serious issues about the quality of the information you may find and the ways in which you may use it. You should read the following pages carefully. You are encouraged to explore and make use of this facility – it can be a source of excellent up-to-date material in your subject area. However, it can also be a source of dubious or unsupported material, which, especially if you repeat it uncritically, may have a ruinous effect on your coursework. The difficulty is distinguishing between valid and poor quality material. It is also important that you reference the source of internet material and avoid plagiarism (i.e. copying – you should use all material in a relevant context, in your own words, with your own interpretation).

when you get to the site you find that it is a project report from Class 2B at Hillside Junior School.

Unacceptable use of the internet from Northumbria

3.

It leads to a big site, with lots of links and lots of files. The answer has got to be somewhere. Half an hour later you're still looking. This site's so big you need a map to find your way around – but there is no map so all you see are blind alleys and dead ends. Give up.

JANET is the Joint Academic NETwork, which provides the internet infrastructure to the Northumbria Higher Education community. In accessing the WWW and using email at Northumbria University, you are using JANET and are therefore bound by the following regulations.

4.

Now we are getting somewhere – the contents page looks great: but wait – that's all there is! The site is ‘under construction’ and the information isn't ready yet.

5.

It's looking good – there is page after page of facts and figures. The only problem is that none of them are accurate. Either they've been typed in by someone who can't type, or someone out there is trying to deceive.

6.

OK. There’s a link to the exact report you need. You're within spitting distance. The only problem is that to download this report you need special software and guess what – you don't have that software on your machine.

7.

It's written by a person you know and looks like it will have what you need. Then you spot the date in the corner – they haven’t updated this site for two years. A lot has happened since then, things have changed. Forget it – this is old news.

8.

Could be useful – someone has collected lots of information from all over the internet and put it on their own site. Are they to be trusted? Did they copy it accurately? There is no indication about who created this site and why, so move on.

9.

Amazing – it says it's an encyclopaedia but it turns out to be pictures of people with no clothes on.

The issue of quality on the internet Picture the scene: You need some information and you need it fast. The internet seems like a good place to start so you head for a search engine and start typing. You get a result – 20,000 resources come back at you. You start browsing ... 1.

2.

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The title looks promising – but bang! When you try to connect you get an error message saying the server is down. The resource can't be accessed.

JANET may not be used for any of the following: The creation or transmission (other than for properly supervised and lawful research purposes) of any offensive, obscene or indecent images, data or other material, or any data capable of being resolved into obscene or indecent images or material. The creation or transmission of material which is designed or likely to cause annoyance, inconvenience or needless anxiety. The creation or transmission of defamatory material. The transmission of material such that this infringes the copyright of another person. The transmission of unsolicited commercial or advertising material either to other User Organisations, or to organisations connected to other networks. Deliberate unauthorised access to facilities or services accessible via JANET. Deliberate activities with any of the following characteristics: Wasting staff effort or networked resources, including time on end systems accessible via JANET and the effort of staff involved in the support of those systems. Corrupting or destroying other users’ data. Violating the privacy of other users. Disrupting the work of other users.

Only another 19,991 resources to go… it's time for a coffee!

Again the title looks good – however,

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Using JANET in a way that denies service to other users (for example, deliberate or reckless overloading of access links or of switching equipment). Continuing to use an item of networking software or hardware after UKERNA has requested that use cease because it is causing disruption to the correct functioning of JANET. Other misuse of JANET or networked resources, such as the introduction of ‘viruses’. Where JANET is being used to access another network, any abuse of the acceptable use policy of that network will be regarded as unacceptable use of JANET.

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Appendix F – Guidance tutorial system: A student guide Background On entering the Geography and Environmental Department as a first year student, you will be assigned to a guidance tutor. Your guidance tutor will usually be a member of staff who teaches on your degree programme and will be an important point of contact throughout the three years of your undergraduate career. Adjusting to the academic and personal demands of University life can be a difficult process for many students, and your guidance tutor will be there to offer support and encouragement if required. It is important therefore that a relationship of mutual trust and confidence is established as early as possible in your first year at the University. It should be stressed that the relationship between student and guidance tutor is two-way. Individual and group tutorials will be formally timetabled as part of the Tutorial Module, in which key study skills will be addressed. This provides formal, regular, academic contact between you and your tutor. However, it is up to you to be proactive in keeping your guidance tutor informed of any difficulties, problems, or changes in circumstances which may affect your academic and personal development. In this context, you are referred to the Tutorial Support and Guidance section in the Partnership in Learning document, issued by Northumbria University, which sets out what you can expect from the University and what the University expects of you.

