BSc (Hons) Computer Forensics & Security

Transcription

1 BSc (Hons) Computer Forensics & Security 2014/15 Award title BSc (Hons) Computer Forensics & Security Programme code(s) BSCFS Faculty Arts, Environment and Technology School Computing, Creative Technologies & Engineering

2 Our Student Charter Our Student Charter outlines what you can expect from Leeds Beckett University during your time here, as well as what you should do to get the most out of your studies. Our Charter was developed by our University and the Students Union together. It is summarised here: Your University s commitments to you To help you get the most out of your University experience we aim to: Provide high standards of learning and teaching Offer a flexible and relevant curriculum Provide a supportive, inclusive and welcoming environment Prepare you for employment and lifelong learning Deliver responsive customer service Your Students Union s commitments to you To help you get the most out of your University experience we aim to: Represent students on and off campus Be open, democratic and fair to all Assist students with academic and welfare issues Support active student engagement Your commitments to us To get the most out of your University experience you should: Take an active part in your learning Give us feedback and information Seek support and advice when you need it Act responsibly See section 6 of this handbook for further information. 2

3 Our Student Entitlements As a full-time or part-time campus-based undergraduate student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 3

4 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to Get Help What to do if you Relevant Policies

5 1 Welcome to the Course 1.1 Message from the Dean & Pro Vice Chancellor Whether you are joining us as a new student or returning to continue your studies, we hope you will enjoy your experience with us and find your studies interesting, challenging and relevant to your development and future career plans. The Faculty of Arts, Environment and Technology, is one of the largest faculties within Leeds Beckett University and covers a wide range of subjects areas. The faculty is divided into the following five academic schools: Art, Architecture, and Design Built Environment and Engineering Computing, Creative Technologies and Engineering Cultural Studies and Humanities Film, Music and Performing Arts Our aim is to provide students with a research- informed, innovative and relevant curriculum that is linked to current industry practices and standards. Our courses are highly valued by employers, professional bodies and other stakeholders. Through our approach to student support and to teaching and learning we aim to place you, our students, at the heart of everything we do. You will experience a diverse range of teaching approaches. We also use a variety of different methods of assessment and attach considerable importance to providing you feedback on your assessments. We will be organising dedicated, school based feedback weeks for you to ensure that you receive feedback that would help with your future learning. As a faculty we strive to be student-centred and value your opinions and feedback. We want to hear about the things you enjoy and that you think we do well, but also want to know when you think there are ways in which we can improve your experience. There are many ways in which you can provide feedback including through your student academic representatives, through written or on-line module evaluation feedback forms and through student open meetings, forums with staff, and student representative meetings with me. The courses in the Faculty of Arts Environment and Technology are based at both City Campus and Headingley Campus. Our City Campus courses are situated in the heart of the city, where our accommodation includes the award-winning Broadcasting Place development, our impressive Built Environment laboratories, dedicated film and performing arts studios and extensive IT facilities. Our University s Headingley Campus is a leafy parkland setting housing our industry standard music performance studios, visual media, IT labs and dedicated Computing facilities. 5

6 In joining BSc (Hons) Computer Forensics & Security, you become part of the Faculty s community. I would like to wish you well in your chosen studies and hope you have an enjoyable and successful year. Professor Mohammad Dastbaz Dean & Pro Vice Chancellor, Faculty of Arts, Environment and Technology 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Emlyn Butterfield Course Leader Computer Forensics 6

7 1.3 Academic Calendar Our standard student academic calendar is summarised below: w/c Monday Student Calendar Student Welcome & Induction Week Semester 1 Teaching Starts Christmas Break Bank Holiday / Christmas Break Christmas Break Formal examinations period Formal examinations period Futures Fest / Welcome / Refreshers Semester 2 Teaching Starts Easter Break Bank Holidays Bank Holiday Formal examinations period Formal examinations period Bank Holiday

8 Full details of this and future standard student academic calendars are at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts For each module, module team members will inform you of their preferred contact methods. This may be via , telephone or in person. You should contact module team members with any questions or issues you have regarding your learning for their module. For all other queries or concerns refer to the following key contacts. Course Leader Course leaders take ownership of courses and seek to ensure and enhance the student experience through the design, delivery and quality assurance of their courses. Your personal tutor is your first point of contact for individual academic matters, but you should contact your course leader with feedback regarding collective student satisfaction with the course as a whole. Your course leader is: Emlyn Butterfield: [email protected] Caedmon 115 Personal Tutor Personal tutors are members of academic staff who provide you with academic support. They offer support for your learning, review your results and advise on your development and progression. They also offer personal support and will be able to signpost you to a number of university services (e.g. Student Hub, Student Finance, Disability Support Service, Counselling Service, Faith, Jobs and Careers, International Student Support). Your personal tutor will often write your job references and may help provide evidence for mitigation if you need it. To contact your personal tutor at any other time, , telephone or drop by their office. Your personal tutor will be introduced to you during induction. Student Liaison Officer Student Liaison Officers (SLOs) are available to help you with personal problems and some academic issues. They can provide advice on mitigation and help you find the support you need (e.g. money advice, disability support, course administrators, accommodation, counselling, careers advice, students union, skills for learning, volunteering etc.) 8

