PROFESSIONAL & SCIENTIFIC PRACTICE 3. Placement Year (Assessment )

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1 Bioscience & Chemistry Programme, Faculty of Health and Wellbeing BSc (Hons) Biochemistry BSc (Hons) Biology BSc (Hons) Biomedical Sciences BSc (Hons) Chemistry BSc (Hons) Forensic Science BSc (Hons) Human Biology PROFESSIONAL & SCIENTIFIC PRACTICE 3 Placement Year (Assessment ) STUDENT NAME MODULE TUTOR Dr Vikki Carolan CREDIT POINTS 20 LEVEL 6

2 Contents Page no Introduction Summary of Professional & Scientific Practice 3 Module (PSP3) Assessment Tasks Module Information Assessment and Feedback Module Assessment Tasks Employability Portfolio Performance reviews Oral presentation Literature Review Appendix 1 - Confidentiality 14 Appendix 2 - Literature Review Forms 16 Appendix 3 - Activity / Performance Review Forms 21 Appendix 4 - Employability Portfolio Forms and Assessment Grid 27 PLEASE NOTE THAT WHILST YOU ARE ON PLACEMENT, CONTACT WITH YOU WILL CONTINUE TO BE VIA YOUR SHU ACCOUNT AND BLACKBOARD; IT IS YOUR RESPONSIBILITY TO CHECK THESE FREQUENTLY. Please let us know if this is not possible, and give an alternative contact. For example, your placement address. SHEFFIELD HALLAM UNIVERSITY 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Sheffield Hallam University.

3 Introduction Professional & Scientific Practice 3 is a 20 credit module where you demonstrate (and receive academic credit for) your employability skills. Although it is a level 6 final year module, you will complete work and compile evidence for it during your placement year under the guidance of your Visiting Tutor and your Work Place Supervisor. When you return to SHU for your final year studies your VT will continue to support you in your PSP3 work. During your final year there will be a series of workshops / lectures in semester one to support PSP3 and your career pathways. There will also be a block of time after the semester one exams and before the research projects begin, where you will be expected to complete all outstanding PSP3 work. Further details of these final year activities will be provided at the start of your final year. The emphasis of PSP3 is on employability and the demonstration of your development as a scientist during your course, hence you may utilise information that you gathered as part of PSP1 and / or PSP2. You may also have carried out other work experience which you wish to include or use as evidence of your development. There are many aspects of the PSP3 assessments that can, and should be, completed during your placement year. Do not be tempted to leave all of the work until your final year! 1.0 Summary of Professional & Scientific Practice Module (PSP3) Assessment Tasks PSP3 is composed of 2 assessment tasks. These are: 1.1 Employability Portfolio (70%) This is compiled on placement and during your final year; submitted to SHU by March 2017 (date to be confirmed when the Academic Calendar is available) and assessed by your Visiting Tutor. (See pages 6- for further information) The portfolio will contain sections on: Professional Experience (15% of portfolio mark), including an overview of your placement organisation, synopsis of work activities and a report detailing your transferrable skills. You should be able to complete most of this during your placement, with advice and support from your WPS and VT. Communication of Employability (25% of portfolio mark), including slides and feedback from oral presentation given at SHU in Induction Week plus another example of employability-related communication. Performance Reviews (30% of portfolio mark), self-assessment and work-place supervisor assessment, using SHU performance review forms OR company specific paperwork, with final marks being agreed with your VT. (See pages 8- for further information) Reflection (20% of portfolio mark), reflection on work experience and coursework feedback. Graduate Level CV (% of portfolio mark), a CV suitable for application for graduate employment or further study. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

4 1.2 Literature Review (30%) This should be written whilst on placement and the deadline for submission to SHU will be Induction Week 2016 (date to be confirmed when the Academic Calendar is available). It must also be submitted electronically, via Turnitin, by the same deadline. It will be assessed by a University assessment and moderation team (not your VT). (See pages -13 for further information) 2.0 Module Information Module Title Professional & Scientific Practice 3 (20 credits) Module Code C Level 6 Credit Points 20 Module Leader Dr Vikki Carolan Assessment Mode / % Weighting Continuous Assessment 0% Pre-requisites PSP2 2.1 Module Summary of Aims The supervised work experience element of a sandwich degree contributes significantly to the development of professional knowledge and skills, which are associated with the aims and objectives of your course. Through engagement with this module you will develop, review, reflect on and improve your employment skills within the context of your work experience, career aspirations and your own scientific discipline. It will also further develop your independent-learning and communication skills. 2.2 Learning Outcomes On completion of this module it is intended that you should have or be able to: 1. Develop, demonstrate, review and reflect on your employment related skills. 2. Draw on your professional experience, the knowledge and experience of others and upon various sources of information to establish a range of career opportunities and employment requirements relevant to your course of study. 3. Demonstrate effective information retrieval skills, written and oral communication skills to present evidence of in-depth knowledge and understanding in a coherent manner to specified and agreed formats. 4. Analyse and critically review information on a topic of relevance to your current or potential future area of employment 5. Show effective time management, planning and independence whilst seeking and responding to advice This module contributes 20 out of the 120 level 6 credits towards the BSc (Hons) qualification. The pass mark for this module is 40% and normal university assessment regulations will apply. The marks for each assessment task of the module contribute to the overall mark as follows: Employability Portfolio (LO 1,2,3&5) 70 Literature Review (LO 3, 4 &5)) 30 Total 0 (LO = Learning Outcomes) AUG 2015 SHEFFIELD HALLAM UNIVERSITY