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In relation to guidance tutoring, you are expected to: Attend all guidance and group tutorial meetings arranged during the course of the year. Please note that attendance is not optional. Inform your guidance tutor as soon as possible if you have any problems, or if there are any changes in your personal circumstances which may affect your academic performance – these may include: (a) Academic difficulties, e.g. relating to study skills, submission of assessed work, or poor understanding in certain modules of study. (b) Personal difficulties, e.g. relating to medical circumstances, bereavement, family problems, financial situation, accommodation, or relationships with others. Provide documentary evidence of any of the above, if appropriate, so that it can be lodged in your personal records file. This information is essential should you need to compile a case of extenuating circumstances in relation to assessment of your academic performance. If you wish to proceed with such a case you will also need to complete an extenuating circumstances form (obtained from the Student Support Team). Inform your guidance tutor, together with any other appropriate members of staff, if you are likely to be absent from classes. If this cannot be done beforehand, then it should be done as soon as possible thereafter. If your guidance tutor cannot be contacted then leave a message with staff in the Student Support Team.

You can expect your guidance tutor to: Play an active role in your induction and early experience of Higher Education, thus helping you to adjust to University life and develop key study skills. Attempt to establish a good working relationship based on confidentiality, trust and mutual confidence. Attend individual and group tutorials as and when appropriate. Ensure that you are aware of relevant University procedures and regulations and of the Partnership in Learning expectations. Discuss problems and difficulties in a positive, constructive and helpful manner. Lodge appropriate documentation relating to personal problems in your personal records file, and inform other colleagues of the situation if you feel that this is appropriate. Monitor your academic progress throughout the degree programme. Know about guidance and support resources throughout the University and recognise when you need guidance that is beyond the bounds of the guidance tutor relationship – referral can only be arranged with your agreement. Prepare personal/academic references for prospective employers. This is usually done during your final year at University, but can be done for a few years after you leave, if appropriate. NB: If you are dissatisfied with the guidance tutor system, please contact the Head of Department, Dr Jane Entwhistle. If, for example, you do not form a good relationship with your guidance tutor it is possible, by mutual consent, to change.

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Appendix G: Things I’d wish I’d known before I started The following comments are from Peer Mentoring at Northumbria: results of a student survey A report by Pat Gannon-Leary and Joanne Smailes The first statement on the student questionnaire for this project was an open-ended one and revealed some very interesting points: “One thing which would have been most useful for me to know about University life when I started was…” The student responses to this question were able to be categorised under the following areas *: Academic issues (54) Time/timetabling issues (24) Financial issues (58) IT issues (22) Accommodation/location issues (48) Social issues (79) Responses to this statement are discussed in further detail in the report under each of the headings identified in the above bullet points, but the following exemplify student feelings: No matter how quiet or shy you are, you'll have a great time and it gives you a great amount of independence. Not to get so worried about making new friends and meeting new people because everyone is in the same boat therefore everyone is making the extra effort to be friendly. That everyone is out their on their own and very few people care… Take everything in your stride. Chances are everyone else is in the same boat and, if it is that bad you can always talk to someone at Uni welfare or flat/course mates. Relax and enjoy the first year. Yes, you're there to learn but making friends is important too. The importance of experiencing as much of the social life in first year as possible. When you reach second and third year, the workload becomes too great. That in the first few weeks, everybody is as scared as you are, even if they don't look it, they're just better at hiding it! Just try to enjoy it, because before you know it you'll be graduating and it will all be over (sob)! Some of the above comments are heartfelt and many echo responses in Jarkey’s (2004) study where students, asked to describe their experiences of the first few weeks of first year, responded expressively: “Nightmare”, “LOST LOST LOST”, “stressed out”, “awkward”, “isolating”, “impersonal”, “fearful”, “scary”, “confusing”, “extremely sucky, hell-ish, and bollocks”. Many of these students said they were overwhelmed and unsure of the best choices for them and how to get the support they needed.