9 Your SLO will be introduced to you during induction. Course Representative Your course rep represents the views of students on your course. He or she will do this at focus groups and meetings with relevant university staff and the Students Union, feeding back outcomes and any decisions made. Details about being a course rep are available at Student Administrator Your student administrator looks after your course. They do all the administration to ensure that your course runs smoothly. If you have a query about your course, your student administrator is usually the best person to ask first. Student administrators can also give you a confirmation of attendance letter and a transcript. Your student administrator is: Claire Howson: [email protected] Caedmon G14 Academic Librarian Each academic librarian has a subject specialism and is responsible for evaluating electronic information sources as well as providing training and tutorials. All new students are offered an induction session and follow up information skills workshops complemented by online guides, web pages and online tutorials signposting relevant resources and activities to your programme of study. Your academic librarian is: Barbara Price: [email protected] James Graham Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address. However quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. This will be done via to your student address or via a VLE announcement. It is 9

10 important that you check your student account and VLE on a daily basis. The course also makes use of Facebook and Google+ community pages, search for BSc & MSc Computer Forensics & Security - Leeds Met. Use these groups to contact students who are studying in later years or have graduated. The course team will also post interesting articles and notices. For each module, the module handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. To do this, select the appropriate link from the My Account tab after logging in from the Student Hub at: This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 2 Studying on this Course 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification (appendix A). Course Learning Outcomes All courses benchmarked against the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 2.3 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis 10

11 in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how the development and assessment of graduate attributes for this course are provided in the programme specification. 2.4 Work-Related Activities The programme specification outlines what work-related activities are associated with this course. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses. The details of the External Examiner for this course are as follows: Sukhvinder Hara o Lecturer in Digital Forensics o Middlesex University Dr John Moore o Senior Lecturer o University of West London Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners report can be located here: 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). 11

12 University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period. Examination Details of assessments and examinations will be made available on the VLE. Coursework The coursework assessment schedule can be found in the relevant module guide on the VLE. Submitting Assignments Most modules require assessment work to be uploaded to the VLE module. The submission details and deadline will be stated in the module guide. If you have difficulties uploading to the VLE ensure you a copy to the relevant module tutor before the submission deadline. In the event that you need to hand assessment work in that can t be uploaded electronically, hand this in to the Caedmon Hall reception staff and ensure that you obtain a receipt. It is important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. 3.2 Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, course rep forums, the NSS and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your course rep. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Rep, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action 12

13 taken through the Like it and You Said, We Did posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Results from module assessments and decisions on progression to the next level or awards (if you are in the final level) are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Issues with Assessment Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. Further guidance on extenuating circumstances and mitigation can be found at: To apply for an extension or extenuating circumstances or to be considered you need to complete a form available from the Caedmon Hall reception or course admin office. If you need assistance completing the form please contact your personal tutor or the student liaison officer; it is best practice to discuss your plans with your personal tutor so they can support you with any academic issues. The form should be returned as soon as possible to the course admin office. Your application will then be reviewed by a panel or a member of academic staff, dependant on the application, and a decision made. You will be notified of the outcome of this application via . 13

14 Late Submission Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is). You will be advised via Results Online of your options for re-assessment. You are advised to contact your personal tutor for any necessary clarification. Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. Cheating, Plagiarism and other forms of Unfair Practice Our University wants to give you credit for your learning and for work which you have done yourself. Academic misconduct occurs when you have not done the work yourself. Academic misconduct can take many forms and may be intentional or unintentional. The different forms may include: cheating, plagiarism and other forms of unfair practice. Plagiarism includes self-plagiarism where a student submits work for credit that they have already received credit for either in this University or anywhere else. Plagiarism also includes a lack of in-text referencing. Unfair practice includes collusion, ghost writing and falsification of data. To help you understand very clearly what is and is not permitted and how to use other people s ideas in your assessed work, it is strongly recommended that you familiarise 14

15 yourself with The Little Book of Cheating, Plagiarism and Unfair Practice, available from the Student Hub at: The serious consequences of plagiarism and other types of unfair practice are detailed in section C9 of the Academic Regulations at: If you are unsure on how to reference your work correctly please seek advice from your tutors or from Skills for Learning (see Section 4). 4 Where to Get Help 4.1 Personal Tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course. Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the student hub. In the first year your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling 15

16 and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is and our address is [email protected]. We work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if we don t know the answer to your question we will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability and Dyslexia Support Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officers. 4.4 Library Help Academic Librarian Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills. Skills for Learning Skills for Learning provides a wide range of web resources on topics including plagiarism, graduate attributes, group skills, research, maths, critical awareness and reflective skills, Harvard referencing, essay writing and time management. For full information and contact details of the workshop and individual support programme see: 16

17 Help and Information Points If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help: from the Help and Information Point on the ground floor of each library online: by phone (including 24/7 IT support). Library Website The Library s website ( provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet. Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite help and advice. The service offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. For details of eligibility and the full range of services provided you can access Offsite at: Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues including: academic problems, housing, money health and wellbeing. Tel: (0113) or [email protected]. There are full details of all services available at: 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). 17

18 International Students Please be aware that our University fully complies with United Kingdom Border Agency policy at all times. There are legal reporting requirements relating to UKBA immigration procedures in the UK for all non-eu students studying in the UK with a Tier 4 student visa. Full attendance is mandatory for all Tier 4 students. For up to date information about visas, immigration issues and other related information, contact the International Student Advice Centre at [email protected] for advice and guidance. Failure to meet Border Agency attendance requirements as required by the terms and conditions of your immigration status could lead to your academic sponsorship being withdrawn and your visa being revoked. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. You can hand in or send a Fit Note to your Student Administrator. Further information is available in the General Regulations (section 6) at: have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: 18