5 2.3 Student's Responsibilities It is the student's responsibility to complete the two assessment tasks of the module by the dates specified. They should seek the advice and assistance of their Workplace Supervisor (WPS) and Visiting Tutor (VT) as appropriate. It is expected that much of the study associated with this module will be done outside working hours. The University assumes that a 20 credit module such as this will involve about 200 hours of student activity. This will be spread throughout the placement year and the final year of the BSc. Students should arrange to discuss PSP3 in detail with their WPS after starting their placement, as some support from the employer / WPS will be needed. It will be useful to discuss such aspects as facilities / resources available, e.g., word processing, library books / journals, access to computers, internet, frequency of future monitoring meetings, confidentiality of work and how this might affect the content of the student's work submitted for assessment. It will be useful to consult the booklet 'Individual Learning Plan' as this has been written to assist students in planning their activities for this module and identifying what needs they may have in order to complete it. Reference should also be made to information given to students at Sheffield Hallam University before starting their placement regarding facilities available to them through the University whilst on placement. The VT will discuss the module and how any confidentiality issues will be handled (see Appendix 1) during their first visit and answer any queries the student or WPS may have. They could also be contacted prior to that visit by telephone or as necessary The student has to carry-out the following activities during the placement period: 1. Begin to compile an Employability Portfolio following the guidelines provided and include items 2 and 3 below in the portfolio 2. Prepare for and take part in three Performance Reviews and include these in their Employability Portfolio 3. Prepare for an Oral Presentation to be made after return to the University during the final year Induction Week and include copies of presentation slides and assessment sheets in their portfolio 4. Write a scientific Literature Review 2.4 Supervision / Guidance / Tutoring A member of staff in the placement organisation will normally be designated as the Work Place Supervisor (WPS) and they, together with other colleagues as appropriate, will be associated with aspects of the module. They are encouraged to make contact with staff at Sheffield Hallam University at any time during the placement year. The University Visiting Tutor (VT) will take the major responsibility for guidance of the students through the module. This will be done by telephone or periodically and visits with the WPS and the student. There will be normally 2 pre-arranged visits which will last around 2 hours. 3.0 Assessment and Feedback Assessment will be carried out by the VT and other University staff after the students return to the University, except for the Performance Review, where the WPS will have a major role in assessment while the student is on placement. The Assessment Process The person involved in marking a particular assessment task completes the appropriate assessment form or grid. Where a numerical assessment is required a score of 0 to, 0-20 or 0-0 should be given, as required. The score represents the following approximate levels of achievement. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

6 Score / Level of Achievement outstanding in all aspects 9 8 excellent 7 above average 6 good, average 5 satisfactory, clear pass 4 poor, bare pass 3 very poor, fail completely unsatisfactory The assessment grids also show what is expected of a student to achieve marks in the various bands. Feedback Process You will receive informal verbal feedback on your performance from your WPS throughout your placement. You may also receive verbal and / or written feedback on your performance from your VT. The Performance Review process will provide written feedback on your progress at 3 points during your placement year. You will also be required to self-assess and feedback to your WPS as part of this process. Your VT may also comment on your 1 st and 2 nd reviews and will discuss the final review with you, as part of the verbal feedback process. You will receive informal verbal feedback immediately after your oral presentation from your VT and / or another member of university academic staff. This will be followed by written feedback with 3 weeks of Induction Week, which should be included in your Employability Portfolio. Your VT will act as a tutor for the PSP3 module during your final year and hence may provide informal verbal feedback on your progress on the module throughout your final year. Written feedback from your VT will be given regarding your Employability Portfolio after the assessment process. You will also receive informal verbal feedback from your WPS and / or your VT during compilation of your work. You will receive written or verbal feedback on the proposed topic for your Literature Review from your VT. This will also be discussed with you and your WPS, probably during the first VT visit. Written feedback will be provided by the University assessment team after the assessment process has been completed. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