*Number in brackets indicates the number of responses that matched each category

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As Jarkey (2004) reports, in the first week of semester students are inundated with information while having to cope with accommodation and transport arrangements, learning their way around campus, finalising their enrolment, figuring out their timetables and classrooms, receiving unit outlines and purchasing textbooks, and finding out about clubs and societies. It is unsurprising that they feel overwhelmed and confused and that little of what they are told in the early weeks of the first year is assimilated by them. There was a feeling among students in Briguglio’s (2000) study of ESL students that they should not always be left to their own devices and to find out things by trial and error for themselves especially with respect to University systems such as IT and the library and learning resources. Some second years in Briguglio’s study were unaware of the availability of certain services, e.g. study skills support.

Academic issues Academic-related responses to the introductory statement to the questionnaire included the representative comments: One thing which would have been most useful for me to know about University life when I started was… That my course started in Welcome Week (law) and I had lots of lessons and therefore could not attend all the welcome events especially the evening ones. If I had known this I wouldn’t have bought a welcome pass. How important it was to attend classes the first couple of weeks, despite knowing that making friends was essential. That you have to be organised from the start, i.e. file each week’s lecture notes with the relevant seminar work. Independent learning is essential, timetables change all the time and the subject modules are interconnected. How few hours we spend in University and how much of work is self-directed. How hard it would be to manage my son and the workload. As a single parent I felt guilty constantly in first year. I felt I wasn't spending enough time with my son or not working as hard as I could have. How hard it would be sometimes to balance work and play. That lecturers are not like teachers in school! You can talk to them if you’re struggling, you can get extensions on work and there is no such thing as detention in University! What was expected of me by way of levels/standard of work. Not to try to buy every book on the module reading list. There’s tons of information about [social activities]. It seems… even when you go for your one-to-one with your guidance tutor at the beginning… they said that they didn’t need to talk to me because I wouldn’t have any housing issues, or anything like that… so really they didn’t want to have anything to do with me… There needs to be more about the academic side than the social side. So what aspects of the academic side of University life would students like to be covered in more detail? Academic-related statements on the student questionnaire covered such topics as option choices, subject matter, seminars, lectures, learning outcomes, assessment (and criteria), revision, teamwork, motivation and questions (possibly academic) that they could ask a mentor but that they would be afraid to ask academic staff.

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Time and timetabling issues In response to the open-ended question “One thing which would have been most useful for me to know about University life when I started was…” 24 responses referred to time and timetabling issues and this was also addressed within the main questionnaire, where 68% of respondents said they would like an experienced student help them understand the University systems such as timetabling, other representative comments from the introductory statement included: How difficult it can be balancing coursework with free time, guidance on how to manage time would have been very helpful at the beginning, instead of having to learn the hard way (doing all night cramming sessions), etc. How difficult it would be to get books from the library/access tutors as the assignment deadlines approached. I should have done more earlier to avoid these problems. Fact that the course takes up a lot more time than you would think, time management suggestions/help would have been useful. My lectures would be from 9am–8.30pm with marked attendance – not great for those with chronic illnesses! It would have been really useful to have a better idea of the number of hours work that would be required of me. This would have helped massively in finding a job with the appropriate number of hours. The timetable, to organise childcare well in advance. I'd have relaxed and enjoyed it so much more had I felt I knew home life was taken care of and not spend Welcome Week and week one hanging onto every word to give me a clue!

Financial issues The second highest number of responses to the introductory statement involved finance and included the following representative comments: One thing which would have been most useful for me to know about University life when I started was… How vital a part-time job would be in supporting me through my three years at university. All the different places you can get student discount! How much money I would have to spend buying books for my course. How much money I would waste on alcohol. That although Student Loans may sound like a lot of money, they really don't stretch that far! Your overdraft has to last for three years, not one term. The easiest way to set up a bank account for international students. A couple may appear to be light-hearted, but others do represent some of the impact their financial situation could potentially have on their study. Round’s (2005) report on student finance at Northumbria found that, whilst most students had a general idea, they would be hard up when they came to university, reality ‘bit’ when they actually began living on a student budget: The transition from living with parents to having to pay one’s own way and organise one’s own money is mentioned by students either as a hurdle which they personally have overcome or as something which for them (or their less organised friends) precipitated a major crisis. Round (2005) p.120

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IT issues A small number of responses to the introductory statement referred to IT-related issues, as IT becomes more and more mainstream it is perhaps easy for some of the basics to be taken for granted as illustrated by some of the representative comments: One thing which would have been most useful for me to know about University life when I started was… Location of computers, etc. how to print out. It's not easy at first. All those things that you find out later anyway (printing, library) but it would make you feel more comfortable in the rather confusing beginning. That the majority of modules and assessments require the usage of a computer. How to access emails, Blackboard and journals efficiently. Where and when labs were open as when I asked tutors they did not know opening times. This is very important to University life as often I can’t visit during 9–5 so have to go in the evening. Where each of main buildings were and what facilities they had on offer, e.g. 24 hour computer access.