19 5.4 are considering withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange temporary withdrawal from your course and if you decide to withdraw permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. You can find the full student entitlements from: Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our 19

20 staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. 20

21 Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident and Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their course leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. 21

22 The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assessment general provisions (C1) Achievement of credit (C2) Student progression (C3) Conferment of awards (C4) Management of assessment (C5) Conduct of assessment: coursework and other assessed work (C6) Administration and conduct of examinations (C7) Written examinations: regulations for candidates (C8) Cheating, plagiarism and other forms of unfair practice (C9) Disabled students and students with specific learning difficulties (C10) Boards of examiners and examination committees (C12) Disclosure of assessment results (C14) Extenuating circumstances and mitigation (C15) Appeal against a decision of a board of examiners or examination committee (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: You should familiarise yourself with the student regulations relevant to you. 22

23 Appendix A Programme Specification Overview and Aims This course aims to bring together a merge of the disciplines Computer Forensics and Computer Security. Students who undertake the course will be well versed with the two subject areas and be in a position to perform Forensic Analysis and/or implement Computer Security mechanisms into any business they obtain employment with. The field of Computer Forensics and Computer Security have traditionally distanced themselves, both within academia and the professional market, however with the ever increasing use of digital devices and the risks posed by them the disciplines are starting to merge; with the identification that the skill sets required for each are essentially the same and complimentary. Students with the dual skill set are not only ultimately in the position to undertake a more rigorous Forensic Analysis, but also to implement more robust security mechanisms. Students will learn not only how to secure, and test the security of, computer systems and network, but will also be able to analyse the systems for evidence of breaches following evidential standards. The two subject areas are very broad and therefore the number of optional modules within the award are limited. This allows the teaching team to cover the two subject areas to the depth expected of a graduate with such a degree. The programme will provide a mix of academic and practical content; provide students with the theoretical knowledge to excel in their field and the practical experience to be able to physically implement their skills. The course will allow students who are unsure as to which field to focus on, to become proficient in both; creating a much wider student intake base. This course aims to develop students within specific subject areas that are upcoming and at the forefront of news and government policy. Computer Forensics involves the analysis and interpretation of digital evidence from computers and associated devices. Unlike a traditional computing subject area Computer Forensics encompasses Forensic Science, through the evidential processing and analysis of exhibits, and computing, to develop an understanding of computers and their functioning. Computer Security involves the analysis and implementation of management structures and security practices to ensure data is kept safe. Technology is advancing at a rapid rate, creating new opportunities in this dynamic and diversifying sector. The Computer Forensics & Security course ensures students are equipped with the skills to engage confidently with these opportunities and challenges. Fundamental to this is the understanding of computer systems and the broader computing field. On the course students 23

24 will gain expertise in the use of computer forensic & security tools and will develop an understanding of the motivation for crimes. Students will also work with employers, lawyers and Forensic Experts to gain experience of preparing work for use by courts, customers and subsequently presenting it. Students will study general computing topics during Level 4 of the course; giving the necessary grounding in the various technologies related to computing that will be relied upon in the specialist subject area. In Years 2 and 3 students will increasingly specialise in aspects unique to Computer Forensics & Security. The opportunity for students to perform significant aspects of hands-on Forensic Analysis and Security assessments, directly interact with employers through guest lectures and projects, and interaction with the legal system provides a course that is different from other HE institutions developing capable practitioners who have practical employer related skills. The course aims to prepare students for a career in the Computer Forensics and/or security industry working with small consultancies or large organisations, including the police. However, the course will also prepare students for any career in the IT sector including software development, web design, IT network management, database administration and systems analysis within business, voluntary or public sectors. The Digital Knowledge Economy is regarded as fundamental to the UK s future prosperity and there is an aim to be a global centre for the creative industries. The strength of Digital Britain is in its strong network of universities, business and people and that this strength is multiplied when the country works together. The Government therefore encourages all sectors of the Digital Community to get involved in cross promoting the UK through the strategy to grow and enhance our digital proposition to the world. (Digital Britain 2009) Computing and information technology in general has a very strong industrial presence. The use of computers and technology has become ubiquitous within the modern world. The strong industry requirement for computing skills within the local area is highlighted by the fact that, in the last academic year, there were more supervised work experience places available than students able to take these places from within our faculty s computing related courses. The continuing need for technology related positions has been highlighted by the British Computer Society The growth of the technology sector will see jobs in the industry created three times faster than positions within the whole of the UK's job market ( 24

25 A report commissioned by the UK s Council of Professors and Heads of Computing (CPHC) predicts that demand for IT skills is expected to grow by 15% over the next 8 years ( With an increase in the use of computers within every walk of life now means that there is not a single crime that a digital device cannot be linked to. The legal and commercial sectors have identified this factor and now analyse digital devices on a regular basis to help identify or dismiss user activity. Companies and institutions are also bound by the Data Protection Act, and in relevant cases Financial Services requirements, which requires that data be kept secure and accurate. Companies and institutions are only too aware of the legal implications of security breaches and leaked data and are therefore implementing more rigid and pronounced computer security and management policies. Both the UK and US governments have also identified the importance of such skilled professionals and launch competitions to identify new technologies/processes and individuals who will assist in the development of these areas. Employability and Professional Context The course will be accredited by the British Computer Society; now seen as a required standard of a computing undergraduate award. Provisional accreditation is expected in October 2013, which is the next planned visit of the BCS, once the first cohort graduates then it is expected that students will be apply to be a Member of the British Computer Society (MBCS). The course has been designed to provide students with the skills to enter a career in Computer Forensics and/or security. Students will be dual skilled upon completion; broadening their potential job market. The skills for posts which are identified as suitable for graduates are reviewed to ensure the skills that are being developed are accurate and reflect industry requirements this is also undertaken through employer engagement. Due to the broad computing underpinning of the course students will be able to also to embark on a general computing career; with particular emphasis on:- web developers, database developers or administrators, network architects and technicians. The UK Government is currently under a review stage into the standardisation of Computer Forensics professionals and Expert Witnesses. This process requires that professionals are competent and qualified to perform the actions and processes involved in Computer Forensics. Graduates will therefore be in an excellent position to achieve this. In particular emphasis is placed on the correct use and understanding of leading Forensic tools, in particular EnCase 25

26 and FTK, both employed and sought after within the Computer Forensics industry. The course is not however, a course on how to use a tool. The broad underpinning in theory on what the tools actually do and how data is stored on a computer is the emphasis allowing for students to develop skills which are relevant for years to come. On completion of this course students may also proceed to a post graduate course in a related subject area, although no such award is yet available at Leeds Metropolitan University. The course strongly encourages and supports students to undertake a supervised industrial placement following the second year of studies, to help develop their technical and employability skills. This placement year gives students invaluable experience in industry in, generally, a computing related area. It is noted that many students then return for their final year of study and achieve a higher classification than they were previously predicted. This is not necessary for students to complete, however it is desirable. Review of historic statistics for the Computing awards show that students who undertake a placement year are more likely to achieve a higher degree classification then they were predicted to achieve if they had simply continued into their final year. No graduates are available for this award as it is new but based on feedback from the running Forensics award - Students have a variety of responses as to not seizing the opportunity of a placement year, including unwilling to leave the Leeds area and unable to find a placement with a Forensic company. Forensics companies historically were difficult to enter for a placement year due to complications with security clearance and the type of work they undertake. However, students have successfully entered Forensic companies in the past and more Forensic companies are now advertising for placement students therefore this factor will hopefully subside in future years. The few statistics available with regard to placements show that only a small percentage of students typically wish to enter into a placement year, however, more work has been done in the School and this number continues to increase year on year. Especially as students are becoming increasingly aware that a generic IT placement is as useful to them as a Forensic or Security placement when applying for jobs upon graduation. A student who is unable/ unwilling to complete a placement opportunity will continue with their final year of study. The skills developed within the course are focused on those desired by employers; such as communication, team working and understanding of computers. This is in conjunction with the projects at Level 5 and Level 6, that allow students to undertake simulated work related tasks and roles that they would be anticipated to undertake if they successfully obtained a career in this sector. These projects include professional analysis of situations and communications with clients and peers as to the process that must be followed. 26

27 Course Learning Outcomes 1 a systematic understanding of key aspects of computer forensics & security, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of the discipline 2 an ability to deploy accurately established techniques of analysis and design that encompass internationally recognised standards 3 a wide breadth of understanding that enables them to devise and sustain arguments and solve problems using ideas and techniques, some of which are at the forefront of computer forensics & security practice, and describe and comment upon particular aspects of current research, or equivalent advanced scholarship 4 the skills and understanding to undertake projects to a professional industry recognised standards, within computer forensics & security, by the consistent application and review of development, management and evaluation methods and techniques 5 an ability to independently undertake research and critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem. Level Learning Outcomes are not required Graduate Attributes The graduate attributes are developed throughout the BSc Computer Forensics & Security course. The aim is to develop each of the attributes via practical exercises, discussions and assessment. Each attribute is addressed at each level with an intention of consolidating and enhancing the attribute further as the student progresses. By its nature, the course develops a very high level of digital literacy in all its students. Students are expected to demonstrate selflearning, problem solving ability, and global and digital awareness by the time they graduate. Students are actively encouraged to engage with industry related forums to provide research in the subject area and/or learn from their potential industry peers. Students are also encourage to engage with the University VLE for all course documentation and the course/level Facebook group that facilitates students discussions and allows for information to be given to students in a familiar technological situation. In particular throughout the course, at various stages, students are expected to undertake practical analysis work of unknown data using a variety of known and unknown tools and resources. Students will be required to research and identify tools they have no prior experience of to 27

28 complete tasks through exploratory processes. The nature of the subject area allows students to develop sought after industrial skills. In particular great emphasis is placed on the use of real world activities to encourage students to engage with the industrial aspect of the course. These tasks are then summatively assessed ensuring students understand their current abilities against what is expected. As part of the Level 5 project students are required to review the task and develop a process as to complete the task. They must produce documentation and manage themselves and their team with regular communication and dialogue. The following learning activities illustrate some of the methods employed to develop the graduate attributes: At level 4 students are introduced to analysis and design methods which are globally recognised within the industry whilst looking at case studies that make them aware of the needs of business and the wider society. At level 5 the Team Project allows students to work in small teams on an industry related project which prepares them for dealing with the reality of the future workplace. All the graduate attributes are developed: Enterprise the students need to own their role on the project and be creative in their team communication methods, organisation and problem solving. Global outlook students are required to reflect and evaluate the project, with respect to the positioning of the project within the market. Digital awareness students are required to evaluate and justify the technological decisions for the project. Level 5 Work Placement all students are given support in preparing for and finding an industry related placement to be taken on completion of level 5 study. The Level 5 team project also provides a vehicle for students to develop their enterprise skills and consider the global relevance of their project. Level 6 Individual Project: Students select an industry based project with a tangible product to research, implement and evaluate. They are expected to select appropriate methodologies and technologies with respect to the project and client. All the graduate attributes are developed as for the L5 Group project, however as this is an individual project the student is required to own the project, be self-directed and initiating. Also students will need to be able to put their final project into a professional context, reflecting upon what they have completed and the impact it has on their potentially diverse intended audience. Many of the other modules employ problem based learning, research and reflecting tasks, these are indicated in detail on the MAT documentation. 28

29 Course Learning Outcomes Mapping Title and Level Web Development Level 4 Systems Development Level 4 Computing Systems Level 4 Databases Level 4 Programming Level 4 Forensics & Security Level 4 Software Development Level 5 Database Application Development Option Level 5 Internet Systems Development Option Level 5 Team Project Level 5 Computer Forensic Processing Level 5 Digital Security Landscapes Level 5 Network Forensics & Security Level 5 Production Project Level 6 Digital Forensic Analysis Level 6 Incident Response & Investigation Level 6 Advanced Digital Forensics Level 6 Advanced Digital Security Level 6 Core (Y) CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 29

30 Course Structure Level 4 This level introduces students to the fundamentals of the core areas of computing whilst developing the student s study skills. There is an emphasis on understanding the design life cycle and the role of analysis and design within all areas of system development. Additionally students will acquire knowledge of underpinning computing technologies and develop essential skills in the use of computer systems along with the associated security issues. Student s overall progress is monitored and supported by regular contact with their personal tutor. This level develops a student s general computing understanding for future years, allowing for further depth to be covered at Levels 5 and 6. Students will receive a basic introduction to Computer Forensics & Security and the specific technical nuances they contain. Semester 1 Core (Y) Semester 2 Core (Y) Systems Development Y Programming Y Web Development Y Databases Y Computing Systems Y Forensics & Security Y Level 5 At level 5 students will be given the opportunity to build upon their underpinning knowledge of the core areas of computing and begin their specialisation in Computer Forensics & Security over 50 % of this Level is given over to this. The field of Computer Forensics & Security is contextualised within the Team Project which provides students with an opportunity for students to learn and apply project management techniques and to experience a development role within a realistic team environment. Employability skills such as team working, communication and presentation skills are also developed at this level. Personal Tutors also play a key role in encouraging and supporting students to prepare for work placement by assisting with career planning including CV writing. In addition to the course module delivery a number of employment related lectures are delivered to help the students to plan their future careers and in particular to help them undertake the work placement. Semester 1 Core (Y) Semester 2 Computer Forensic Y Network Forensics & Processing Security Digital Security Landscapes Y Database Application Development (Option) Software Development Y Internet Systems Development (Option) Team Project Core (Y) Y Y 30

31 Level 6 At Level 6 all students undertake a further four specialised modules in Computer Forensics & Security, which allows the students to further progress their understanding of the process and analysis techniques. Students also undertake a major project which encompasses research, planning and the production of a product followed by a critical evaluation. A series of lectures will be used to deliver general project guidance. Students will be assigned two project supervisors who will approve and mark the project. The first supervisor will be available to see the student on a weekly basis if needed and will also act as the student s personal tutor. A range of employment related activities is scheduled and promoted to enable students to maximise their potential for gaining employment on completion of the course. In particular a showcase event in collaboration with the British Computer Society is scheduled at the end of the year to which students can offer to take part in by presenting their project work to an invited audience of BCS members, employers and other interested parties. Semester 1 Core (Y) Semester 2 Core (Y) Digital Forensic Analysis Y Advanced Digital Forensics Y Advanced Digital Security Y Incident Response & Y Investigation Production Project (40 credits) Work Related Activities Part of the underpinning philosophy of the course is to provide students with an opportunity to develop industry standard skills alongside the development of cognitive and analytical capabilities. As such a significant number of assessment tasks are based on authentic case studies drawn from the industry experience and contact of staff members. The course also takes advantage of direct interaction with employers through two strongly encouraged avenues: 1. Guest Lectures: as previous mentioned in Section 29, employers present regular guest lectures throughout a year covering various aspects of Forensics and Security and what it is like to work in the industry. These sessions allow students to interact with potential employers and ask questions regarding projects, employment and to obtain contact for future assistance. 2. Digital Interaction: Students are encouraged to become active in Digital Forensic and Security forums, mailing lists and Twitter, if nothing more than to simply read what is discussed. Some students use these same channels to find assistance for project work and future employment. Whilst all modules aim to challenge students, the project modules at both level 31

32 5 and level 6 give students the flexibility to examine a problem from different perspectives. At level 5 students implement a project based on the specialist subject area. This involves the students following industrial project management to complete the given task. Students will conduct an investigation and detail their findings in a variety of communicative ways; as conducted within industry. This project is undertaken as a team which allows for the scenario being addressed to be explored in depth and the results to evaluated and reflected upon thoroughly, in some instances the team will interact with employers. The 14 week level 5 team project exceeds the requirement for a two week work experience and acts as a failsafe for those students who do not undertake a work placement. This is as would be expected of a student within industry through self-learning/management and implementation of skills in unknown situations. At level 6 the project activity stretches across the year and students are encouraged to work with clients on a real life problem or product related to Forensics or Security. These clients are identified through contacts with staff and students. Those students that undertake a placement in the preceding year are often able to extend their links with work, by taking on a project derived from their placement year. To assist students with the projects they are encouraged to engage with potential employers and industry peers through forums and the regular guest lectures, run by industry experts, to ask questions and engage fully with the subject area. All students are strongly encouraged and supported to consider undertaking the optional work placement following level 5. A placements database ( user name is innplace and the password is innjobs) is available to the students which contains details of placements and other employment and volunteering opportunities. Students are encouraged to find their own placements too. Students are encouraged throughout the course to take up work related opportunities where possible e.g. business projects/charity/volunteering work. Placement or Work Related Activity Level: Work related activity is embedded through the use of industry related case studies at all levels. The formal work placement that leads to a sandwich award is between level 5 and level 6. Placement or Work Related Activity Length in Weeks: L5 Project 12 weeks, Placement Year 48 weeks, L6 Project 24 weeks. Type of Placement or work related activity: Level 5 Team Project module which is a simulation of a challenging and authentic commercial development project. This is supervised by the subject area context leader and a member of staff acting as senior project manager. 32

33 There are two main summative assessments and in addition there are fortnightly formative project reviews. The 48 week work placement is within an organisation offering a suitable computing related role. It is assessed on a pass/fail basis. Learning & Teaching Approaches The course has been developed using the ALT strategy benchmark statements. The full document of these is available from: and stipulates that Our Learning and Teaching Strategy is based on the Vision, Values and strategic themes set out in the Strategic Plan Our vision is: to be acknowledged for our commitment to student success, our innovation and enterprise, our global reach and strong local impact. Our Learning and Teaching Strategy is interrelated with our Widening Participation, Research and Enterprise, Schools Partnership, Employability and Human Resource. The course in its development stage has encompassed these themes, and aims to be inspiring, creative, enterprising, purposeful, respectful and professional in its learning and teaching strategies. In addition the course will employ a wide range of learning opportunities and teaching methods, informed by curriculum reviews, pedagogic research and continuous staff development. Particular methods for each module or cohort are identified prior to delivery through the annual planning process. Innovative approaches to teaching, learning and assessment are encouraged, e.g. use of interactive technologies such as Elluminate and VLEs, use of open source technologies. The course seeks to expand the application of technology in the delivery of teaching and learning support wherever appropriate. Where possible students will undertake project based assignments and learning tasks that will require students to manage their own learning and skills development in situations that would be expected in industry where this is not possible practically related tasks utilising similar tools to those in industry are used. Through the implementation of real-life tasks students are given the experience of industry that has been proven to encourage their engagement with the learning tasks. These tasks call upon the skills they have developed from other modules at the same, and prior, levels. Scheduled sessions will include the use of lectures, seminars, tutorials and practical laboratory sessions. Advantage will be taken of both technology and supportive activities to ensure that effective learning takes place. These activities will include the use of case studies, projects, practical work, work based learning, role play, workshops, peer group interaction, self-managed teams and learner managed learning. Students on this course will also be encouraged to be independent learners at each level using the resources available in the library, skills for learning website and any that are identified by the teaching team. 33

34 The University s Virtual Learning Environment is at the heart of almost all modules. The faculty has moved beyond the use of the VLE as a repository and now the breadth of the provision of the VLE is used in collaborative work, 24/7 access, up to the minute communications and innovative learning and assessment activities. Many modules include self-assessment quizzes to enhance student engagement and to provide formative feedback. A feedback week will be included in each semester to allow students time to consolidate prior learning and to work unhindered on assessments; it will also provide staff with the opportunity to review student progress. Learning and Teaching Activities For each module students will normally receive a weekly lecture followed by a tutorial or practical lab based session(s). In addition some modules will be supplemented with optional drop-in workshop sessions. These are supplemented with a programme of guest speakers and industry led seminars. This structure is preferred within such a vocational award where students are learning specialised material for a specific career. Computing is a very hands-on subject area where theory alone would be unlikely to allow a student to achieve successful employment in this area. Practical exercises allow for students to implement their theoretical learning and see how it relates to industry. Practical solutions are achieved through the replication of exercises such as compromised computer systems and mobile devices that students must analyse similar to that as found in industry. Many of these examples are available through open source community projects but are also built in-house when suitable external material is not available. The use of a group project at Level 5 allows students to develop communicative skills with their peers, this will include where possible, mixing with other cultures. Individuals they may not have original chosen to work with as they are outside of their direct friendship group. Any issues that arise within group work such as difficulties with other group members are carefully managed through distanced support of the group where possible, so as to get the students to deal with the issues themselves. Where distance support is not possible tutors will directly resolve the issue working with the group to rectify and identify solutions. Students are encouraged to debate within a variety of learning environments, including in-class and through the VLE discussion boards and FaceBook groups this helps to develop respectful appreciation of their peers. Through encouraging students to use industry forums and scholarly research students interact with a range of cultures and thinking that they are required to draw upon and evaluate within several modules. The use of an induction session begins the process of welcoming students to the University and the course. Students are introduced to the support 34

35 mechanisms in place, faculty and university wide, and begin to develop relationships with their peers. Use of VLE All modules make use of the university VLE, this includes the availability of lecture slides and notes and the submission of all assessment material. With most making extensive use by including a range of materials including copies of module guides, work books and assessments. In addition many provide additional support materials and self-assessment tests. In some cases videos of lectures are included along with videos showing how to utilise various software tools; for example Databases uses videos and self-assessment quizzes. Many assessments are uploaded to the VLE for marking and feedback. Students receive their module marks via the VLE. Elluminate web conferencing software is used to offer additional support in some modules. Use of Blended Learning No modules are delivered wholly online. Online support is implemented through the VLE where students may access all of their material and further support documentation. This is not specifically online teaching. For example the L5 Team project VLE module contains a wide range of Project Management resources including formative online tests to check understanding of the essential topics. Assessment Strategy Assessments are planned on an annual basis to mitigate against bunching and to ensure a mix of assessment types. The course is designed with strong themes that run through the levels, assessment on modules within these themes builds on and re-enforces previous study. The assessment types reflect real world practice, where possible, therefore automatically implement a variety of methods. Examinations are kept to a minimum as the practical nature of the course content does not lend itself to being assessed easily in time constrained examinations, the nature of many of the practical assessments is in keeping with industry practices e.g. client demonstrations and presentations. The course is designed with strong career themes that run through the levels, assessment on modules within these themes builds on and re-enforces previous study. 35

36 Assessments at Level 4 concentrate on ensuring students have acquired key concepts techniques. At level 5 students are expected to engage with the learning acquired and undertake more challenging assessments which usually involve applying the concepts learnt at Level 4. At level 6 assessments are designed to draw on knowledge and skills acquired both vertically and horizontally in particular in the Production Project. The need for students to develop broader skills as demanded by employers, such as team working and formal report writing etc. is recognised as part of the annual planning; hence each level is considered as part of the annual review of assessment to ensure that there is progress made by students through the levels. A feedback week will be included in each semester to allow students time to consolidate prior learning and to work unhindered on assessments; it will also provide staff with the opportunity to meet with the students to review progress. Students are also able to contact both the module team and their personal tutors at any point throughout the course to discuss the assessments and to receive additional individual feedback before submission. Feedback on Assessment The practical nature of a Computing course often allows demonstration of work to be incorporated into the assessment. This promotes student presentation and communication skills, while providing an opportunity for immediate feedback and discussion with tutors. This presentation of work is particularly useful as a mechanism for providing formative feedback but also plays as important role in summative assessment as well. In particular through group work students are encouraged to feedback to their peers the level of effectiveness of their contributions and commitment to the assessment. Students are encouraged to obtain formative feedback of assessments from their tutors during scheduled meetings and timetabled sessions. Written feedback is given against assessment criteria and in many cases this is provided via the VLE. Interim summative assessment is often used within individual modules to encourage engagement and build student confidence. 36

37 Core (Y) (A) End Examination (B) Phase Examination (C) Course assessment (D) Project (F) Final Project The integrated feedback week in each semester will allow personal tutors and module leaders to have the opportunity to discuss in depth with students regarding improvements that can be made to work. This ensures that feedback then integrates into feed-forward allowing students to learn and develop from the work previously submitted. Assessment Method Mapping Module Titles Web Development Level 4 Systems Development Level 4 Computing Systems Level 4 Databases Level 4 Programming Level 4 Forensics & Security Level 4 Internet Systems Development (Option) Level 5 Software Development Level 5 Database Application Development (Option) Level 5 Team Project Level 5 Digital Security Landscapes Level 5 Y Y Y 56/44 Y 40/60 Y 50/50 Y Y Y 100 Y

38 Computer Forensic Processing Level 5 Network Forensics and Security Level 5 Production Project Level 6 Digital Forensic Analysis Level 6 Advanced Digital Forensics Level 6 Advanced Digital Security Level 6 Incident Response & Investigation Y Y 100 Y 100 Y Y 100 Y Y 100 How is feedback from students gathered and used in course design/ enhancement? There are a wide range of opportunities for the course teams and faculty to gain feedback from students: Module Evaluation Student Focus Groups Meet the Dean Student Representatives National Student Survey Annual Student Survey Personal Tutor Meetings Where possible the input from students will be dealt with at regular operational meetings held within the school. Feedback from all sources is reviewed and actions arising tracked through the annual review process. These actions are attributed to an individual, or a role, with a deadline and are reviewed for progress at each subsequent meeting. The course will set up an enhancement and development meeting to ensure that the academic experience of students on the course is as good as it can be. The enhancement and development meeting is representative of students and staff and uses a range of feedback and indicators to ensure that issues affecting students on the course are promptly dealt with alongside a broader discussion of academic matters 38

39 These meetings take place twice per academic year, one per semester. There will also be two student focus groups to allow students to contribute to course monitoring, review and development this includes the review of previous feedback and surveys conducted in relation to the course. Student academic representatives will be invited to attend the enhancement and development meetings. These will typically be the Student Academic Representatives (STARs). Outcomes of the meeting will be reported to the Faculty Academic Board. Module evaluations will give students the opportunity to inform the course team of their opinions about module delivery, assessments and the learning resources available. The Students' Union runs monthly meetings where students can meet students from other courses, and discuss concerns with members of staff from across all faculties and services. The faculty will also organise a focus group meeting, to cover course and level feedback, at least once per semester, where feedback can be given on a student s experience of the course. Any issues noted at these groups will be fed into the formal monitoring and review process. The Students' Union also runs an Annual Student Survey, which is important for all students to complete. The results of the survey are fed back to the students and are also presented to the senior management of the University. STARs will be provided with course meeting dates in advance so that they can consult with their fellow students, in order to bring any issues to the meetings. STARs can also bring to the attention of the course team at 39

40 any point of the award any issues that require rectification, or any general feedback. How is feedback about the course given to students? Rationale for Change Student Academic Representatives (STARS) represent student involvement with the Annual and Monitoring and Review process and thereby provide a formal route for keeping the student body informed of issues regarding their course. Student forums and meetings with the Dean provide a platform for the sharing of information. In addition posters, using the heading You Said, We Did are used to flag up changes that have been made as a result of student feedback on their experience such things are also identified to students within their induction program. We are reviewing all our Undergraduate courses, drawing on past and current successes, to ensure that all courses are: Focused on student and employer needs and demands Supported by consistently good teaching Designed to offer all students work related learning and participation in volunteering and/or international exchange. Integrated with technology Underpinned by effective resources, both physical and virtual We are listening to students, employers and professional bodies. We are simplifying the course structures, clarifying course content, ensuring summative assessment is balanced and timely and reviewing all course titles. Refocusing of the Undergraduate curriculum will ensure that our graduates are distinguished by three overarching features: Enterprising Digitally Literate Global Outlooks 40

41 As a result of Refocusing the Undergraduate Curriculum we will: Improve student progression, achievement and employability Enhance the market attractiveness of our Undergraduate portfolio based on student and employer feedback The course team continually monitors and reflects on information and feedback received from students, graduates, employers, the BCS and other relevant bodies this valuable information has been used to guide the development of the course curriculum ensuring it is fit for purpose in the foreseeable future. National Student Survey: Staff are good at explaining things Staff have made the subject interesting Overall, I am satisfied with the quality of my course I have received sufficient advice and support with my studies Feedback on my work has been prompt Feedback on my work has helped me clarify things I did not understand The library resources are good enough for my needs I have been able to access The NSS results of the current Forensic course have always returned relatively good results that have allowed the course team to make changes where necessary. As with any course in the computing arena the difficulty will be in engaging the students beyond the potentially dry areas; the intention is for this to be achieved through the additional practical aspects and resources available to the students to see that the dry areas are necessary to develop an understanding and appreciation for the more fun content. This course is not currently running 41

42 general IT resources when I needed to Teaching Quality Information Module Evaluation What methods are used to monitor and assess quality? The course will undergo annual review in line with the University requirements. The following specific issues will be considered within the Annual Review Process: Applications/admissions, student profile patterns of non-completion and drop-out, Student withdrawal; Student progression; Student achievement. The following matters will also be considered: Curriculum design, content and organisation, Assessment, Learning and Teaching, Learning Resources (to include materials, accommodation and equipment), Identification of issues which need to be addressed at University, Faculty, Functional Areas of the University (such as Estates or Registry) or at the School level. Student Feedback The modules and the course will be subject to student evaluation. Student representation will be sought for appropriate committees, including the university wide STAR (Student representative) system. In addition the Faculty Student Forum and student focus groups are open to students on the course. Progress Indicators A bi-annual progress review meeting will be undertaken within the course team to monitor the progress of the students through the course. External Examiner Reports Research and Scholarly Activity This course is not currently running All members of staff engage in research and scholarly activity to support their teaching and ensure the currency and relevance of their subject expertise. Professors and Readers have a significant portion of their time assigned to research outcomes including research award 42

43 supervisions, publications, income generation and seeking recognition for themselves and their colleagues in their respective academic communities. Researchers are supported by the university research office, the faculty Director of Research and various research groups and centres within the faculty and across the university. The faculty s research objectives are to: engage all academic staff, and as wide a range of other staff as possible, in research and other scholarly activity foster and sustain a vibrant research culture and to provide an appropriate and supportive environment for our postgraduate research student community focus on strategic developments in preparation for future research exercises and frameworks consolidate and further develop research institutes, centres and groups of significant mass and proven strength increase external research income develop research through our partnerships with other world-class organisations and institutions Currently several members of the team are involved with direct research with local and national police authorities and commercial organisations to research and develop specific areas related to Forensics and Research some of this is cutting edge and will be fed directly back into the course. The University now has an offering of Computer Forensic consultancy services that will allow for practical skills to be developed, and retained, for all members of staff involved in the subject area. There are plans for security based consultancy to be developed to allow staff to again develop, and retain, practical knowledge of the subject areas. Consultancy will ensure that staff keep abreast of the latest 43

44 developments in the field and be in a knowledgeable position to feed this back to the students. Individuals reflect upon their teaching and research activities each year at their Personal Development Review. The faculty also provides staff annually with the opportunity to submit research proposals which, if successful, are supported by a time and resource allocation. Staff development for the Faculty sets out to enable the development of academic staff in terms of their academic, professional and career aspirations in the context of the Faculty Strategic Plan. Staff Development All staff undertake an annual Personal Development Review (PDR) with their respective line manager and the outcomes of this meeting feed into staff development activity in the coming year. This can include the undertaking of leadership functions within module and course teams or the development of external income generation. Staff skills development courses are run throughout the year to enable to staff to build generic teaching and management skills required as a lecturer. If specific technical skills are required to be developed then those courses will be identified and justified to ensure their viability and usefulness to the teaching of the students. All academic staff devote at least 150 hours a year to research and scholarly activity, with many preparing journal papers, visiting conferences, undertaking consultancy work and meeting with employers and professional bodies. Much of this work feeds directly into course delivery. 44