7 4.0 Module Assessment Tasks 4.1 EMPLOYABILITY PORTFOLIO Guidelines for Student Employability Portfolio Many items for the Employability Portfolio can be produced or evidenced during the placement period. Items that cover placement work should be read and approved for release, i.e. be a true reflection of the student's work activities and not contain confidential and/or sensitive information, by the WPS before submission to SHU. The Employability Portfolio must be submitted to the Faculty of Health and Wellbeing (Biosciences & Chemistry Programme) Helpdesk (City Campus) by March 2017 (date to be confirmed). It should be sent 'Recorded Signed For' delivery to the address below or handed in, in person. Work will not be accepted after the deadline and a mark of zero will be recorded for the piece of work, except where an exceptional extension has been approved by the Student Support Officer. Please mark your work for the attention of the PSP3 Module Tutor. Neither Employability Portfolios nor extension requests should be sent to the Visiting Tutor. It is not the role of the Visiting Tutors to make decisions regarding late submission of work. Biosciences & Chemistry Helpdesk Faculty of Health and Wellbeing (Biosciences & Chemistry Programme) Sheffield Hallam University City Campus Howard Street SHEFFIELD S1 1WB Employability Portfolios will be returned to the student after assessment (this may be after the relevant Examination Board). Students should collect information for the Employability Portfolio from the start of the placement. In some cases, certain material may be regarded as confidential by the employer. This possibility should be discussed with the VT during the first visit and an agreement reached on how the issue will be handled. Some comments on this can be found in Appendix 1. Please note, those students undertaking a placement in a hospital pathology lab. may be able to compile an IBMS portfolio. Certain aspects of the IBMS portfolio maybe included in the Employability Portfolio. Further details will be supplied separately. Structure and Content of the Employability Portfolio The Employability Portfolio is a loose leaf file of evidence, including a table of contents, showing the breadth of development of employability skills the student has achieved during their studies. It is considered important that students acquire the ability to collect and present evidence of learning and achievements in this way as this is likely to feature in education and training which they may undertake in the future; e.g. Continuing Professional Development which is required by professional bodies. The following is the expected outline structure: Title Page (student's name, course, company name, date of submission) Contents Page Acknowledgments Section 1: Professional Experience AUG 2015 SHEFFIELD HALLAM UNIVERSITY

8 Section 2: Communication of Employability Section 3: Performance Reviews Section 4: Reflection on Employability, Transferrable Skills & Feedback Section 5: Graduate CV References and / or Supplementary Information (as appropriate) Remember that the Employability Portfolio is specific to you and is evidencing your particular development and skills so there may be extra items you wish to include that are not mentioned below. The assessment grid will show the level of engagement needed for the various grade bands. Content of Major Sections Section 1: Professional Experience (15% of the Portfolio mark) This section should include: overview of your placement organisation (500 words max). This should be a description of the placement organisation and discussion of how the placement work relates to that of the placement department and organisation as a whole. synopsis of YOUR work activities (500 words max). This should be a brief synopsis of the day-to-day placement work. It should give a clear indication of the nature of the work done and what it involved. A suggested approach is to give an overview of the range of the work activities to indicate to the reader the scope of the placement e.g. routine work, project work etc. It should not be a series of methods / procedures. written report, using the STAR system, to evidence the transferrable skills you have developed during your work activities (500 words max). This may include skills developed during all types of work experience, not just the placement. The STAR system is an excellent way of communicating your skills and abilities. It will also encourage you to reflect on your experiences and how you have developed through them. Refer to the following website for guidance on using STAR to demonstrate your skills: Section 2: Communication of Employability (25% of the Portfolio mark) This section should include: a copy of the slides used in your presentation on placement activities given during Induction Week of your final year. You should also include the written feedback and marks given by your VT and University moderator. See further information in part below one other example of employability-related communication e.g. an application for a job or further study. You should also include details of the job or course the application relates to. Section 3: Performance Reviews (30% of the Portfolio mark) This section should contain all of the completed performance review forms. See further info in part below. Section 4: Reflection on Employability, Transferrable Skills & Feedback (20% of the Portfolio mark) This section should include: reflection on work experience and development of employability skills including how these impact on your final year and career aspirations (500 words max). This section should be written on your return to SHU, during your final year. You will meet, in a small group, with your VT (PSP3 tutor) to discuss your placement experiences and AUG 2015 SHEFFIELD HALLAM UNIVERSITY

9 the influence these have had on your final year and future career aspirations. Following these discussions you will write a reflection. This should be an honest appraisal of your achievements and development over the placement period. These will encompass both practical and personal skills. Mention should be made of any failures/difficulties, how these were dealt with and what lessons were learned. You should also consider how the work done during the placement period affected your choice of modules for the final year and how your attitude to your level 6 studies has been affected. Future career plans should also be discussed. reflection on coursework assessments demonstrating evidence of reflection and feed forward and utilising feedback. You should include a selection of coursework from throughout your course which demonstrates how you have utilised feedback (at least 4 pieces of work from across the course, plus feedback on your draft PSP3 literature review). You may use items from any level of study but there should be a range showing development. You may also wish to utilise the Feed Forward log you used during PSP2. Section 5: Graduate CV (% of the Portfolio mark) You should follow the guidance provided during the PSP3 workshop session in your final year to produce a graduate level CV. The style of these is different to CVs used for placement applications so do not be tempted to include your placement CV. References and / or Supplementary Information (as appropriate) References (if appropriate) should be correctly cited (see guidelines for referencing in Literature Review section). Supplementary Information may be included if required (containing for example, key methods / protocols, organisation structure etc.) Assessment of the Employability Portfolio The Employability Portfolio will be assessed by the VT (PSP3 tutor) using the assessment grid included in Appendix 4. Prior to submission of the Employability Portfolio, you should discuss the proposed content with your VT (PSP3 tutor). You are advised to refer to the assessment grid whilst compiling your portfolio; remember this is a level 6 module and hence work should show discussion, appraisal and reflection rather than being purely descriptive PERFORMANCE REVIEWS It is important that students do not merely 'experience' work but are also encouraged to observe, enquire, analyse and evaluate their own experiences and what happens around them. Personal skills and qualities are recognised as being very important and students are expected to be aware of their own strengths and weaknesses and to work to develop their personal skills. Taking part in the Performance Reviews will give students the opportunity to experience, to a limited extent, a process they are likely to encounter in future employment. The Performance Reviews will give the student and WPS the opportunity to review the level of achievement at three points during the year, i.e. at about 3, 7 and months into the placement. The process will: identify strengths and weaknesses create opportunities to improve performance record progress/development indicate the level achieved at the end of the placement period provide an opportunity for the student to discuss progress with their WPS The reviews are based on the following skill areas which are derived from the National AUG 2015 SHEFFIELD HALLAM UNIVERSITY

10 Vocational Qualification (NVQ) core skills A. Communication B. Working with others C. Improving own learning and performance D. Problem solving E. Information Technology F. Application of numbers G. Working Practice (i) Knowledge (ii) Work skills (iii) Quality of work H. Professional / Organisational awareness The WPS should note that if their organisation operates a suitable in-house staff appraisal / staff development / review system, then this may replace the Performance Review outlined here if it will allow the assessment required by the University, i.e. enable Performance Review Summary form (located in Appendix 3) to be completed at the end of the placement. It should also encourage the student to reflect on progress at intervals throughout the placement. If relevant, discuss this with the VT during their first visit. Roles and Responsibilities of the Student: to make informal working notes in a logbook, diary or equivalent to assist in the review process; to prepare an Activity Review Form (make photocopies of original blank form, or download these from Bb) by entering key work and training details from the working notes onto the form; to prepare a Performance Review Form (make photocopies of original blank form or download from Bb), by entering examples (taken from the Activity Review Form) under the skill areas A to H and score their performance in each skill area; to arrange review meetings with their WPS and to ensure current and previous review forms are available at the meetings; to attend all review meetings; to ensure that all completed forms from each Performance Review are available to the VT when they visit; (or forward by post if requested by the VT). to place copies of the forms from each of the 3 reviews, along with the Performance Review summary form, in their Employability Portfolio All the forms mentioned above are in Appendix 3 and are available on Blackboard Roles and Responsibilities of the WPS (either personally or via a delegate): to consider the examples proposed by the student on the Performance Review Form and add further examples/comments as appropriate; to score the student s performance in each skill area; to be available for review meetings on the appropriate dates; to enter any actions considered appropriate on the Performance Review Form; to assist the student in defining and tackling skills that requires development. Roles and Responsibilities of the Visiting Tutor: to advise on the purpose and operation of the Performance Reviews; to discuss student s performance (using completed Review Forms if appropriate); to agree or modify the scores from the third review, on the basis of discussion with the student and WPS during the second visit and ensure that the Performance review Summary form is completed at that time; to remind the student to place all performance review forms, along with the summary form in their Employability Portfolio AUG 2015 SHEFFIELD HALLAM UNIVERSITY

11 Assessment of Performance Reviews Normally the student will have participated in three Performance Reviews and the scores on the final Performance Review Sheet will generate the mark for this section of the Employability Portfolio. The VT will discuss the final scores with the WPS and student on the final visit and a final score for each skill area will be agreed at this time. These scores will be transferred to the Performance Review Summary Form (Appendix 3). However, students should have participated in at least one Performance Review and scores associated with that review may be utilised in the completion of the summary form, after appropriate discussion, if that is the only review available ORAL PRESENTATION The oral presentation is a talk of minutes duration with an additional 5 minutes for questions which will be made by the student during the final year Induction Week at University to an audience of academic staff and students. Guidelines for Students Any required material should be collected and the talk prepared whilst on placement. A check should be made with the WPS about confidentiality of the material. Remember that the backgrounds and experience of the audience will be quite varied and they may have little knowledge of the type of work that was undertaken so the talk should be simple and clear. It is important to appreciate that it is impossible to cover all aspects of a one year placement in a minute talk, so be selective. The oral presentation should cover: an introduction to the placement organisation; an overview of the type of work done / range of experience gained, including the relevant science (but remember your audience); some comments / reflection on the value of the placement. Assessment of Oral Presentation It will be assessed by one or more members of academic staff at the University during the final year using the assessment form included in Appendix 4. Students will be informed of the dates and times of presentations prior to Induction Week. Students who fail to attend at their specified time will be awarded zero, unless they have good reason to submit Extenuating Circumstances as outlined in the SHU regulations. 4.2 LITERATURE REVIEW The Literature Review will demonstrate that a student can satisfactorily complete an in-depth investigation based on available information and produce a useful report of approximately 3000 words. It aims to extend and develop skills of enquiry, literature search, self-discipline, evaluation of information, critical appraisal and scientific communication. Although it allows the student to develop their knowledge and understanding of aspects of their placement work and thus helps relate theory to practice, the main assessment criteria are based on the skills required to produce a well-written and presented review not the acquisition of knowledge. It is not a practical research project and should be based on existing information, not on information newly generated by the student. The literature sources used will depend upon the specific topic chosen and may range in different cases from primary scientific journals to review articles to in-house company documents. The majority of the sources used should however be primary literature. Internet sites may also be visited but these should be AUG 2015 SHEFFIELD HALLAM UNIVERSITY 2015

12 selected carefully as not all sources of internet information are of the same scientific quality. Generally, those that give comments, personal opinions, general information etc. are inappropriate for level 6 work. However, peer-reviewed articles or published accounts from reputable scientific sources, accessed via the internet, are acceptable. The amount of time for placement students, during working hours, which can be devoted to the preparation of this document will vary from one placement to another, and this must be agreed between the student and the WPS at an early stage. Normally the majority of time spent will be outside working hours and you should plan for this scenario. A topic will normally be chosen which is of relevance to the student s course of study and the placement organisation. It should be related to the student s placement activities but NOT be the same as their day to day work. It should not include confidential information. The VT will discuss the proposed title(s) with the student and WPS during their first visit. It may be appropriate due to availability or expertise that support in the work place is provided by someone other than the overall Placement WPS. The student should complete the Literature Review proposal form (attached in Appendix 2) and to the VT for approval, comments etc. This should be forwarded as early as possible in your placement year and no later than the 1 st December Guidelines for Student a) The Review must be typewritten, double spaced, using one side of the page, on A4 size paper. There should be a margin of about 25 mm on each side of the page and 30 mm top and bottom margins. Two hard copies are required to be submitted by Induction Week of your final year (date to be confirmed once the Academic Calendar is available). Your WPS may also require a copy. Work will not be accepted after the deadline and a mark of zero will be recorded for the piece of work, except where an exceptional extension has been agreed by the Student Support Officer. b) There must be a separate title page containing the following: the agreed title the full name of the author the Module title the date and year of submission A specimen title page is shown below. Bioscience & Chemistry Programme, Faculty of Health and Wellbeing Professional & Scientific Practice 3 Recent Developments in the Treatment of Bloggs Syndrome By Anne Other Submitted Date Supervisor(s):... AUG 2015 SHEFFIELD HALLAM UNIVERSITY

13 c) A table of contents should be included. This should be a normal type contents page, listing the titles of major headings and sub-headings and giving the page numbers at which they can be found in the report. d) The general format and style will be that of a review article. See the 'Explanation of Marking Criteria' contained in Appendix 2 for what may constitute a good (or bad) review. e) The Review should make it clear that the material presented is understood. This should be explained so as to be intelligible to someone who is a scientist but who may not be a specialist in the area. It should be in the student's own words and whole sections of text must not be taken from references or the internet and included unless it is in quotation marks and the reference cited. Thus students are advised to make notes from references using their own words, and then use these notes to write the Review, checking back to the source material if necessary. Students are advised to consult the information they were given previously regarding copying and plagiarism and to use Turnitin to ensure they have not inadvertently plagiarised material. f) Refer to the assessment criteria (included in Appendix 4) before producing your Review. Please note, as this is a level 6 piece of work emphasis is given to analysis and critical appraisal of the material being presented. g) An abstract of between words is required. This should be a concise summary of the Review and should be bound into it. h) Sources of information: It is very important that references are cited in the text as is the normal practice in published papers and reviews. Refer to the guidelines given below. Referencing Guidelines There are many ways of citing references. Within Bioscience & Chemistry, we use either the SHU Harvard Method or the numerical system used in Royal Society of Chemistry journals. The topic of your review will dictate which is most appropriate; generally more biological topics tend to use the Harvard system, whereas chemistry-based reviews tend to use the RSC numerical system. If you are in any doubt about which reference system to use, consult your Visiting Tutor for guidance but ensure you choose one referencing method and stick to it! The Harvard Method In the text, the author's name should be followed by the publication date in brackets, e.g. the technique of Smith (1983); or... has been described (Smith 1983). Where papers by one or two authors are cited both should be named. For papers with more than two authors, the first should be cited using et al. thus: Smith et al (1983) or (Smith et al, 1983). Where more than one paper by the same authors with the same year of publication is cited, these should be designated, a, b etc. thus: Smith et al (1983a), Smith et al, (1983b). References in the reference list should be in alphabetical order of first author and typed double spaced on sheets separate from the text. The RSC Numerical Method You should place a number in the text, as a superscript, where you want to cite the reference. For example, 'Recent research 1 has shown that...' Numbers in the text should appear in ascending numerical order. The exception to this is if you refer to an article more than once, when you should use the initial reference number it was given. You should then compile a numbered list of the references in the same order as they appear in the text, typed on sheets separate to the main body of text. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

14 Further guidance on the use and correct citation of references can be found via Shuspace. Enter 'referencing' into the search tool or go to You can also find additional information on the RSC numerical method within the Royal Society of Chemistry (RSC) Guidelines for Authors (see section 5) downloadable from: i) The various sections should carry subheadings, e.g. 2.1, 2.2 and figures and/or diagrams may be used whenever it is appropriate. The relevant source material must be cited in the text at the appropriate point. Tables should normally be denoted by Roman numerals, figures by Arabic numerals and each should appear either at an appropriate place within the text or on a separate page interposed in the relevant place in the text. Both tables and figures should have self-explanatory legends enabling their interpretation without frequent reference to the text. The legends should be either underneath or on the page opposite the relevant table or figure. j) Acknowledgments. At the end of the report you may wish to acknowledge any people who helped with the Review in any way. The time required to produce a document of this nature in its final form should not be underestimated. For example, tables/figures etc. may take much longer to prepare than initially thought or there may be delays in obtaining copies of references. Time is also needed for Supervisor(s) to read and comment on a draft copy. You should include any feedback on your draft review in Section 4 of your Employability Portfolio. The final stage of preparation, including proof-reading and making corrections, is also very time-consuming. Do not forget to allow enough time for this Assessment The literature review will be independently assessed using the assessment grid contained in Appendix 2. A small group of academic markers and moderators will mark all literature reviews and agree a final mark for the work. If your WPS has commented on the work, you should include these comments (these may be on the SHU assessment grid) with the hard copies of the reviews that you submit. Your VT will not be the main assessor of your work. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

15 APPENDIX 1 CONFIDENTIALITY OF STUDENT'S WORK ON PLACEMENT In some cases part of the work or possibly the whole of it may be regarded as confidential by the employer and students should be made aware of the company policy on this from the start of their placement. This could possibly affect the content of parts of the Employability Portfolio (including the oral presentation), submitted as part of the assessment for PSP3. It is very important that the student discusses this at an early date with their WPS and that during the Visiting Tutor's first visit agreement is reached on how any issues of confidentiality of information will be handled. The following are some comments and suggestions on how the issue of the possible confidentiality of, for instance, parts of the Employability Portfolio may be addressed. It is generally to everyone's advantage if sections of the Employability Portfolio are not confidential. This removes the problem of sending sensitive material through the post between the Company and the member of University staff who has signed a confidentiality agreement. It also allows the Employability Portfolio to proceed through the complete university assessment procedure, which includes a moderator and external examiner. For the student, it means that they may keep a full copy of their work for future reference. Several alternatives are available if information is confidential. For instance particular compounds, processes etc., may be referred to as X, Y etc., and no structures or details are given. It may be useful for the Visiting Tutor to have signed a confidentiality agreement which allows them to explore aspects of the Employability Portfolio (e.g. parts of Section 1) in detail with the student for assessment purposes. If it is considered that this approach does not allow parts of Section 1 to be written in a meaningful way, it may be more appropriate for the student to only cover non-confidential work. If this is not possible (for instance if all the work completed is confidential in nature) a confidential section would be marked and returned to the Company by the visiting tutor who has signed the confidentiality agreement. If, after the various options have been explored it is likely that the work is confidential in nature and an agreement is required, it may be useful for it to be signed by the visiting tutor before the first visit. Any aspects of the Employability Portfolio which are confidential would subsequently be sent to them for marking. The means of receiving and returning confidential work should be agreed with the placement organisation; e.g. recorded delivery, carrier service etc. Clearly it is necessary for both the students and VT to understand their obligations and ensure that they do not breach company regulations. All relevant sections of the Employability Portfolio, irrespective of whether the student considers them to contain any confidential or sensitive information, must be checked and approved by the WPS before the student submits the work to the University. Similarly, the Oral Presentation should be discussed with the WPS and approval given to the student regarding the acceptability of the content. The Visiting Tutor will discuss the issue of confidentiality and how it will affect various aspects of the placement during the first visit. Those students completing a placement that involves dealing directly with patients or with their data should also note the following faculty guidelines. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

16 FACULTY OF HEALTH AND WELLBEING POLICY ON CONFIDENTIALITY AND CONSENT (extracts relevant to Bioscience & Chemistry students) This policy aligns with requirements of Professional and Regulatory bodies (GSCC; NMC; HPC; ISPAL, Biosciences & Chemistry) within the Faculty for students from Health and Wellbeing. As such it applies to all students dealing directly with patients or their data. Breaching confidentiality or ethics requirements is a form of academic misconduct. Serious and/or repeated breaches come within the remit of the Academic Conduct Panel (ACP). When considering a case, the ACP will follow the procedures outlined in the Cheating Regulations. The maintenance of confidentiality when dealing with patients or their data is a requirement for students on health, social care, biosciences & chemistry or sport-related courses in the Faculty. Confidentiality refers to ensuring the anonymity of: 1) Patients or their data and the privileged information about them. It is essential that confidentiality is maintained at all times, and especially in students' submitted assessed work as stipulated by the HPC, the Caldicott Report (1997) and the Helsinki Declaration (2008). Consent refers to patients having been consulted about the use of their details in a student assessment. This would be written confirmation. Patients have a right to determine what happens to their personal information. Any documents relating to consent should be kept in the student's file in the faculty. In the event of patients being unable to give consent, it is acceptable for the clinical supervisor to act in this capacity. The complete Faculty Health and Wellbeing Policy on Confidentiality and Consent is available on the Bioscience & Chemistry Placement website. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

17 APPENDIX 2 PSP3: Literature Review Proposal Form Name: Course: Proposed title: Review plan: (include the major aspects that will be included) Initial References: (please state at least 2 journal references) This form should be submitted electronically to your VT by 1 st December 2015 at the latest. Your VT will complete the section below, deleting as appropriate, and return a copy to you. Date received: Proposal agreed/modification required/proposal not suitable Comments/Further action taken AUG 2015 SHEFFIELD HALLAM UNIVERSITY

18 PSP3: Literature Review, Explanation of Marking Criteria Criteria A good review will... Research use academic papers as main research resources resources make judicious use of websites (e.g. appropriate resources created for use by scientific professionals eg WHO, Royal Society of Chemistry) use an appropriate balance of primary and secondary literature sources demonstrate a wide range of reading by including references from sources other than the main subject journals include reference to the most up to date literature at the forefront of the field as well relevant historical literature where appropriate Scientific Content prioritise the most relevant information and give appropriate weighting to historic and contemporary evidence and ideas refer to underpinning concepts or models reveal an understanding of the scientific concepts being discussed and terminology used present and summarise scientific content accurately use the most appropriate evidence and data to support a given point Structure and Argument introduce the context and remit of the review, have a logical structure and effectively conclude the issues that are discussed develop a strong argument that is easy to follow because the relevance of evidence/data is clearly explained present evidence in a convincing manner to support the argument which reflects critical judgments made about that evidence make effective use of paragraphing make one clear point per paragraph, well supported by evidence synthesise knowledge and ideas drawn from a range of sources within paragraphs present a synthesis of published and original ideas Presentation and writing be recognisably written by the writer e.g. style is consistent throughout be readable and understandable by a wider scientific audience (e.g. specialist terminology is explained, acronyms are supported by glossary) make pertinent use of clearly annotated, appropriately titled diagrams/figures/tables to enhance reader's understanding, refer to all diagrams etc. in the main body of the text have accurate spelling and make correct use of good grammar/punctuation to aid the reader's comprehension use written style of English that is clear, unambiguous and appropriate to a scientific review of academic literature accurately cite and reference information sources using either the SHU/ Biosciences Harvard system OR the RSC numerical system adhere consistently to recognised scientific conventions for use of acronyms, abbreviations, Latin names, SI units etc. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

19 Criteria You may lose marks if you... Research resources Scientific Content Structure and Argument Presentation and writing fail to consult academic sources of literature rely on internet websites which are aimed at the general public, even websites created by professional groups rely heavily on secondary literature sources or rely heavily on a few review papers only draw material from a narrow range of subject journals. focus on older, established literature without heeding more recent advances in the field or vice versa try to include all facts that you have researched in your topic area, including areas that are not relevant to your review title fail to explain why certain information is relevant fail to acknowledge key findings/information or give inappropriate weighting to historic vs. contemporary ideas fail to include reference to key issues, concepts or models that are pertinent to the topic inaccurately present scientific content or omit facts that are important to the reader's full understanding (e.g. this may occur when attempting to summarise a concept or pathway) use inappropriate evidence or data to support a given point fail to introduce the context and remit of the review fail to conclude your academic arguments effectively (e.g. repeating the introduction in the conclusion) present a poorly structured review that is difficult to understand because it does not flow logically from one idea to the next do not use effective paragraphing to organise ideas make several unrelated point within paragraphs fail to graft paragraphs effectively to help your reader follow your argument simply present a series of descriptive facts about your topic, or fail to develop an academic argument fail to support your content or argument with convincing, academic evidence. present unconvincing evidence because you have accepted all data/evidence without critical analysis have not synthesised your ideas (e.g. you may mention the same concept several times without realising an obvious connection to points you have made elsewhere) are reliant on cutting and pasting or copying large parts of sentences to synthesise the review write in a style that is similar to spoken English plagiarise material use terminology/jargon without explaining the meaning for a wider scientific audience (i.e. without demonstrating you understand the terminology) present diagrams/figures/tables that are of limited use, retain irrelevant aspects, that are poorly annotated have inaccurate spelling, typographical errors (including mistakes such as form instead of from) and make incorrect use of grammar/punctuation use journalistic or colloquial style of English that is inappropriate to scientific and academic writing submit work that contains mistakes that could easily be picked up by proof reading do not use the Harvard or RSC reference format, or inaccurately cite and list references do not adhere to scientific conventions for use of acronyms, abbreviations, Latin names, SI units, etc. AUG 2015 SHEFFIELD HALLAM UNIVERSITY

20 PSP3: Literature Review Assessment Grid Student Name: Criteria 0-20% 20-39% 40-49% 50-59% 60-69% 70-80% 80-0% mark Research sources and reading 20% Little or no evidence of use of research sources limited evidence of use of research sources, heavy reliance on nonacademic sources, with little acknowledgement of the academic contribution to the topic Poor selection of research resources, may be reliant on secondary sources such as text books or web sites Some academic sources used but essay also cites a range of nonacademic sources, some of which may be poor sources of evidence for academic review writing A good attempt to engage with a range of relevant academic literature, much of which is up to date. judicious use of web sites or other non-academic sources engage with a breadth of relevant academic literature, good attempt to engage with primary sources, judicious use of non-academic sources is justified wide range of relevant academic literature sources used including a serious attempt to engage with primary literature sources, at the forefront of the field / 20 Scientific content 20% Little or no scientific content Content lacks scientific focus, Partial answer, with major omissions. Choice of content may be limited, or there may be major errors Superficial or inconsistent grasp of material. Evidence of some understanding of subject area. Content may lack scientific focus Essay displays understanding of the main concepts underpinning the issue, attempts to identify and describe complexities, Relevant scientific content has been included. Good understanding of the area gleaned. Range of relevant content included, with strong scientific focus, explains complexities in topic An excellent choice of scientific content, pertinent examples, chosen, displaying excellent understanding of the concepts, clearly addresses a range of complexities. An excellent - outstanding answer displaying excellent understanding of the concepts, clearly identifies and objectively addresses a range of complexities in the chosen topic / 20 Argument and Analysis 20% Essay Structure % No analysis Very poor organization, essay lacks structure or focus. Little or no analysis Essay may lack focus and clarity throughout. May lack effective use of subsections and structure Descriptive account of topic, little analysis, may attempt to develop argument or express judgments made but may lack support Weak structure and organization, lacks coherence and clarity in many areas, May lack effective use of subsections and structure Attempts to develop an academic argument although with a largely descriptive focus. Some judgments made, limited evidence of critical analysis. Satisfactory level of coherence. although in places ideas may be poorly organized within paragraphs or paragraphs poorly grafted Strands of academic arguments are made, judgments well supported by sound analysis Evidence of some independent thinking and critical analysis. Good structure and planning. Clear and coherent. Good introduction and conclusion. Good use of subsections and paragraphing Good standard of intelligent, critical thought and argument. Clear evidence of informed, independent thinking. Creative analysis of situation Excellent structure. Clear and coherent. Good introduction and conclusion. Flows well. Good use of sections paragraphing to enhance clarity of argument Outstanding critical analysis and effective integration of own ideas and independent thought. Outstanding structure and organisation Strong introduction and conclusion. Excellent and effective use of sections and paragraphing to clarify argument AUG 2015 SHEFFIELD HALLAM UNIVERSITY / 20 /