Accommodation/location issues Accommodation-related responses to the introductory statement to the Northumbria questionnaire did feature, but these were the lowest in number, i.e. 14 of the 48 responses within this category: One thing which would have been most useful for me to know about University life when I started was… Not to get a house before Christmas with people you don't know very well. They can turn very quickly! Wait until you know everyone better. There will always be houses to rent. Advice about moving accommodation as I was very unhappy with arrangements in my first year. How much bills are in shared accommodation for three, four, five, six tenants, etc. How difficult it might be living with strangers. There were a number of further responses in the introductory statement which referred to location whether that be the campus or the surrounding area: One thing which would have been most useful for me to know about University life when I started was… Where all the buildings, etc. were that you'd be using most so there wasn't a mad panic at the end of Welcome Week when you didn't know where you were going. How to get around the campus to start with! How about some guided tours of the site for all new students – part-time, mature as well as all the youngsters! Where more of the buildings were located through some form of well-publicised Welcome tour. How the room numbers were abbreviated on University timetables, particularly when dealing with classroom numbers preceded by several zeros. What happens/what was available in each of the different buildings. Where to find a map of the University, I lost the one given to me, and was unable to locate another.

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More about the city itself, the University sells all of the cultural side of the city but these are actually areas that we don't frequently use, local day-to-day information would be more useful than art gallery and pub and club information. More information about Newcastle’s nightlife, where students go, and what areas are popular. How to get there and back? That Welcome Week wasn’t just for people who didn’t live in Newcastle or surrounding areas, in fact it was for everyone. Also more information about it would have been ideal as I never participated in it and I really regret that.

Social issues The most responses on the introductory statement related to social-related issues of university life, representative comments include: One thing which would have been most useful for me to know about University life when I started was… An early awareness of the social facilities available as well as students available to welcome and assist new students who arrived late, (because I arrived late). A map made for students showing things like where taxi ranks are, bars, nightclubs, Primark, Munchies and best ways to get home on a night out. Being an international student it would have helped to know what kind or activities were possible plus getting to know how to join and what societies were there for all of us. Different societies existing like ISOC for international students. Help to find a local church that is student-friendly. How going home even once a fortnight can ruin your first year experience. Bonds are harder to form. Boyfriends at home, if a long way away, is a BIG mistake. Don't do it. It will NEVER work. That my course was going to have hardly any girls. You really can't afford to have a late night with a 9 am lecture the next morning! The best hangover cure. Become an insomniac… it’s the only way not to miss anything and still get your work done! City nightlife guide, e.g. good nights out, cheap nights out, good clubs, good bars, places that air sport, etc. Don't bring a TV. A really good way to make friends is to sit watching telly in a communal area instead of locking yourself up in your room. More information about welcome week events, maybe being assigned, with a group of new students, to a current student from the University who could advise about events, etc. Again, although a number may be light-hearted, a number do make some pertinent points. Two of the statements on the main questionnaire addressed social issues: When asked if they would like a more experienced student to help them learn more about social activities, three-quarters of students agreed (27% strongly) that they would appreciate this sort of help. The respondents were also asked whether they would like a more experienced student to help them meet other people, 63% agreed that they would like such help.

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References Briguglio, C. (2000) Language and cultural issues for English-as-a-Second/Foreign Language students in transnational educational settings. Higher Education in Europe, 25 (3) 425–434 Jarkey, N. (2004) Orientation as an ongoing learning experience: student focused and holistic. Transforming knowledge into wisdom: holistic approaches to teaching and learning: proceedings of the 2004 Annual International Conference of the Higher Education Research and Development Society of Australasia 4–7 July, Miri, Sarawak edited by F Sheehy and B Stauble, pages 185–193. Milperra NSW: HERDSA http://herdsa2004.curtin.edu.my/Contributions/RPapers/P063-jt.pdf [Accessed May 2006] Round, A. (2005) Survey of student attitudes, experiences and expectations on selected vocational courses at Northumbria University. Newcastle upon Tyne: Northumbria University

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Assessment processes explained Why are assessments necessary ? Assessment makes an essential contribution to your education. It acts to motivate you to focus and reflect on your learning and to apply and synthesise your knowledge. It also permits you to gauge your progress and act to address any weaknesses. Assessment methods are therefore an integral part of the learning process. From the University’s perspective, it enables your tutors to monitor your progress, measure your attainment, maintain standards on the programme, and determine your final degree classification. How can you be sure that the assessments are appropriate and relevant ? The mix of assessments across each programme is carefully selected to enable students to demonstrate a range of skills and knowledge which become progressively more challenging level-by-level. Assessment techniques are chosen to fit the subject discipline and reflect the expectations of employers and accreditation bodies. Each assessment task is aligned with module and programme learning outcomes and contributes in part to the development of disciplinespecific knowledge and understanding, academic, practical or transferable skills. How can you be sure that the assessments which are set are fair ? Individual assessment tasks are written by Module Leaders and are subject to peer-review by other staff in the Department before they are agreed and distributed to students. In addition, External Examiners, who are colleagues from other Universities and (for professionally accredited programmes) from industry, are appointed to ensure that the standards at Northumbria are appropriate, and a key role is to review the assessment questions and marking schemes. How do we inform you about the criteria we use to judge your work ? Generic grade descriptors by level of study are supplied within your handbook. These reflect the increasing demands and expectations of standards as students progress through their programme. In addition, you are supplied with specific assessment criteria at the module level as part of your coursework specifications. How do we undertake marking ? Marking involves staff allocating marks according to defined marking criteria that have been approved in advance. Assessments may be marked by a single staff member or a team of markers (depending on the size of the module). These are invariably the staff who delivered the module and their expertise in the subject discipline is assured. If the work is marked by a team, initial meetings and sample marking is undertaken to establish common expectations in relation to the marking criteria to minimise variations across markers. How do you know that marking is fair ? Once all the marking has been completed for an assessment, a sample of the work is selected for ‘moderation’. The sample size is proportional to the number of scripts and is selected from the whole range of marks. Student work is anonymous during the marking and moderation process and your name will only be revealed once all the marks have been agreed following the sample check. Prior to

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the Examination Board, the External Examiner also verifies the appropriateness of the marks awarded within the sample, and it is only at the Exam Board stage that the marks are fully approved. If there are disparities between markers during the moderation process, then additional work may be sampled and third markers may be called upon to resolve any differences. By the end of the whole process the Exam Board must report that it is satisfied that the marks that have been awarded are a true reflection of the quality of the work. Why does it take 4 weeks to mark your work ? Although 20 working days (4 weeks) may seem to you like a long time for work to be marked and returned to you, it is important that we allocate sufficient time for staff to carefully consider the work, so that the mark allocated fairly reflects the quality of your submission. Tutors’ marking workloads have to be considered in relation to the other academic duties they have to perform. We estimate that, on average, each assessment takes approximately 20-30 minutes to mark and provide feedback. In addition, once marked, all assessments have to be moderated (see above) to ensure fairness and consistency. What level of feedback should you expect ? Feedback is a vital part of your learning process and will occur throughout your engagement with academic staff. Informal levels of feedback will often occur in lectures, seminars, lab work and project activities, and through the use of in-class activities and questioning. More formal feedback occurs during the assessment process and usually involves staff writing comments on scripts that are returned to students. Whilst there will invariably be differences in the styles that individual staff members adopt to provide feedback, their comments should serve three main purposes: (1) to explain the mark awarded; (2) to identify strengths within the work; and (3) to indicate areas that could be improved on for future work. What should you do with the feedback you receive ? It is imperative that you collect all your assessment scripts so that you benefit from the feedback comments provided by the tutors. Your feedback provides you with the key opportunity to use assessment to improve your learning. Hence, if you have any problems understanding the feedback on your work, you should arrange a meeting with the staff member to clarify their comments. It is important to review the comments you have received on all your work to identify any consistent issues that have arisen across several pieces of assessment. This will help you formulate an action plan to deal with recurring weaknesses affecting your attainment. The Skills Plus programme managed by the University Library is an extremely valuable resource for students who require general advice such as ‘Writing Assignments’, ‘Preparing for Exams’ or ‘Thinking Critically’.

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Appendix H: