COURSE HANDBOOK (DISTANCE LEARNING) COURSE: MSc Biomedical Science (Full time Blended and Part-time) COURSE CODES: 1675/7150

University of Ulster FACULTY OF LIFE AND HEALTH SCIENCES School of Biomedical Sciences COURSE HANDBOOK (DISTANCE LEARNING) COURSE: MSc Biomedical Science (Full time Blended and Part-time) COURSE CODES: 1675/7150 2014/2015 1

CONTENTS Page Useful University Telephone Contact Numbers 4 Map of Coleraine Campus 5 Dates of Attendance/Examinations 2014/15 6 Mission Statement of the School of Biomedical Science 7 Welcome from the Head of School 8 This Handbook 9 Section 1: General Information 10 a) List of staff in the School of Biomedical Science b) The elearning Support Unit c) Office working hours d) Information about your course e) Student email f) Blackboard Learn g) Information about the Faculty and School h) Receiving mail i) Contact address Section 2A: Specific Information about Your Course a) Course Specification (Full time Blended/Part-time) b) Course Regulations c) Library Induction d) Outline Module Descriptions 2014-15 e) Optional Modules f) Prizes g) Professional Recognition h) Communications Section 2B: Teaching, Learning and Assessment a) Online Enrolment b) Module handouts c) Coursework and feedback d) Examinations e) Absence from studies f) Application for the consideration of extenuating circumstances g) Cheating / Plagiarism h) Copyright i) The Higher Education Achievement Report j) Deregistration 2

Section 2C: Becoming an Independent Learner a) Study Skills b) Teaching and learning methods c) Making the most of assessment and feedback Section 3: Course Administration a) Course Directors b) E learning Support Unit c) E Tutors d) Module Coordinators e) Staff Student Consultative Committees f) Class Representatives g) Quality Assurance and Enhancement Section 4: Community Engagement & Employment a) Personal Development Planning b) The Ulster Edge Award c) Careers Development Centre d) Science Shop e) Tutoring in Schools Section 5: Other Enrichment Activities a) Students Union b) Sport and Recreation c) Sports Union d) Clubs and Societies e) Class Representatives f) UUSU Volunteering Centre Section 6: Student Support Information a) Student Support (Health, Counselling, Finance, Disability) b) Information Services c) Library Services d) Career Development Centre Section 7A: Enjoy Yourself Within The Rules a) Use of computers b) Criminal convictions and cautions c) Criminal records and professional registration d) Student Fitness to Practice Section 7B: Learning and Teaching Support Charter 3

USEFUL UNIVERSITY TELEPHONE NUMBERS University of Ulster, Coleraine: 028 70123456 Faculty of Life and Health Sciences Office: 24159 School of Biomedical Sciences Office: 23276 or 24944 Please prefix the following numbers with 028 701 if you are calling from outside the University. CONTACT NUMBER TELEPHONE EXT ROOM NUMBER Careers Development Centre 24210 H214 Cashier s Office 24238/24278 H126 Chaplaincy 24652 L101 Examinations Office 24061 H231 Faculty of Life and Health Sciences Office 24159 H142 International Office 24155 L142 Library, Issue Desk 24345 Library, Information Point 23128 Library, 24 Hour Renewals 028 9036 8530 Optometry Clinic 23047 Free Eye Tests Optometry Clinic Registry Office 24221 H228 Security Desk 24480/24307 Main Building School of Biomedical Sciences 23276/24944 W1100 Sports Hall Reception Desk 24718 B0107 Student Support 24105 J103 All University staff telephone numbers and email addresses are available at: http://www.ulster.ac.uk/staff/ 4

Map of University of Ulster - Coleraine Campus Available at http://www.ulster.ac.uk/information/location/colerainecampus.html 5

DATES OF ATTENDANCE/EXAMINATIONS/VACATIONS: 2014/15 Semester 1 Monday 22 September 2014 Teaching begins on campus & (Autumn) distance learning: PgCert/Dip/MSc Food Regulatory Affairs; PgCert Veterinary Public Health Monday 29 September 2014 Friday 12 December 2014 Friday 19 December 2014 Monday 15 December 2013 Thursday 25 December 2014 to Thursday 1 January 2015 Teaching begins distance learning: MSc Biomedical Science, Graduate Certificate in Biomedical Science, PgCert/Dip Stem Cell Biology, MSc Clinical Vision Science, PgCert Systems Biology, PgCert/Dip/MSc Sport & Exercise Nutrition, BSc (Hons) Applied Biosciences Teaching ends (22 nd Sept starters) Teaching ends (29 th Sept starters) Christmas Vacation begins University Closed (Christmas) Friday 2 January 2014 Monday 5 January to Saturday 17 January 2015 Friday 23 January 2015 Christmas Vacation ends Examination Period Autumn Semester ends Semester 2 Monday 26 January 2015 Teaching begins on campus & (Spring) distance learning: PgCert/Dip/MSc Food Regulatory Affairs; PgCert Veterinary Public Health Monday 2 nd February 2015 Teaching begins distance learning: MSc Biomedical Science, Graduate Certificate in Biomedical Science, PgCert/Dip Stem Cell Biology, MSc Clinical Vision Science, PgCert Systems Biology, PgCert/Dip/MSc Sport & Exercise Nutrition, BSc (Hons) Applied Biosciences Monday 30 March 2015 Monday 6 April to Friday 10 April 2015 Friday10 April 2015 Monday 4 May 2015 Tuesday 5 May to Friday 8 May 2015 Easter Vacation begins University Closed Easter Vacation ends University Closed (May Day) Revision week (non-teaching) 6

Monday 11 May to Saturday Examination period 23 May 2015 (with possible extension to 25 May if required) Friday 29 May 2015 Monday 29 June to Tuesday 7 July 2015 Spring Semester ends Summer Graduation Ceremonies Resit Period Wednesday 12 August to Thursday Supplementary Examinations 20 August 2015 Monday 24 August to Friday 28 August 2015 Meetings of Boards of Examiners Semester 3 Monday 20 July 2015 Teaching begins (Summer) Monday 1 September to Friday Examination Period 5 September 2014 Friday 11 September 2015 Summer Semester ends Monday 14 September to Friday 18 September 2015 Meetings of Boards of Examiners 7

MISSION STATEMENT OF THE SCHOOL OF BIOMEDICAL SCIENCES The School of Biomedical Sciences educates undergraduates and postgraduates in the critical application of science; facilitates training for healthcare, scientific and technical professions; supports continuing professional development; contributes to knowledge through excellence in research on human health and disease and related areas and contributes to social and economic development through technology and knowledge transfer. 8

WELCOME TO THE SCHOOL OF BIOMEDICAL SCIENCES On behalf of our staff I would like to extend a warm welcome to the School of Biomedical Sciences and University of Ulster at Coleraine. The School of Biomedical Sciences enjoys a national and an international reputation for excellence in both teaching and research. Our School was awarded the prestigious score of excellent in the last Subject Review Exercise of UK universities, and top scores in the last three UK Research Assessment Exercises of 1996, 2001, and 2008. Maintaining excellent standards of education, research and encouraging student-directed and lifelong learning are key priorities for our School. Education is an interactive partnership, between students - as active and motivated learners, staff - as educational providers, and professional bodies - who accredit courses and provide guidance as to course structure, content and importantly the qualities required from graduates. As a student you have an equal opportunity to contribute to quality assurance and evolution of School / University provision and resources through engaging in assessments of academic staff, evaluation of modules of study, Staff-Student Consultative Committees and other core activities. Our School has a long established reputation for innovation and creativity in teaching and research, pioneering distance learning education in the biomedical sciences and promoting student-directed learning through independent project and other work in undergraduate and MSc degree programmes. Through exposure to an internationally recognized research environment with state-of-the-art facilities, including the 14.5 million Centre for Molecular Bioscience (CMB) and Saad Centre for Pharmacy and Diabetes, students have the chance to gain unique insights into cutting-edge research and how this contributes to knowledge and understanding of health and disease. Consistent with the University corporate goal to contribute to the knowledge-based economy, the School is committed to inspiring an entrepreneurial culture and translating our discoveries / novel intellectual property into commercial opportunities. Working with the University of Ulster Office of Innovation and technology transfer company UUTech Limited, the School has already generated a number of patent-protected discoveries, attracted funding under Invest NI s Proof of Concept programme, established several spin-out companies (including Diabetica Limited), and provided consultancy for world-leading companies. We hope that this year marks the beginning of a long-term association between the University and yourself, and that our growing suite of part-time and full-time degrees and continual professional development (CPD) will be attractive options to assist in your future career development. In addition to postgraduate teaching and learning opportunities, our School also provides great opportunities for pursuing higher degrees though research (including MRes, MPhil, PhD, and Professional Doctorates) and a number of these can be completed on a part-time or work-based mode. We are committed to providing a stimulating student-centred learning environment and, given this, I very much hope that you will enjoy your experience and studies at the University of Ulster, and may I end for now by taking this opportunity to wish you every success... Professor Neville H McClenaghan Head of School of Biomedical Sciences 9

THIS HANDBOOK This handbook aims to provide you, as a new student, with information about your course including: (i) the course content, (ii) the rules and regulations and (iii) the support for teaching and learning provided in the School and the University. Any part italicised should be particularly noted and you are advised that you should retain this Handbook and associated module hand-outs for future reference. You may be asked to provide documentary evidence of modules taken and their content by potential employers or in connection with an application to undertake further study. The University can provide such details from its records, but will make a charge to cover the costs involved in conducting searches and supplying information. Details of your course are set out in this handbook together with other important information for your time at the University. We hope that, in addition to being an introduction to the School and your chosen course, this course handbook will provide you with valuable information that will last for your entire University career. It acts as an addition to the information provided in the University Student Handbook and you are advised to retain this handbook so that you can continue to refer to it throughout your time at University. Note The University will use all reasonable endeavours to deliver the course in accordance with the description set out in this Course Handbook. However, the University does not provide education on a commercial basis and is largely dependent on public and charitable funds, which the University has to manage in a way which is efficient and cost-effective, in the context of the provision of a diverse range of courses to a large number of students. The University therefore reserves the right to make variations in the content or method of delivery or assessment or other course changes if such action is reasonably considered necessary by the University in the context of its wider purposes. The University cannot guarantee complete success in placements being secured for all students even if placements are part of the programme. 10

SECTION 1: GENERAL INFORMATION a) List of Staff in the School of Biomedical Sciences The list of staff in the School, and their office number, telephone number and email address can be found on the University s web pages: http://www.ulster.ac.uk/staff/dept-bms.html b) The E Learning Support Unit The ELearning Support Unit is open during office hours. Mr Kilian McDaid is the School Administrative Co-ordinator (elearning) University of Ulster Cromore Road COLERAINE Northern Ireland BT52 1SA Email: elearningsupp@ulster.ac.uk c) Office Working Hours Secretarial and clerical staff normally work from 8.45 am to 5.00 pm Monday to Thursday and 8.45 am to 4.00 pm on Friday with an hour each day for lunch. d) Information about your course Each course has a dedicated Course Support Area on BBLearn, the University s Virtual Learning Environment. It is important to check daily (full-time students) or on the days you are on campus (part-time students) for important notices/information. In addition, information on your course, the School or the University will be posted to students through the web pages and to your University email address. e) Student email: All students can register for email. University email and the student website can be accessed both on-campus and off-campus via the portal: http://portal.ulster.ac.uk Distance learning students must check their email facility within the modules and Programme Support Area in Blackboard Learn, as well as their University email accounts. Staff will email students via their university email account and it is the responsibility of the student to regularly check their university email. It is vital that you regularly check your University email and the portal http://portal.ulster.ac.uk The Information Services Department at the University will be running induction sessions for all new students, both full-time and part-time, during the enrolment period. Further details of these induction sessions can be obtained from your Course Director. f) Blackboard Learn BB Learn is a virtual learning environment that gives registered students online access to course and module materials. Your logon for Blackboard Learn consists of your student number e.g. B00123456 and your assigned network password. There are several ways to access and logon to Blackboard Learn: 1. Go to https://learning.ulster.ac.uk and logon. 11

2. Alternatively, go to the Ulster University home page at: http://www.ulster.ac.uk and select the A-Z Index link. Blackboard Learn is listed as Blackboard Learn (VLE). You will be directed to the Blackboard Learn logon page. A recent development, the Blackboard Mobile Learn platform, takes interactive teaching and learning mobile, giving students and educators access to their courses, content and organizations on a variety of devices including iphone, ipod touch, ipad, Android, BlackBerry, and Palm smartphones. Further information regarding the use of BBLearn can be found at: http://wiki.ulster.ac.uk/display/vlesupport/home g) Information about the Faculty and School This can be found at the following web addresses: Faculty of Life and Health Science: http://www.science.ulster.ac.uk/ School of Biomedical Sciences: http://www.science.ulster.ac.uk/biomed/ h) Receiving mail Postgraduate students can receive mail in the University; all post should be marked with your name and course title and be written c/o School of Biomedical Sciences, University of Ulster, Coleraine, BT52 1SA. The post can be collected from room H146a/H142 for postgraduate students. i) Contact address There are circumstances when you may need to be contacted, e.g. for joining instructions for the next academic year and for urgent messages from home during term time. To change the University record of your address you should contact the Faculty of Life and Health Sciences office (Room H142). It is essential that you keep the University's record of your contact addresses (both your home address and term-time address) up to date. 12

SECTION 2A: SPECIFIC INFORMATION ABOUT YOUR COURSE COURSE SPECIFICATION - COURSE CODE: 7106 COURSE TITLE: MSc Biomedical Science (Full-time) (with PgC and PgD exit awards) PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning and teaching and assessment methods of each module can be found in the course and module handbooks. 1 AWARDING BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Distance-Learning 4 ACCREDITED BY: IBMS and approved by AMLS 5 FINAL AWARD: MSc in Biomedical Science 6 MODE OF ATTENDANCE: Full-time 7 SPECIALISMS: Cellular Pathology/Clinical Chemistry/Haematology/Medical Microbiology 8 COURSE CODE: 7106 9 EFFECTIVE FROM: 2014 10 EDUCATIONAL AIMS OF THE COURSE To provide advanced education and professional training in the biomedical sciences, allowing specialisation in either: cellular pathology, clinical chemistry, haematology, or medical microbiology, and provide the opportunity for critical reflection and evaluation of current practice and policy, enabling lifelong learning and professional development in biomedical science. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, Learning and Teaching Strategy and policies; current research or other advanced scholarship carried out by academic staff; QAA Subject Benchmark Statement for Bioscience, December 2007; QAA Subject Benchmark Statement for Biomedical Science, March 2010; requirements of the professional bodies as specified in the Course Validation Guidelines for Applicants from the Institute of Biomedical Science and Academy of Medical Laboratory Sciences; views from Employers; the Modernising Scientific Careers programme developed by the Department of Health; subject benchmark statement for Master s Degree Characteristics; national and University qualifications and credit frameworks; The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 K5 K6 K7 Demonstrate a comprehensive understanding of key scientific principles underpinning the biomedical sciences and have developed a systemic knowledge of core cellular and molecular processes underlying health and disease Display mastery and an advanced knowledge of at least one of the core pathology specialisms of biomedical science Demonstrate a critical awareness of principles relating to professional practice, scientific integrity and ethical issues in biomedical science Identify and manage bio-medical data, analyse using appropriate statistical tools, and interpret results within the context of the chosen scientific method Critically discuss the value of evidence-based practice in healthcare and be able to apply the principles to an area of professional practice Apply the principles and methods of scientific inquiry and research design to plan either an hypothesisdriven research project or an in-depth critical analysis of current practice in the field of biomedical science Draw on knowledge and skills developed within the programme to undertake an in-depth review of the scientific literature 13

NOTE: K1-K7 will be achieved for MSc Award K1-K6 will be achieved at PgD Award K1-K2 will be achieved at PgC Award Learning and Teaching Methods: Core material will be delivered through lectures and/or on-line delivery systems, complemented by student-led seminars, group tutorials, case study orientated problem-based learning exercises, private study and module assignments. Assessment Methods: Examinations and/or coursework will assess outcomes and facilitate learning and the integration of knowledge. Structured coursework will include case studies, literature-based assignments, a research project dissertation, supervisors report, plus other formative coursework as appropriate. 11I I1 I2 I3 I4 I5 INTELLECTUAL QUALITIES Integrate and critically review information from a wide range of sources and to construct and defend reasoned conclusions Think independently and demonstrate creativity in the identification of problems and their solutions Analyse case studies and problem-based learning scenarios Critically compare and contrast professional practice at local, national and international levels Apply the principles of scientific enquiry to design, plan and undertake a hypothesis-driven biomedical research project or an advanced critical analysis of current practice NOTE: I1-I5 will be achieved for MSc Award I1-I4 will be achieved for PgD Award I1-I2 will be achieved for PgC Award Learning and Teaching Methods: Lectures, tutorials, case studies, problem-based learning, self-directed learning, and independent research projects. Assessment Methods: Examinations and/or coursework. Coursework including problem-based learning, case studies project work and reports. 11P PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 P4 Demonstrate confidence and competency in understanding, analyzing and interpreting biomedical data and a comprehensive understanding of techniques and instrumentation Utilize library, computer and other resources to acquire, apply and disseminate scientific knowledge in reports, presentations, coursework and written examinations Demonstrate at professional level an ability to communicate scientific information to peers, colleagues and others as appropriate Apply concepts and theories to develop good professional practice in the laboratory environment NOTE: P1-P4 will be achieved for MSc Award P2-P3 will be achieved for PgD Award P2-P3 will be achieved for PgC Award Learning and Teaching Methods: Lectures, seminars and tutorials, case studies, problem-based learning, self-directed learning, and independent research projects. Assessment Methods: Laboratory reports and workbooks, assignments, project reports and examinations. 11T TRANSFERABLE SKILLS T1 T2 T3 T4 Communicate effectively at a professional and appropriate level, utilising information technology and a range of approaches Show initiative and demonstrate self-direction and originality in identifying, evaluating and solving problems at a professional level Effectively utilize library and computer resources to access and search for information in specified areas, from a range of sources; evaluating this information to draw reasoned conclusions or sustainable judgements to inform practice To present the results of a scientific investigation in an appropriate format for dissemination within the scientific community NOTE: T1-T4 is applicable to MSc Award T1-T3 is applicable to PgD Award T1-T3 is applicable to PgC Award 14

Learning and Teaching Methods: Lectures, seminars and tutorials, student presentations, research project preparation and implementation. Assessment Methods: Presentations, reports and other appropriate assessment such as the MSc project supervisor s report. 15

11A Programme Learning Outcome Map: MSc Biomedical Science (Full-time) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 I5 P1 P2 P3 P4 T1 T2 T3 T4 Recent Advances in Clinical 7 BMS856 X X X X X X X X X Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X X X Leadership and 7 BMS880 X X X X X X X X X Management in the Healthcare Sector Research Project 7 BMS809 X X X X X X X X X X X X X X X 16

11B Programme Learning Outcome Map: PgD Biomedical Science (Exit Award) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 K3 K4 K5 K6 I1 I2 I3 I4 P2 P3 T1 T2 T3 Recent Advances in 7 BMS856 X X X X X X X X X Clinical Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X X X Leadership and Management in the Healthcare Sector 7 BMS880 X X X X X X X X X 17

11C Programme Learning Outcome Map: PgC Biomedical Science (Exit Award) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 I1 I2 P2 P3 T1 T2 T3 Recent Advances in 7 BMS856 X X X X X X X X X Clinical Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X Leadership and Management in the Healthcare Sector 7 BMS880 X X X X X X X 18

12 STRUCTURE AND REQUIREMENTS FOR THE AWARD The full-time MSc programme is three academic semesters in duration. In semester one, students study their chosen specialist taught module (30 credit point weighting), plus a 15 credit point module in Biostatistics and Research Methods and a further 15 credit points in either DNA Technology, or Quality Management, or Leadership and Management in the Healthcare Sector. In semester two the required 60 credit points are comprised of the core module Evidence Based Practice in Healthcare Sciences (30) and students then have a choice of two 15 credit point modules from: Bioethics and Governance, Diagnostics, and Medical and Healthcare Biotechnology. Part of the coursework within the Biostatistics and Research Methods module involves designing a project proposal that will eventually form the basis of the MSc project. Defined criteria must be met before a proposal can be approved as being an acceptable MSc project either by research or advanced study. Full-time MSc students work full-time on their projects for 16 weeks until the end of semester 3. The research project may be carried out within the research laboratories of the University of Ulster or elsewhere under the supervision of suitably qualified staff. Students who wish to apply directly for entry onto the MSc programme, (including Ulster students who have previously graduated with the Postgraduate Diploma) will be required to take the bridging module, Research Proposal (BMS832). This 10-credit point module supports students in developing an acceptable research project and ensures that the appropriate research governance approvals are in place, prior to commencement of laboratory work. Students who pass the project module and have successfully completed 180 credit points will graduate with an MSc in Biomedical Science. Those who obtain an overall average of 70% or more, with a mark of at least 70% being achieved in the research project will be awarded a distinction. Following successful completion of 180 credit points incorporating the specialism module (30 credit points), the Evidence-based healthcare module (30 credit points), and the MSc project (60 credit points) in a particular discipline, students will be given the choice of graduating with a MSc in Biomedical Science or in their chosen specialist discipline: MSc in Biomedical Science (Cellular Pathology), or MSc in Biomedical Science (Medical Microbiology), or MSc in Biomedical Science (Clinical Chemistry), or MSc in Biomedical Science (Haematology with Transfusion Science). Provided that they have not been exempted for modules amounting to more than 60-credit points, students who fail the research project and have passed the taught modules may be recommended for the award of Postgraduate Diploma in Biomedical Science. Following successful completion of the two core modules (Evidence-Based Practice in Healthcare Science and Biostatistics and Research Methods), the selected specialism module and the three elective modules (120 credit points), students may opt to graduate with a Postgraduate Diploma in Biomedical Science. Of those who exit at this point, students who achieve an overall pass mark of 70% will be awarded a distinction. Students who successfully complete 60 credit points, which include either 30 credit points in a specialism module or Evidence-Based Practice in Healthcare Sciences and meet the learning outcomes specified above, who wish to exit, will be awarded a Postgraduate Certificate in Biomedical Science. The language of instruction is English. Module Title Credit Level Credit Points Module Status Awards Recent Advances in Clinical Chemistry 7 30 Optional None Advances in Medical Microbiology 7 30 Optional None Haematology in Health and Disease 7 30 Optional None Advances in Cellular Pathology 7 30 Optional None Evidence-Based Practice in Healthcare 7 30 Compulsory None Sciences Exit Award: PgC Biomedical Science (60 Credit Points) Biostatistics and Research Methods 7 15 Compulsory None DNA Technology 7 15 Optional None Bioethics and Governance in Healthcare 7 15 Optional None Science Diagnostics 7 15 Optional None Medical and Healthcare Biotechnology 7 15 Optional None Quality Management 7 15 Optional None Leadership and Management in the 7 15 Optional None Healthcare Sector Exit Award: PgD Biomedical Science (120 Credit Points) Research Project 7 60 Compulsory None Final Award: MSc Biomedical Science 19

13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction Processes: All new entrants to the School complete an online induction session in advance of the start of the semester in order to introduce them to BBLearn online learning environment and University resources. Programme Handbook: Each student is provided with access to the programme Handbook available on the Course Support Area through BBLearn. The Handbook contains necessary information regarding the University and School policies, in addition to course specific information. Module Handbook: Describes the content, teaching and assessment schedules and a list of recommended texts for each module delivered. The Course Director: Provides the administration of the course. Advisors of Studies: Provided through the Course Director. DL students are also supported by etutors who act as mentors and provide personal and academic guidance both to their student tutorial group and to students on an individual basis. Online Technical Support: is provided for students and staff through the BBLearn Helpdesk, the Programme Manager and other staff in the elearning Support Unit provide administrative support. Personal Development Planning: Students are introduced to the Professional and Career Enhancement (PACE) System during induction and then supported by their Advisor of Studies. Career Development Centre: A centralised careers service is available to help students develop their employability skills during their time at university and make the transition from university to employment as easy as possible. Information Services Department: Through University internet / intranet. Library Services: Students attend introductory and subject specific workshops run by the Faculty library team to provide training and support in searching for scientific information tailored to subject specific requirements. BBLearn Module Resource and Course Support Areas: Students are introduced to these through individual module co-ordinators and Course Director. Student Support Department: Through student counsellors, medical centre staff, financial advisers, accommodation officers, crèche facilities and others. International Office: Provides support especially for overseas students. Students Union: Provides student entertainment and refreshment, sport and other special interest clubs and societies in addition to financial support in emergencies and legal advice where required. Chaplaincy: Available to help and support all students regardless of their religion or faith background. 14 CRITERIA FOR ADMISSION Applicants must hold a degree in Biomedical Science or in another science subject which contains a significant amount of biological sciences with at least 2ii Honours standard or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. Students should normally be employed as a biomedical scientist, trainee biomedical scientist or, equivalent in a hospital or research laboratory or have access to similar laboratory facilities. Specialist taught modules require that students have studied that specialism at Level 5 or can demonstrate their ability to undertake the module through the accreditation of prior experiential learning. The current MSc programme meets the requirements for Chartered Scientist status in the UK. The MSc is not a suitable qualification for the purposes of HCPC registration in the UK. In the Republic of Ireland the MSc is not acceptable as a sole qualification for the purposes of meeting the requirements for AMLS membership as detailed in the AMLS pathways to membership published in 2013. 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF LEARNING AND TEACHING The quality and standard of learning and teaching is monitored through: Staff/student consultation where the Student-Staff Consultative Committee meets at least once per semester (on-line for distance learners) to discuss course delivery. Any issues identified are reported to Course Committee. Minutes of the SSCC are made available in the course support area of the University VLE. Teaching evaluation conducted by University Student Questionnaire each academic year for every member of academic staff. 20

Annual course/subject monitoring for each course, and module evaluation completed for every module in each academic year. Module Monitoring, whereby modules considered at risk after analysis of statistical data provided by the Quality Management and Audit Unit are reviewed. External examiner scrutinises examination papers/coursework, students scripts and examines a selection of students every year. At the time of his/her on-campus visit the external examiner has general discussions with representative students on the subject of quality and standard of learning and teaching. Support structure within Faculty/School and University/Institution administrative staff at Faculty level provide statistical data on courses and modules. Student performance data and career progression. University processes for initial approval and periodic re-approval. In addition, there are University/Faculty/School strategies for learning and teaching. 16 REGULATION OF STANDARDS Assessment rules Pass mark for modules is 50%. The results of candidates who have successfully completed a programme of study leading to a Master s degree shall be graded by order of merit as Pass with Distinction and Pass. The following shall be the minimum overall percentages used to determine the final gradings of candidates: Pass with Distinction 70% Pass 50% A mark of 70% or above must also be achieved in the dissertation/project in order for the degree to be awarded with Distinction. Classification of Final Result (exit awards) The following shall be the minimum overall percentages sued to determine the final gradings of candidates. For both Postgraduate Diploma or Postgraduate Certificate Pass with Distinction 70% Pass 50% External examiners There is one external examiner who is an academic subject or professional expert appointed from outside the University. The key function of the external examiner is to contribute to the assurance of the standards of the award and the fair treatment of students. The external examiner is involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING Of the 86 academic staff in the School of Biomedical Sciences, over 30 are recognised practitioners (members/fellow) of the Higher Education Academy, hold the Postgraduate Certificate in University Teaching or Postgraduate Certificate in Higher Education Practice (PgCHEP), or hold an alternative equivalent qualification. There is one National Teaching Fellow and one Senior Fellow of the Higher Education Academy (SFHEA). Three members of the course team are Fellows of the Centre for Higher Education Research and Practice (CHERP) at Ulster. Four colleagues have been recognised for excellence in teaching through the University of Ulster Distinguished Teaching Fellowship Awards. Several members of the Subject team have been awarded CHEP (Ulster) Development Funding, Teaching Development Grants from the Higher Education Academy of from the JISC TechDis HEAT3 Scheme. This funding has supported innovations in the following areas: developing staff skills and understanding in using problem-based learning (PBL); using text messaging for student communication, in-class voting and feedback; facilitating audio feedback to students; and the use of reflective video logs in year one chemistry practical classes. Several staff members have past and current experience of external examining similar provision at other institutions. The School of Biomedical Sciences enjoys a national and international reputation for excellence in teaching and research. Biomedical Sciences research was awarded 5* in both RAE 1996 and 2001. With 95% of staff publications submitted in RAE 2008 being rated as of international quality, Biomedical Sciences Research at Ulster was ranked 2 nd in the UK within the Professions Allied to Medicine category. 21

COURSE CODE: 1675 COURSE TITLE: MSc Biomedical Science (Part-time) (with PgC and PgD exit awards) PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning and teaching and assessment methods of each module can be found in the course and module handbooks. 9 AWARDING BODY: University of Ulster 10 TEACHING INSTITUTION: University of Ulster 11 LOCATION: Distance-Learning 12 ACCREDITED BY: IBMS and approved by AMLS 13 FINAL AWARD: MSc in Biomedical Science 14 MODE OF ATTENDANCE: Part-time 15 SPECIALISMS: Cellular Pathology/Clinical Chemistry/Haematology/Medical Microbiology 16 COURSE CODE: 1675 9 EFFECTIVE FROM: 2014 10 EDUCATIONAL AIMS OF THE COURSE To provide advanced education and professional training in the biomedical sciences, allowing specialisation in either: cellular pathology, clinical chemistry, haematology, or medical microbiology, and provide the opportunity for critical reflection and evaluation of current practice and policy, enabling lifelong learning and professional development in biomedical science. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, Learning and Teaching Strategy and policies; current research or other advanced scholarship carried out by academic staff; QAA Subject Benchmark Statement for Bioscience, December 2007; QAA Subject Benchmark Statement for Biomedical Science, March 2010; requirements of the professional bodies as specified in the Course Validation Guidelines for Applicants from the Institute of Biomedical Science and Academy of Medical Laboratory Sciences; views from Employers; the Modernising Scientific Careers programme developed by the Department of Health; subject benchmark statement for Master s Degree Characteristics; national and University qualifications and credit frameworks; The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 K5 K6 Demonstrate a comprehensive understanding of key scientific principles underpinning the biomedical sciences and have developed a systemic knowledge of core cellular and molecular processes underlying health and disease Display mastery and an advanced knowledge of at least one of the core pathology specialisms of biomedical science Demonstrate a critical awareness of principles relating to professional practice, scientific integrity and ethical issues in biomedical science Identify and manage bio-medical data, analyse using appropriate statistical tools, and interpret results within the context of the chosen scientific method Critically discuss the value of evidence-based practice in healthcare and be able to apply the principles to an area of professional practice Apply the principles and methods of scientific inquiry and research design to plan either an hypothesisdriven research project or an in-depth critical analysis of current practice in the field of biomedical science 22

K7 Draw on knowledge and skills developed within the programme to undertake an in-depth review of the scientific literature NOTE: K1-K7 will be achieved for MSc Award K1-K6 will be achieved at PgD Award K1-K2 will be achieved at PgC Award Learning and Teaching Methods: Core material will be delivered through lectures and/or on-line delivery systems, complemented by student-led seminars, group tutorials, case study orientated problem-based learning exercises, private study and module assignments. Assessment Methods: Examinations and/or coursework will assess outcomes and facilitate learning and the integration of knowledge. Structured coursework will include case studies, literature-based assignments, a research project dissertation, supervisors report, plus other formative coursework as appropriate. 11I I1 I2 I3 I4 I5 INTELLECTUAL QUALITIES Integrate and critically review information from a wide range of sources and to construct and defend reasoned conclusions Think independently and demonstrate creativity in the identification of problems and their solutions Analyse case studies and problem-based learning scenarios Critically compare and contrast professional practice at local, national and international levels Apply the principles of scientific enquiry to design, plan and undertake a hypothesis-driven biomedical research project or an advanced critical analysis of current practice NOTE: I1-I5 will be achieved for MSc Award I1-I4 will be achieved for PgD Award I1-I2 will be achieved for PgC Award Learning and Teaching Methods: Lectures, tutorials, case studies, problem-based learning, self-directed learning, and independent research projects. Assessment Methods: Examinations and/or coursework. Coursework including problem-based learning, case studies project work and reports. 11P PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 P4 Demonstrate confidence and competency in understanding, analyzing and interpreting biomedical data and a comprehensive understanding of techniques and instrumentation Utilize library, computer and other resources to acquire, apply and disseminate scientific knowledge in reports, presentations, coursework and written examinations Demonstrate at professional level an ability to communicate scientific information to peers, colleagues and others as appropriate Apply concepts and theories to develop good professional practice in the laboratory environment NOTE: P1-P4 will be achieved for MSc Award P2-P3 will be achieved for PgD Award P2-P3 will be achieved for PgC Award Learning and Teaching Methods: Lectures, seminars and tutorials, case studies, problem-based learning, self-directed learning, and independent research projects. Assessment Methods: Laboratory reports and workbooks, assignments, project reports and examinations. 11T TRANSFERABLE SKILLS T1 T2 T3 T4 Communicate effectively at a professional and appropriate level, utilising information technology and a range of approaches Show initiative and demonstrate self-direction and originality in identifying, evaluating and solving problems at a professional level Effectively utilize library and computer resources to access and search for information in specified areas, from a range of sources; evaluating this information to draw reasoned conclusions or sustainable judgements to inform practice To present the results of a scientific investigation in an appropriate format for dissemination within the scientific community NOTE: T1-T4 is applicable to MSc Award T1-T3 is applicable to PgD Award 23

T1-T3 is applicable to PgC Award Learning and Teaching Methods: Lectures, seminars and tutorials, student presentations, research project preparation and implementation. Assessment Methods: Presentations, reports and other appropriate assessment such as the MSc project supervisor s report. 24

11A Programme Learning Outcome Map: MSc Biomedical Science (Part-time) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 I5 P1 P2 P3 P4 T1 T2 T3 T4 Recent Advances in Clinical 7 BMS856 X X X X X X X X X Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X X X Leadership and 7 BMS880 X X X X X X X X X Management in the Healthcare Sector Research Project 7 BMS809 X X X X X X X X X X X X X X X 25

11B Programme Learning Outcome Map: PgD Biomedical Science (Exit Award) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 K3 K4 K5 K6 I1 I2 I3 I4 P2 P3 T1 T2 T3 Recent Advances in 7 BMS856 X X X X X X X X X Clinical Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X X X Leadership and Management in the Healthcare Sector 7 BMS880 X X X X X X X X X 26

11C Programme Learning Outcome Map: PgC Biomedical Science (Exit Award) Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE LEARNING OUTCOMES Title Level Code K1 K2 I1 I2 P2 P3 T1 T2 T3 Recent Advances in 7 BMS856 X X X X X X X X X Clinical Chemistry Advances in Medical 7 BMS858 X X X X X X X X X Microbiology Haematology in Health and 7 BMS857 X X X X X X X X X Disease Advances in Cellular 7 BMS855 X X X X X X X X X Pathology Biostatistics and Research 7 BMS815 X X X X X X X Methods DNA Technology 7 BIO823 X X X X X X X X Evidence-Based Practice in 7 BMS859 X X X X X X X X X Healthcare Sciences Bioethics and Governance 7 BMS804 X X X X X X X in Healthcare Science Diagnostics 7 BIO813 X X X X X X X X Medical and Healthcare 7 BIO812 X X X X X X X X Biotechnology Quality Management 7 BMS879 X X X X X X X Leadership and Management in the Healthcare Sector 7 BMS880 X X X X X X X 27

12 STRUCTURE AND REQUIREMENTS FOR THE AWARD The part-time MSc programme is usually over 2 academic years and students can enter the programme at two time points, either September or February. For those students entering in September, they will take, in the Autumn semester of their first year of study, their chosen specialist taught module (30 credit point weighting), plus a 15 credit point module in DNA Technology, or Leadership and Management in the Healthcare Sector or Quality Management. In the Spring semester of their first year of study they will take the core 30 credit module in Evidence Based Practice in Healthcare Sciences plus an additional 15 credit point module in Bioethics and Governance, or Diagnostics, or Medical and Healthcare Biotechnology. In the Autumn semester of their second year of study, students take one compulsory 15 credit point module in Biostatistics and Research Methods, plus a 15 credit point module in DNA Technology, or Leadership and Management in the Healthcare Sector or Quality Management. In both the Spring and Summer semesters of second year, students work on their project, where the research project is normally carried out within the laboratories in their place of work under the supervision of suitably qualified staff. For those students entering in February, they will take in the Spring semester of their first year of study, a 15 credit point module in Bioethics and Governance, or Diagnostics, or Medical and Healthcare Biotechnology. In the Autumn semester, they take their chosen specialist taught module (30 credit point weighting), plus a 15 credit point module in DNA Technology, or Leadership and Management in the Healthcare Sector or Quality Management. In the next Spring semester they take the core 30 credit module in Evidence Based Practice in Healthcare Sciences. In the following Autumn, students take one compulsory 15 credit point module in Biostatistics and Research Methods, plus a 15 credit point module in DNA Technology, or Leadership and Management in the Healthcare Sector or Quality Management. In Spring and Summer semesters of their second year, students work on their project, where the research project may be carried out within the research laboratories of the University of Ulster or elsewhere under the supervision of suitably qualified staff. Students who wish to apply directly for entry onto the MSc programme, (including Ulster students who have previously graduated with the Postgraduate Diploma) will be required to take the bridging module, Research Proposal (BMS832). This 10-credit point module supports students in developing an acceptable research project and ensures that the appropriate research governance approvals are in place, prior to commencement of laboratory work. Students who pass the project module and have successfully completed 180 credit points will graduate with an MSc in Biomedical Science. Those who obtain an overall average of 70% or more, with a mark of at least 70% being achieved in the research project will be awarded a distinction. Following successful completion of 180 credit points incorporating the specialism module (30 credit points), the Evidence-based healthcare module (30 credit points), and the MSc project (60 credit points) in a particular discipline, students will be given the choice of graduating with a MSc in Biomedical Science or in their chosen specialist discipline: MSc in Biomedical Science (Cellular Pathology), or MSc in Biomedical Science (Medical Microbiology), or MSc in Biomedical Science (Clinical Chemistry), or MSc in Biomedical Science (Haematology with Transfusion Science). Provided that they have not been exempted for modules amounting to more than 60-credit points, students who fail the research project and have passed the taught modules may be recommended for the award of Postgraduate Diploma in Biomedical Science. Following successful completion of the two core modules (Evidence-Based Practice in Healthcare Science and Biostatistics and Research Methods), the selected specialism module and the three elective modules (120 credit points), students may opt to graduate with a Postgraduate Diploma in Biomedical Science. Of those who exit at this point, students who achieve an overall pass mark of 70% will be awarded a distinction. Students who successfully complete 60 credit points, which include either 30 credit points in a specialism module or Evidence- Based Practice in Healthcare Sciences and meet the learning outcomes specified above, who wish to exit, will be awarded a Postgraduate Certificate in Biomedical Science. The language of instruction is English. Module Title Credit Level Credit Points Module Status Awards Recent Advances in Clinical Chemistry 7 30 Optional None Advances in Medical Microbiology 7 30 Optional None Haematology in Health and Disease 7 30 Optional None Advances in Cellular Pathology 7 30 Optional None Evidence-Based Practice in Healthcare 7 30 Compulsory None Sciences Exit Award: PgC Biomedical Science (60 Credit Points) Biostatistics and Research Methods 7 15 Compulsory None DNA Technology 7 15 Optional None Bioethics and Governance in Healthcare 7 15 Optional None Science Diagnostics 7 15 Optional None Medical and Healthcare Biotechnology 7 15 Optional None 28

Quality Management 7 15 Optional None Leadership and Management in the 7 15 Optional None Healthcare Sector Exit Award: PgD Biomedical Science (120 Credit Points) Research Project 7 60 Compulsory None Final Award: MSc Biomedical Science 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction Processes: All new entrants to the School complete an online induction session in advance of the start of the semester in order to introduce them to BBLearn online learning environment and University resources. Programme Handbook: Each student is provided with access to the programme Handbook available on the Course Support Area through BBLearn. The Handbook contains necessary information regarding the University and School policies, in addition to course specific information. Module Handbook: Describes the content, teaching and assessment schedules and a list of recommended texts for each module delivered. The Course Director: Provides the administration of the course. Advisors of Studies: Provided through the Course Director. DL students are also supported by etutors who act as mentors and provide personal and academic guidance both to their student tutorial group and to students on an individual basis. Online Technical Support: is provided for students and staff through the BBLearn Helpdesk, the Programme Manager and other staff in the elearning Support Unit provide administrative support. Personal Development Planning: Students are introduced to the Professional and Career Enhancement (PACE) System during induction and then supported by their Advisor of Studies. Career Development Centre: A centralised careers service is available to help students develop their employability skills during their time at university and make the transition from university to employment as easy as possible. Information Services Department: Through University internet / intranet. Library Services: Students attend introductory and subject specific workshops run by the Faculty library team to provide training and support in searching for scientific information tailored to subject specific requirements. BBLearn Module Resource and Course Support Areas: Students are introduced to these through individual module co-ordinators and Course Director. Student Support Department: Through student counsellors, medical centre staff, financial advisers, accommodation officers, crèche facilities and others. International Office: Provides support especially for overseas students. Students Union: Provides student entertainment and refreshment, sport and other special interest clubs and societies in addition to financial support in emergencies and legal advice where required. Chaplaincy: Available to help and support all students regardless of their religion or faith background. 14 CRITERIA FOR ADMISSION Applicants must hold a degree in Biomedical Science or in another science subject which contains a significant amount of biological sciences with at least 2ii Honours standard or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. Students should normally be employed as a biomedical scientist, trainee biomedical scientist or, equivalent in a hospital or research laboratory or have access to similar laboratory facilities. Specialist taught modules require that students have studied that specialism at Level 5 or can demonstrate their ability to undertake the module through the accreditation of prior experiential learning. The current MSc programme meets the requirements for Chartered Scientist status in the UK. The MSc is not a suitable qualification for the purposes of HCPC registration in the UK. In the Republic of Ireland the MSc is not acceptable as a sole qualification for the purposes of meeting the requirements for AMLS membership as detailed in the AMLS pathways to membership published in 2013. 29

15 EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF LEARNING AND TEACHING The quality and standard of learning and teaching is monitored through: Staff/student consultation where the Student-Staff Consultative Committee meets at least once per semester (on-line for distance learners) to discuss course delivery. Any issues identified are reported to Course Committee. Minutes of the SSCC are made available in the course support area of the University VLE. Teaching evaluation conducted by University Student Questionnaire each academic year for every member of academic staff. Annual course/subject monitoring for each course, and module evaluation completed for every module in each academic year. Module Monitoring, whereby modules considered at risk after analysis of statistical data provided by the Quality Management and Audit Unit are reviewed. External examiner scrutinises examination papers/coursework, students scripts and examines a selection of students every year. At the time of his/her on-campus visit the external examiner has general discussions with representative students on the subject of quality and standard of learning and teaching. Support structure within Faculty/School and University/Institution administrative staff at Faculty level provide statistical data on courses and modules. Student performance data and career progression. University processes for initial approval and periodic re-approval. In addition, there are University/Faculty/School strategies for learning and teaching. 16 REGULATION OF STANDARDS Assessment rules Pass mark for modules is 50%. The results of candidates who have successfully completed a programme of study leading to a Master s degree shall be graded by order of merit as Pass with Distinction and Pass. The following shall be the minimum overall percentages used to determine the final gradings of candidates: Pass with Distinction 70% Pass 50% A mark of 70% or above must also be achieved in the dissertation/project in order for the degree to be awarded with Distinction. Classification of Final Result (exit awards) The following shall be the minimum overall percentages sued to determine the final gradings of candidates. For both Postgraduate Diploma or Postgraduate Certificate Pass with Distinction 70% Pass 50% External examiners There is one external examiner who is an academic subject or professional expert appointed from outside the University. The key function of the external examiner is to contribute to the assurance of the standards of the award and the fair treatment of students. The external examiner is involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING Of the 86 academic staff in the School of Biomedical Sciences, over 30 are recognised practitioners (members/fellow) of the Higher Education Academy, hold the Postgraduate Certificate in University Teaching or Postgraduate Certificate in Higher Education Practice (PgCHEP), or hold an alternative 30

equivalent qualification. There is one National Teaching Fellow and one Senior Fellow of the Higher Education Academy (SFHEA). Three members of the course team are Fellows of the Centre for Higher Education Research and Practice (CHERP) at Ulster. Four colleagues have been recognised for excellence in teaching through the University of Ulster Distinguished Teaching Fellowship Awards. Several members of the Subject team have been awarded CHEP (Ulster) Development Funding, Teaching Development Grants from the Higher Education Academy of from the JISC TechDis HEAT3 Scheme. This funding has supported innovations in the following areas: developing staff skills and understanding in using problem-based learning (PBL); using text messaging for student communication, in-class voting and feedback; facilitating audio feedback to students; and the use of reflective video logs in year one chemistry practical classes. Several staff members have past and current experience of external examining similar provision at other institutions. The School of Biomedical Sciences enjoys a national and international reputation for excellence in teaching and research. Biomedical Sciences research was awarded 5* in both RAE 1996 and 2001. With 95% of staff publications submitted in RAE 2008 being rated as of international quality, Biomedical Sciences Research at Ulster was ranked 2 nd in the UK within the Professions Allied to Medicine category. COURSE REGULATIONS APPLICABLE TO COURSE 7106 &1675 UNIVERSITY OF ULSTER 1. TITLE Master of Science in Biomedical Science with Postgraduate Certificate and Postgraduate Diploma exit awards CODE 7106/1675 2. MODE OF ATTENDANCE Full-time and Part-time 3. DURATION Full-time: Normally 3 semesters of study Part-time: Normally 6 semesters of study 4. LOCATION Distance Learning 5. FACULTY Life & Health Sciences 6. ADMISSION REQUIREMENTS Applicants must: a) have gained i. a second class honours degree or better in a science subject which contains a significant element of biological sciences from a university of the United Kingdom or the Republic of Ireland, or from a recognised national awarding body, or from an institution of another country which has been recognised as being of an equivalent standard; or ii. an equivalent standard (normally 50%) in a Graduate Diploma, Graduate Certificate, Postgraduate Certificate or Postgraduate Diploma or an approved alternative qualification; and b) provide evidence of competence in written and spoken English (GCSE grade C or equivalent); students whose first language is not English: must have a minimum IELTS score 6.0 (with no contributing band at less than 5.5) or a minimum TOEFL internet based score of 80. or as an alternative to (a) (i) and/or (b) 31

c) In exceptional circumstances, where an individual has substantial and significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme. d) Should normally be employed as a biomedical scientist, trainee biomedical scientist or, equivalent in a hospital or research laboratory or have access to similar laboratory facilities for the duration of their project module. Specialist taught modules on the postgraduate diploma may have specific pre-requisites. e) This programme is not a recognised qualification for HCPC registration. 7. EXEMPTIONS 7.1 Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of the programme provided that (a) they shall register as students of the University for modules amounting to at least the final third of the credit value of the award at the highest level. b) no exemption shall be permitted from the dissertation/project. 8. ATTENDANCE REQUIREMENTS 8.1 Students are expected to attend all classes associated with the programme and be punctual and regular in attendance. 8.2 A student who has not been in attendance for more than three days through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of more than five working days, and is caused by illness which may affect their studies, the student shall provide appropriate medical certification in accordance with the General Regulations for Students. 8.3 Students who are absent without good cause for a substantial proportion of classes may be required to discontinue studies, in accordance with the General Regulations for Students. 9 RULES GOVERNING STUDENT CHOICE 9.1 Modules are offered as indicated in the table at section 17. Revisions may be made in accordance with the University s quality assurance procedures. Module availability may vary. 10 EXAMINATION AND ASSESSMENT 10.1 The performance of candidates shall be assessed by the Board of Examiners in accordance with the Regulations Governing Examinations in Programmes of Study. 10.2 Candidates shall be assessed in the modules for which they have enrolled in each year of study. At the discretion of the Board of Examiners candidates may be required to attend a viva voce examination. 10.3 Within each module candidates shall be assessed by coursework; examination; a combination of coursework and examination in accordance with the attached table. 32

10.4 The pass mark for the module shall be 50%. Where a module is assessed by a combination of coursework and examination a minimum mark of 45% shall be achieved in each element. Modules in which a minimum mark of 50% is required in each assessment component are listed below: Recent Advances in Clinical Chemistry Advances in Medical Microbiology Haematology in health and disease Advances in Cellular Pathology 11 SUBMISSION OF COURSEWORK 11.1 Coursework shall be submitted by the dates specified by the Course Committee. 11.2 Students may seek prior consent from the Course Committee to submit coursework after the official deadline; such requests must be accompanied by a satisfactory explanation, accompanied in the case of illness by a medical certificate. This application shall be made to the Course Director. 11.3 Coursework submitted without consent after the deadline shall not normally be accepted. 11.4 Candidates completing a dissertation shall submit a project outline for approval in accordance with the Guidelines for the Preparation of Dissertations for Master s Degree Programmes. One electronic copy of the dissertation shall be submitted for assessment by a date to be specified by the course committee. The dissertation shall be presented in accordance with the guidance for the presentation of dissertations for the Master s degree programmes. 12 PROGRESS 12.1 Progress from semester 1 to semester 2 is automatic. Part-time Subject to 13, candidates are required to pass all modules in each year of study in order to proceed to the next. 13 CONSEQUENCES OF FAILURE 13.1 Candidates who fail to satisfy the Board of Examiners in assessment may be permitted at the discretion of the Board to re-present themselves as specified in 13.2 for one or more supplementary examination and repeat such coursework or other assessment requirements as shall be prescribed by the Board. Such candidates may be exempted at the discretion of the Board from the normal attendance requirements. Where candidates are required to repeat coursework or to take a supplementary examination the original mark in the failed coursework component or examination shall be replaced by a mark of 50% or the repeat mark whichever is the lower for the purpose of calculating the module result. 13.2 In each year, the consequences of failure shall normally be as follows: Failure in module(s) with an overall value up to and including 60 credit points Failure in module(s) with an overall value of more than 60 and up to and including 90 credit points 33 Repeat once only of specified examinations(s) and/or coursework in the failed module(s) (examinations August). Repeat once only specified examination(s) and/or coursework in the failed module(s) in the next academic year (examinations

January/May) with or without attendance Failure in module(s) with an overall value of more than 90 credit points Withdraw from the programme 13.3 Candidates who fail to satisfy the Board of Examiners in the dissertation may be permitted to resubmit the dissertation on one occasion only by a date to be specified not exceeding eight months from the date of the Boards decision. 14 CLASSIFICATION OF FINAL RESULT 14.1 The results of candidates who have successfully completed a programme of study leading to a Master s degree shall be graded by order of merit as Pass with Distinction and Pass. 14.2 The assessment results for the final level of the programme (Level 7) shall determine the overall grading. The weighting of each module s contribution to the final result shall be determined by the module s credit value. (See table at section 17.) 14.3 The following shall be the minimum overall percentages used to determine the final grading of candidates: Pass with Distinction 70% Pass 50% 14.4 A mark of 70% or above must also be achieved in the dissertation/project in order for the degree to be awarded with Distinction 14.5 Candidates admitted with advanced standing shall be assessed in accordance with these programme regulations using the evidence from the accredited prior learning 14.6 Provided they have not been exempted for module amounting to more than 60 credit points, candidates who do not satisfy the requirements for the award of Master s degree and have passed the taught modules associated with the Postgraduate Diploma shall be assessed for the exit award of a Postgraduate Diploma. Provided they have not been exempted for module amounting to more than 30 credit points, candidates who do not satisfy the requirements for the award of Postgraduate Diploma and have passed the taught modules associated with the Postgraduate Certificate shall be assessed for the exit award of a Postgraduate Certificate. Classification of final Result (exit awards) The following shall be the minimum overall percentages used to determine the final gradings of candidates Postgraduate Diploma and Postgraduate Certificate Pass with Distinction 70% Pass 50% 34

15 ILLNESS AND OTHER EXTENUATING CIRCUMSTANCES 15.1 The Board of Examiners may in the case of candidates who are prevented by illness or other sufficient cause from taking or completing the whole or part of the assessment or whose results are substantially affected by illness or other sufficient cause: (a) permit the candidate to complete, take, or repeat the examination and/or coursework or dissertation at an approved subsequent date or (b) deem the candidate to have passed and recommend the award of an Aegrotat Master s Degree or Aegrotat Postgraduate Diploma or Aegrotat Postgraduate Certificate. 15.2 Before an Aegrotat award is recommended a candidate must have indicated that he or she is willing to accept the award. 16 REVISIONS TO REGULATIONS These regulations may be revised during the student s period of registration in accordance with the procedures approved by Senate. 35

TABLE 17 MSc Biomedical Science Full time (including exit Awards PGC and PGD) Semester Level Module Title Code Credit Value Status Compulsory (c) Optional (o) Assessment Methods 1 7 Recent Advances in Clinical Chemistry BMS856 30 O 50 50 1 7 Advances in Medical BMS858 30 O 50 50 Microbiology 1 7 Haematology in Health and BMS857 30 O 50 50 Disease 1 7 Advances in Cellular BMS855 30 O 50 50 Pathology 1 7 Biostatistics and Research BMS815 15 C 0 100 Methods 1 7 DNA Technology BIO823 15 O 0 100 1 7 Contribution to the overall mark of the Final Award % SE % CW PGC PGD MSc 50% 25% 16.7% 50% 25% 16.7% 50% 25% 16.7% 50% 25% 16.7% 25% 12.5% 8.3% 25% 12.5% 8.3% Quality Management BMS879 15 O 0 100 25% 12.5% 8.3% 1 7 Leadership & Management in the Healthcare Science BMS880 15 O 0 100 25% 12.5% 8.3% 2 7 Evidenced-based Practice in Healthcare Sciences BMS859 30 C 0 100 50% 25% 16.7% 2 7 Bioethics & Governance BMS804 15 O 0 100 25% 12.5% 8.3% 2 7 Diagnostics BIO813 15 O 0 100 25% 12.5% 8.3% 2 7 Medical and healthcare biotechnology BIO812 15 O 0 100 25% 12.5% 8.3% 2/3 7 Research Project* BMS809 60 C 0 100 NA NA 33.3% * Indicates modules which must be passed at 70% for award of Distinction

TABLE 17 MSc Biomedical Science Part time (including exit Awards PGC and PGD) Semester Level Module Title Code Credit Value Status Compulsory (c) Optional (o) Assessment Methods 1 7 Recent Advances in Clinical Chemistry BMS856 30 O 50 50 1 7 Advances in Medical BMS858 30 O 50 50 Microbiology 1 7 Haematology in Health and BMS857 30 O 50 50 Disease 1 7 Advances in Cellular BMS855 30 O 50 50 Pathology 1 7 Biostatistics and Research BMS815 15 C 0 100 Methods 1 7 DNA Technology BIO823 15 O 0 100 1 7 Contribution to the overall mark of the Final Award % SE % CW PGC PGD MSc 50% 25% 16.7% 50% 25% 16.7% 50% 25% 16.7% 50% 25% 16.7% 25% 12.5% 8.3% 25% 12.5% 8.3% Quality Management BMS879 15 O 0 100 25% 12.5% 8.3% 1 7 Leadership & Management in the Healthcare Science BMS880 15 O 0 100 25% 12.5% 8.3% 2 7 Evidenced-based Practice in Healthcare Sciences BMS859 30 C 0 100 50% 25% 16.7% 2 7 Bioethics & Governance BMS804 15 O 0 100 25% 12.5% 8.3% 2 7 Diagnostics BIO813 15 O 0 100 25% 12.5% 8.3% 2 7 Medical and healthcare biotechnology BIO812 15 O 0 100 25% 12.5% 8.3% 2/3 7 Research Project* BMS809 60 C 0 100 NA NA 33.3% * Indicates modules which must be passed at 70% for award of Distinction

(C) Library Induction LIBRARY AND ICT INDUCTION SESSIONS FOR NEW STUDENTS At the start of each academic year, Information Services offers all new students the opportunity to attend an Induction Sessions. These provide an overview to the key Library and ICT services offered by the department and take the format of two brief presentations. Topics will include: - How to find and borrow books - How to use the Library Catalogue - How to find an electronic journal - The new Banner Student Records System and how it affects ICT services - The new student desktop and email services - Using the print and wireless services - How to get help The course team believe that these inductions have a proven and successful track record and we strongly recommend all students to attend the following session which has been booked for the MSc Biomedical Science programme: SUBJECT-BASED SEMINARS Subject librarians will also be providing detailed subject based library seminars, focusing on resources relevant to each course. These sessions usually take place at least a few weeks into the start of term. The evidence from previous years is that students benefit enormously from these seminars. If you feel that you will benefit from these sessions then please contact Kay Hack and I will organise a session. Career options on completion of course Professional Bodies The course, which is accredited by the Institute of Biomedical Science (IBMS) UK and approved by the Academy of Medical Laboratory Sciences, Ireland, facilitates the career prospects of students within clinical and industrial environments. (d) Outline Module descriptions 2014/2015 BMS856 BMS858 BMS857 BMS855 BMS815 BIO823 BMS859 BMS879 BMS880 BMS804 BIO812 BMS809 Recent Advances in Clinical Chemistry Advances in Medical Microbiology Haematology in Health and Disease Advances in Cellular Pathology Biostatistics and Research Methods DNA Technology Evidence Based Practice in Healthcare Sciences Quality Management Leadership and Management in Healthcare Science Bioethics and Governance in Healthcare Science Medical and Healthcare Biotechnology Research Project

Module Title: Module Code: Recent Advances in Clinical Chemistry BMS856 Module Level: 7 Credit Points: 30 Module Status: Hours: Lectures: Independent study (including assessment): Total Effort Hours: Optional 36 hrs 264 hrs 300 hrs Summary: The module will build upon a fundamental knowledge of clinical biochemistry and provide the student with a comprehensive understanding of new developments in the clinical diagnosis, monitoring and treatment of disease. The module aims to provide an in-depth understanding of the pathophysiology of metabolic disease processes with particular emphasis on recent advances in clinical diagnosis, monitoring and treatment of disease. CONTENT : Endocrinology 1: physiology and pathophysiology of major endocrine organs;endocrinology 2: clinical and biochemical investigations;diagnosis, treatment and monitoring of diabetes and related disorders;biochemical investigations of renal and hepatic dysfunction;clinical disorders of mineral and bone metabolism;lipids, lipoproteins and cardiovascular risk markers;clinical nutrition: disorders of iron metabolism;therapeutic drug monitoring and chemical toxicology;pregnancy, neonatal and paediatric clinical biochemistry;quality management and point-of-care testing;proteomics and protein markers;genomics and molecular markers. 50% Examination 50% Coursework Module Title: Module Code: Advances in Medical Microbiology BMS858 Module Level: 7 Credit Points: 30 Module Status: Module coordinator: Optional Dr Colm Lowery Hours: Lectures: Tutorials: Independent study (including assessment): Total Effort Hours: 36 hrs 12 hrs 252 hrs 300 hrs

SUMMARY: To provide advanced knowledge of the mechanisms underlying human infectious disease with particular emphasis on advances in diagnostic technology and its application in the clinical environment. To provide students with an advanced understanding of current concepts in diagnostic microbiology. An understanding the multifactorial nature of microbial virulence will be used to highlight the role of basic research in producing novel diagnostic and therapeutic systems. Methods of laboratory investigation of infection will be emphasised to enable students to appreciate the contribution of genetic tools to improvements in diagnostic systems. CONTENT :Pathogen Biology; Host Microbe interactions; Experimental Investigation of Pathogenicity Microbial genomics and molecular biology in the study of virulence; Microbial Pathogenic Mechanisms; Conventional Diagnostic Technology and Antibiotics with NHS case studies; Molecular Diagnostics I: Molecular methods - Viruses and Protozoa;Molecular Diagnostic Technology II (Bacteria and Fungi) with NHS case studies;typing and Epidemiology with NHS case studies;emerging Community and Nosocomial Infections with NHS case studies;vaccines; Pathogenic Protozoa (PROTOZOA I AND II);Emerging Pathogens (EMERGING PATHOGENS);Bioterrorism Assessment: 50% Coursework 50% Examination Module Title: Module Code: Haematology in Health and Disease BMS857 Module Level: 7 Credit Points: 30 Module Status: Module Co-ordinator(s): Hours: Lectures: Independent study (including assessment): Total Effort Hours: Optional Dr Declan McKenna 36 hrs 264 hrs 300 hours SUMMARY:This module is designed to provide advanced understanding in haematology sufficient to underpin further study in the biomedical sciences. Students will be introduced to essential concepts in haematology and the application of this knowledge in both a diagnostic and research laboratory setting. This module aims to provide an advanced understanding of the production, structure and function of the blood system and its components. The module will provide an in-depth overview of hereditary and acquired disorders of red blood cells, haematological malignancies and haemostatic abnormalities. An overview of hospital transfusion practice will also be presented. CONTENT: Topics covered in this module will include:haematopoiesis, Blood cell formation, Haematopoietic Stem cells, Growth Factors and cytokines, Stem Cell Transplantation,The Red Blood Cell, Normal structure and function, Red cell

metabolism,haemoglobin, Haemoglobin synthesis and function, Disorders of haemoglobin,nutrition and Blood, Iron uptake, transport, storage, function, Disorders of Iron metabolism,vitamin B12 and Folate, Megaloblastic anaemia,haemostasis, Platelets, Blood coagulation, Other systems involved in haemostasis,disorders of Haemostasis, Inherited disorders, Acquired disorders, Haemophilia,White Blood Cells (Leukocytes), Phagocytes function and benign disorders, Lymphocytes function and benign disorders,molecular basis of haematological malignancies, Genetic Abnormalities, Laboratory;Techniques for investigation of haematological malignancy ;Myeloid Malignancy, Malignancies of Myeloid Lineage genetics, diagnosis and treatment;lymphoid Malignancy, Malignancies of Lymphoid Lineage - genetics, diagnosis and treatment;blood Transfusion, Immunohaematology, ABO blood groups, Rhesus blood groups, Bloodtransfusion Practice, Use of Blood Products Assessment: 50% coursework 50% examination Module Title: Module Code: Advances in Cellular Pathology BMS855 Module Level: 7 Credit Points: 30 Module Status: Module Co-ordinator(s): Hours: Lectures: Independent study (including assessment): Total Effort Hours: Academic Subject: Optional Dr George McKerr 36 hrs 264 hrs 300 hours BMS SUMMARY: This module will provide the student with a broad understanding and appreciation of new developments in cellular pathology. The advantages of employing molecular pathology and immunocytochemical technology to aid diagnosis, prognosis and the prediction of treatment response by molecular biomarkers. The importance of screening programmes will be outlined; both gynaecological and non-gynaecological cytomorphology will be explored. This module aims to provide students with an indepth understanding of the theory and practice of cellular pathology and will introduce important recent developments in the area. CONTENT :Introduction to the module and a Review of pathology: Advanced cut-up: Histology dissection of tumours and small samples: Cytopathology: advantages of cytology vs histology, types, handling and processing of samples. FPA of various sites. Cytology screening programmes, their value and procedure. Liquid Based Cytology.Flowcytometry: Quantitation in pathology; tissue preparation and sampling, measuring techniques and instrumentation.microscopy: Virtual Microscopy, principles and applications of phase contrast, interference, polarised, fluorescence and confocal microscopes. Image analysis and quantitation.immunocytochemistry: practical

aspects of antigen-labelling techniques. Unmasking of antigen sites, antigen retrieval and appropriate use. Controls, QC & EQA. Immunocytochemistry: application and utilization of immunocytochemistry, Clinical application, diagnostic criteria for specific diseases (include lymphoma here). Molecular strategy for the identification of predictive biomarkers and therapeutic targets In situ hybridization. Specific disorders: colorectal carcinogenesis, pathology of the lung & neurodegenerative diseases, initiation and development of the disease, histological and cytological changes, diagnosis of disease. Gel techniques in Molecular Pathology Molecular techniques: application of molecular biology to cellular pathology, cellular changes associated with small round cell tumours, use of molecular markers, identification of chimeric fusion transcripts. Molecular Pathology techniques: application of molecular biology to cellular pathology, this will include the use of a number of biomarkers for the detection of disease, classifying disease, determining disease prognosis, the predicted response to treatment and monitoring the disease state at a molecular level. Covering molecular biomarkers, fusion transcripts, mutation analysis, chromosomal translocations, con ASSESSMENT: 50% Coursework 50% Examination Module Title: Module Code: Biostatistics and Research Methods BMS815 Module Level: 7 Credit Points: 15 Module Status: Module Co-ordinator(s): Hours: Lectures: Tutorials: Independent study (including assessment): Total Effort Hours: Academic Subject: Compulsory Dr Colm Lowery 24 hrs 24 hrs 102 hrs 150 hours BMS SUMMARY: Well- planned research is the basis for increasing knowledge in the field of biomedical science, and an understanding of this intellectual approach is essential for the successful execution of a research project. Such fundamentals include an appreciation of the scientific method, the concept of an hypothesis, the ability to critically assess published work, and an understanding of the application and limitations of biostatistical techniques. Entrepreneurship is also considered as a valued element of this module as the basis for the translation of ideas into marketable products and services. This module aims to provide a description of the scientific method, including an approach to the critical analysis of published work. To derive theories of biostatistics as used in the design of biomedical research. To encourage

independent, scientific analysis including reference to entrepreneurship and consideration of intellectual property (IP). CONTENT: Discussion of the scientific method; Laws of Probability: Fundamental ideas of probability and distribution theory; Statistical analysis incorporating: Method Comparison studies, Observational Studies, Control Studies, Factorial Design and Advanced Methods; Entrepreneurship, intellectual property and Research Governance. ASSESSMENT: 100% coursework 0% examination Module Title: Module Code: DNA Technology BIO823 Module Level: 7 Credit Points: 15 Module Status: Module Co-ordinator(s): Hours: Lectures: Independent study (including assessment): Total Effort Hours: Optional Dr Jayne Devlin 30 hrs 120 hrs 150 hours SUMMARY: This module is designed to provide an in-depth coverage of the major advances in molecular biology and genomics, and the subsequent application of postgenomic technologies to improve understanding of biological processes, organisms and disease. This module aims to provide students with a sound theoretical basis for techniques widely used in the manipulation of nucleic acids and to ensure students can critically evaluate a range of investigative tools used for genomic and postgenomic research and assess their relevance when applied to different kinds of organisms and samples. CONTENT : Review of structure and function of nucleic acids; Current strategies for cell-based DNA Cloning; The Polymerase Chain Reaction (PCR) as a platform for current amplification strategies; Gene library construction and analysis of gene structure and expression; Functional Genomics - case studies to emphasise the applications of the technology e.g. reverse vaccinology; Recombinant protein production systems; Current developments in gene therapy- vector development, case studies of clinical applications, ethical issues. ASSESSMENT: 0% Examination 100% Coursework

Module Title: Module Code: Evidence-based Practice in Healthcare Sciences BMS859 Module Level: 7 Credit Points: 30 Module Status: Module Co-ordinator(s): Hours: Lectures: Online discussions: Independent study (including assessment): Total Effort Hours: Compulsory Dr Jayne Devlin 12 hrs 30 hrs 258 hrs 300 hours SUMMARY: There is a growing emphasis on practice and policy with a scientific evidence base. Practitioners need to be able to critically reflect on their work performance and ensure that the service they provide meets the needs of their clients/patients. This fully-online module is designed to facilitate the healthcare professions, including Biomedical Scientists, Optometrists, Dieticians, and others to evaluate professional practice in a structured format with the support of their line manager/academic staff. This module aims to enable students to critically review and evaluate current practice within their own specialist discipline against best practice at local, national and international levels and equip students with the necessary skills to design an appropriate investigation to consider potential improvements to practice and provide students with critical thinking skills that enable them to integrate research evidence with current practice. CONTENT :This module supports the development of the professional practice and work performance of the candidate to improve clinical care of clients/patients directly or indirectly through an evidence-based investigation; Evidence-based learning (definitions, reflection, principles, action research, recording, CDP); Evaluation of practice identifying a research problem and questions, planning action and data collection; Reflection and recording (reflective writing and critical analysis);literature searching, plagiarism and referencing ASSESSMENT: 0% Examination 100% Coursework Module Title: Module Code: Quality Management BMS879 Module Level: 7 Credit Points: 15 Module Status: Optional

Module Co-ordinator(s): Hours: Lectures: Independent study (including assessment): Total Effort Hours: Academic Subject: Dr Patrick Naughton 18 hrs 132 hrs 150 hours BMS SUMMARY: This module will establish the importance of total quality management for organisations and explore approaches to the assurance and improvement of quality. The module deals with how management of quality in organisations requires the development of a culture of quality within the organisation. Students will gain knowledge of quality and how it applies to their role in the organisation. The module aims to establish the meaning of Quality within and organisational context. To ensure that students have an advanced understanding of the need for quality management. CONTENT :Definitions of Quality;The role of Quality in the organisation; Measuring and Monitoring Quality; Quality Systems;Tools and Techniques for Total Quality Management (TQM);Cultures of quality and managing resources for quality; Governance and Audit in the context of Quality management; Continuous quality improvement; ASSESSMENT: 100% Coursework 0% Examination Module Title: Module Code: Leadership and Management in the Healthcare Sector BMS880 Module Level: 7 Credit Points: 15 Module Status: Module Co-ordinator(s): Hours: Lectures: Online discussions/tutorials: Optional Dr Kay Hack 18 hrs 18 hrs Independent study (including assessment): 114 hrs Total Effort Hours: 150 hours SUMMARY: As healthcare scientists progress through their career they can elect to take pathways which require them to undertake management and leadership roles. It is therefore important that they are provided with an understanding of the role of management in achieving goals, and to reflect on their own leadership and management style, and identify opportunities to develop their own leadership skills. This module aims to instil an understanding of the role of management in achieving

goals and provide an opportunity to assess their own leadership style and identify their personal goals for leadership development and an opportunity to consider alternative leadership and management strategies CONTENT: Leadership and Management; Leadership styles; Leadership skills; Leading change; Leadership within an organisational framework; Evidencing impact. ASSESSMENT: 100% Coursework 0% Examination Module Title: Module Code: Bioethics and Governance in Healthcare Science BMS804 Module Level: 7 Credit Points: 15 Module Status: Module Co-ordinator(s): Hours: Lectures: Online discussions/tutorials: Independent study (including assessment): Optional Dr Kay Hack 18 hrs 18 hrs 114 hrs Total Effort Hours: 150 hours SUMMARY: Healthcare scientists are required to follow codes of practice and legislation which are underpinned by ethical theory. It is therefore important that they have an understanding of this theory and how it informs current practice. In particular an understanding of Research Governance procedures should provide students with a better understanding of the requirements for obtaining ethical approval and thus expedite the approval process for their research dissertations or any further research they may carry out as healthcare professionals. Advances in life and medical sciences often have ethical implications, which are regularly reported in the mainstream media. It is important that healthcare scientists are trained to develop and present informed arguments in order that they can contribute to wider ethical debate on issues of public concern. The module aims to provide students with an understanding of ethical theory and its implications for professional practice, to train students to examine the ethical issues raised by advances in life and health science and to recognize the ethical issues that arise in Biomedical research and apply ethical theory in order to consider their justification and minimize risks. ASSESSMENT: 100% Coursework 0% Examination

Module Title: Module Code: Medical and Healthcare Biotechnology BIO812 Module Level: 7 Credit Points: 15 Module Status: Module Co-ordinator(s): Hours: Lectures: Seminars: Problem-based learning: Optional Dr Colm Lowery 12 hrs 12 hrs 12 hrs Independent study (including assessment): 114 hrs Total Effort Hours: 150 hours SUMMARY: This purpose of this module is to facilitate an understanding of how biotechnology impacts upon the practice and delivery of medicine and healthcare, and in turn is influenced by commercial decisions and public sector policies. The UK s current health services will be the primary focus however global contest will also be considered. The module aims: to introduce students to the mutual inter-dependence between biotechnology and healthcare; to introduce students to current UK and global policies that are influencing the application of biotechnology in healthcare; to introduce students to the principal technologies currently employed for healthcare; to introduce students to future possible scenarios. CONTENT: Overview of the organisation of healthcare delivery including decisionmaking, funding, reimbursement, regulatory agencies; overview of the healthcarefocused biotechnology industry; drivers of translational medicine- regulatory and industrial; ethical issues surrounding translational medicine; current and emerging diagnostic technologies; Healthcare considerations driving the introduction of new technologies- including clinical trials and healthcare economics; Healthcare rationale for developing and adopting tests for diagnosis, screening and monitoring. ASSESSMENT: 100% Coursework 0% Examination Module Title : Research Project Module Code: BMS809 Module Level: 7 Credit Points: 60 Module Status: Prerequisite(s): Compulsory An approved project proposal

Co-requisite(s): Module Co-ordinator(s): Approval from a REC, if required Dr George McKerr Hours: Practicals 400 hrs Independent study Total Effort Hours: 200 hrs 600 HOURS SUMMARY: This module, which is normally practical based, provides the opportunity, through research, to integrate knowledge of the biomedical sciences by the advanced study, research and elucidation of a chosen topic in the biomedical sciences. It is conducted under supervision. To obtain an MSc. qualification, students are required to complete advanced study under supervision within a specialised area. This module, the project component of the MSc in Biomedical Science, provides this opportunity by directing training in techniques of research or advanced scholarship within a project which is original in approach and hypothesis driven. The proposed project must comply with European ethics regulations. The student, by making an original contribution to their chosen area of study, develops the skills of postgraduate, independent research, commensurate with the standard of an MSc. The demonstration of professional expertise of the successful student will be the ability to communicate their findings and, where possible, contribute to a peer-reviewed journal. A project proposal must be approved prior to the commencement of the research project. This module aims: to promote the critical dissemination of published research; to explain the choice of research methodologies consistent with hypotheses; to provide for the execution of ethically-approved research; to instruct on the professional communication of research findings. CONTENT: The project is typically 3 months full time or six months part-time during which time the development of research knowledge in biomedical phenomena will take place and research experience will be gained in biomedical instrumentation. ASSESSMENT: 100% coursework 0% Examination (e) Optional modules A number of modules on the programme are optional (see above) but choice can be restricted by when the module is delivered and individual student progress through the programme. (f) Prizes CONVOCATION STUDENT OF THE YEAR AWARD Establishment of Award Established by the Convocation of the University of Ulster and funded from the Convocation Gift fund Basis of Award Made to a student or group of students who, during their time at the University of Ulster, has/have demonstrated significant personal achievement or a substantial contribution to the life of the University, its students or the community. Eligibility All students currently registered at the University and in good academic standing.

Value of Award A perpetual trophy and 500 Closing Date Annually Further information contact Mrs Sarah Stewart, Development Executive, Development Office, Room H236, Coleraine, Ext 24390 http://alumni.ulster.ac.uk/convocation/studentyear.html (f) Professional recognition The course was re-accredited by the Institute of Biomedical Science (IBMS) UK and approved by the Academy of Medical Laboratory Sciences (AMLS), Ireland in 2013. This MSc in Biomedical Science is accredited by the IBMS (Institute of Biomedical Science) and students are can apply for estudent membership of the IBMS during their course. Membership grade of the IBMS grade is also available to MSc Graduates after two years relevant professional experience. Please note that accreditation of a programme by a professional body is not equivalent to registration to practice as a Biomedical Scientist in the UK and/or Ireland. It is the sole responsibility of the prospective student to determine whether attainment of a particular qualification is an acceptable route to registration as a Biomedical Scientist. A Master's degree accredited by the IBMS provides eligibility for the title of Chartered Scientist if the individual meets the other eligibility criteria of corporate membership and active engagement in CPD. The MSc is not a suitable qualification for the purposes of HCPC registration in the UK. (g) Communications In the normal course of events the majority of your communications will be with the etutors and module coordinators. From time to time you may need to contact the elsu and members of academic staff. Key Contacts Mr Kilian McDaid- Dr George McKerr Dr Patrick Naughton School Administrative Co-ordinator, elearning support unit (elsu) Email: elearningsupp@ulster.ac.uk Associate Course Director Email: g.mckerr@ulster.ac.uk Course Director Email: pj.naughton@ulster.ac.uk Email is the primary source of communication between students and the University. Students should use their Ulster email address in all communications with the University. Students should append their registration numbers to all communications with the University. Failure to do so may result in a delay in replying to your email.

SECTION 2B: TEACHING, LEARNING AND ASSESSMENT The School of Biomedical Sciences aims to deliver a range of learning experiences that enable students to develop their knowledge, skills and understanding within their chosen subject. Students are encouraged to become active and motivated learners who can seek information, question and analyse its validity and draw appropriate and logical conclusions. Teaching, learning and assessment strategies take a wide variety of forms in order to achieve their objectives and approaches vary across the modules undertaken. All full-time students normally undertake 120 credit points per academic year (equivalent to 1200 hours of study time over two semesters). Some courses require additional study over the summer (Semester 3). Modules are normally either 10 or 20 credit points for undergraduate courses, or 15 to 30 credit points for postgraduate courses. The notable exceptions to this are placement and MSc Research Projects. Modules are taught by online lectures and seminars, assignments and other web based methods. Assessments are through coursework and examinations. The ratio of the marks from coursework and examination depends on the module outcomes and the amount, type and student study effort required. Most written assignments must be word-processed and every effort will be made to ensure that you have the skills and the access to a computer in order to achieve this. You will be informed well in advance of submission dates for coursework to which you are expected to adhere. a) Online Enrolment Online enrolment of new students and returning students normally takes place at the beginning of September. You will be informed of the date that online enrolment commences. The choice of modules of study depends on the course on which you are enrolled. If you wish to change your module(s) of study and your course permits this, you should consult the elearning Support Unit during Week 1 of semester. It is important that you are registered on the correct modules. Failure to do so will mean that you are not allocated a seat for examinations or listed in the module results b) Module handouts At the start of each semester, each module co-ordinator will provide you with a module handout in the module area of BBLearn, including: Module learning outcomes, content, recommended text books and other reading. Module assessment - coursework and examinations and their relative weighting in calculating the final module mark. Coursework assignments, class tests, seminars and other assignments and dates of assessment. More information may be provided in modular areas on BBLearn. You should keep your Module Handouts as they provide a record of what you have been taught.

c) Coursework & Feedback It is important that coursework assignments are handed in by the due date. Normally work is submitted electronically via a drop box. It is the responsibility of the student to make sure that the work is submitted on time. Submitting coursework late is unacceptable. Work submitted late without a documented and acceptable reason may not be marked, alternatively marks will be deducted. If you have a problem in submitting coursework by the date due you should discuss this with the elearning Support Unit. It is strongly recommended that you make a copy of each assignment before handing it in. All coursework will be assessed and you should receive feedback within 3 weeks. Feedback Throughout your studies you will receive feedback on your work/performance. Feedback is not just about marks you receive for a piece of coursework. Feedback includes both written and verbal comments on your work, and can be provided formally or informally on both an individual or a group basis. It is important that you take time to consider the comments and feedback your tutor provides you with. By taking on board these comments you can identify what you have done well and where you might improve in future assessments. It is important that you keep all assessed work together with the marker s comments, in a file that can be inspected by the External Examiner for your course if he/she requests. Marked assignments can be a valuable resource for further learning, development and reflection. See also Section 2(f) for information on sickness, absence and extenuating circumstances. d) Examinations Examinations are organized centrally by the University three times a year. Semester 1 and 2 exams are in January and May respectively. All resits are in August. (The exception to this is Semester 1 first sit exams i.e. when a student has extenuating circumstances covering the January exam which may then be held in May, see Section 2(f). It is important that you regularly check your University email and the portal (http://portal.ulster.ac.uk) to receive information regarding your examination timetable. The Examination Office will inform all students registered on a module of the date, time and place of examination. Results are available on the web after the Examination Boards and/or Course Committee have considered the results. It is essential that all students should undertake their module examinations as scheduled. If you have problems in doing this or you have special needs in sitting examinations, you should contact the elearning Support Unit. (See also sections 2(e) and 2(f) for information on sickness, absence and extenuating circumstances.)

You should note that marks and grades are subject to a process of moderation, which ensures their validity and reliability and that no result is finalised until confirmed by the Board of Examiners. The Board of Examiners makes decisions about your assessments, progress and final awards in accordance with your course and award regulations. Viva voce examinations A viva voce exam is an oral examination / interview which is undertaken by the External Examiner for the course. They are an independent source of information about the level of students' performance and are another way in which the External Examiner ensures the quality of our courses. Viva voce examinations may take place after all of the coursework/assessment for the entire course has been completed and before the final exam board meets. If viva voce interviews are held, it is entirely at the discretion of the External Examiners which students are invited, although this will usually involve a selection of students from across the course. Your overall mark cannot normally decrease as a result of a viva voce examination but the External Examiner may recommend that your marks be increased based on your performance during the viva voce examination. Alternatively; rather than hold viva voce interviews, external examiners may arrange more informal group meetings with students to discuss various aspects of the course and your Course Director will liaise with you regarding such arrangements. If you are invited to attend for a either a viva or an informal meeting, the External Examiner will have the opportunity to look at all of your exam papers and at samples of your coursework (e.g. research project report) which are contributing to your final award. Although attendance is not compulsory it is very much in your interest to attend for viva if invited and in the final year of your course you should ensure that where possible you are available to attend for viva. You should ensure that you are familiar with the current regulations governing examinations and details can be obtained at the following website: www.ulster.ac.uk/academicservices/student/ (Select Examinations and then Examination Regulations). You should also be familiar with your specific Course regulations (see additional section in this course handbook). You have the right to appeal, in appropriate circumstances, against a decision of a Board of Examiners. If you wish to appeal you should obtain the appropriate form (SA1 for the submission of new information, or SA2 for the submission of evidence of procedural or other irregularities) and submit it by the specified deadline. Further information can be obtained from: www.ulster.ac.uk/academicservices/student/ e) Absence from Studies Distance Learners and On-line Students Although physical attendance at the University is not required for these courses, you should use the NA1 form to let your Course/Subject Director know when you have been unable to study because of illness or other circumstances.

Notification of absence The Notification of Absence (NA1) form should be used by all students, whatever their level or mode of attendance. This form should be used by all students, whatever their level or mode of attendance. We hope that it will help academic staff to be aware of any problems you might be having as they occur and to offer you advice and help or refer you to another service in the University as appropriate. If your health or other circumstances have interfered with your ability to submit assessed work or attend an examination, the NA1 form may authenticate a difficulty that arose before the assessment date but which nevertheless affected your performance. You should also think carefully about whether it is wise to seek assistance from a counsellor or other advisor at an early stage rather than waiting until your problems are severe. Do not feel that you have to go into great detail about your difficulties on this form. If your circumstances are complex then a letter from a doctor or counsellor is advised. How do I access and submit this NA1 form? Access to the NA1 is through the portal (http://portal.ulster.ac.uk). Students access portal, then My Studies, Banner, Personal Info and Absence Notification (NA1) On completion, you should print off the screen and post or scan and email to the elearning Support Unit. The fact that you have completed the form will be recorded on the Student Records System. Supporting evidence should be submitted with the form wherever possible. PLEASE KEEP COPIES OF THE FORM AND A RECORD OF SUBMISSION. Leave of absence If your difficulties are insurmountable, and/or likely to take a considerable period before they are resolved, then you should consider applying for Leave of Absence (LOA) until the situation has been resolved. You can apply for LOA by completing section B of a Student Record Amendment Form, available from School and Faculty Offices. LOA should normally only be invoked for an interruption of studies which will mean that you will not be attending for the rest of the semester/year, and will not be undergoing assessment. LOA is normally granted for a maximum of one year at a time, so that circumstances can be reviewed, and for a cumulative maximum of two years. If the difficulties seem likely to extend beyond this period, then you should consider withdrawing from the University and reapplying for entry when fit, or when circumstances allow. In such an event, appropriate exemptions may be granted but you are urged to consult your Studies Advisor about all such issues. Other shorter periods of absence, which are unlikely to affect overall academic progress, should be notified using the Notification of Absence system (NA1 forms).

(f) Application for the consideration of extenuating circumstances Extenuating circumstances (EC1) form The Notification of Absence (NA1) form does not replace the Extenuating Circumstances (EC1) form which should be completed if you are unable to submit work or sit an examination. In almost all circumstances the EC1 form is supported by evidence (see below). The EC1 form is used as formal notification of reasons for non-submission of coursework and non-attendance at specified examination(s). What are extenuating circumstances? Extenuating circumstances are circumstances beyond your control which either prevented you from attending an examination, or submitting part or all of your coursework by the due deadline. Extenuating circumstances are defined as circumstances that could not reasonably be foreseen and that either (a) prevent a student from submitting work for assessment (whether by coursework or examination) or else (b) prevent the student from demonstrating / achieving their full potential in the assessment in question. Extenuating circumstances are normally health-related, or of a sensitive/personal nature, or relate to some unforeseen emergency or crisis affecting the student s situation. Although often medical in nature, anything, which is unforeseeable or unpreventable, may be considered as an extenuating circumstance (examples of such are the death of a close family member just prior to an examination, or loss of coursework (paper copies and back up discs in a house fire immediately prior to a submission deadline). Please note that the term extenuating circumstances will have a restrictive interpretation. While an element of discretion will always have to remain with Boards of Examiners, some examples should serve to differentiate between valid and non-valid extenuating circumstances: Examples of extenuating circumstances that may be accepted by an Exam Board: (a) Illness in the run-up to an examination or coursework deadline, or during an examination (b) Bereavement in the run-up to an examination or coursework deadline (normally a close relative i.e. parent, child, partner or sibling) (c) Sudden illness or emergency in connection with a family member or dependent (d) Civil disturbance (rioting, intimidation, bomb-scares, bus and rail disruption) (e) Traumatic event (e.g. being assaulted, or witnessing an accident or assault) (f) Extreme weather conditions preventing either study or travel (g) Domestic upheaval (fire, burglary, eviction)

Examples of extenuating circumstances that would not normally be accepted: (h) Employment commitments limiting time available for study (although greater flexibility may be applicable to part-time students in full-time employment) (i) (j) Pressure of other academic work (e.g. other coursework due around the same time) Having to take a pre-arranged holiday (k) Wedding preparations (yours or that of others!) (l) Sporting commitments (although exceptions might sometimes be made, e.g. if you were representing your country, or the University) (m) Missing a bus (n) Moving house (o) Failure of IT systems, or inability to gain access to IT systems, when you haven t taken adequate precautionary measures (e.g. if you fail to keep copies or save back-up versions, or ill-judged reliance on friends or classmates equipment for help, or leaving it to the last minute to seek access to University facilities). In all such cases, these difficulties could have been foreseen and avoided at an earlier stage. These examples are not definitive, and are intended only as a guide. In all cases, the Board of Examiners has ultimate authority to use its discretion, taking into account the full circumstances of a particular case. How do I present details of my extenuating circumstances? The extenuating circumstances (EC1) form has been designed to give you the opportunity to set out the details of your extenuating circumstances in full. You should complete all sections carefully. Any evidence in support of your claim should be submitted with the form. Where appropriate, the University s Counselling Service will provide reports in support of claims of extenuating circumstances. A copy of the EC1 form is available at: (http://www.ulster.ac.uk/academicservices/student/common/ec1form.pdf). If your claim is on the basis of ill-health you must include appropriate certification from your doctor or other medical practitioner. If you anticipate a delay in obtaining corroboration, it is important that you submit an EC1 form before the deadline, with an indication that a further letter is to follow. It is vital that you do not withhold evidence. Whilst EC1 forms are normally discussed at a pre-examination board meeting, in advance of the formal Board of Examiners, such meetings are conducted under conditions of absolute confidentiality, and members have wide experience of the full range of problems that students can encounter, please note that the minutes of the Board of Examiners will only record whether or not extenuating circumstances were considered and accepted/rejected the nature of the circumstances will not be minuted. While there may be some factors which you may prefer not to commit to paper, you should reveal these by means of a private meeting with either your Studies Advisor and/or Course Director. If satisfied, your Studies

Advisor or your Course Director may then report (without full disclosure) that in their professional opinion you have legitimate extenuating circumstances. The onus is always on you, the student, to specify the degree of detail that you wish to have disclosed, and this will need to be sufficient to satisfy the Board of Examiners. When do I present details of extenuating circumstances? Claims for extenuating circumstances should be made at the time the circumstances occurred and must be submitted not later than the following deadlines: Extenuating circumstances pertaining to examinations must be submitted, along with an EC1 form, as soon as possible and not later than 5 days after the date of the examination Extenuating circumstances pertaining to coursework must be submitted, along with an EC1 form, no later than the submission date for the coursework in question. If you become ill during the examination, or you conclude afterwards that your decision to undergo assessment was mistaken in light of your circumstances, then you must submit an EC1 form (with evidence) within five working days. Submission of an EC1 form amounts to a request by you, as the student, that your examination script or coursework should be discounted, and should not be marked. Note: Where you are unable to present evidence by the deadlines above due to exceptional circumstances you may submit an appeal. Details of the appeals procedures are available at the following web link: http://www.ulster.ac.uk/academicservices/student/appeals.pdf To whom do I present details of extenuating circumstances? The completed form, together with any supporting documentation, must be presented to the elearning Support Unit. If you are posting your EC1 form you should use recorded delivery. Note: you may provisionally agree an extension for a piece of coursework with a module coordinator, but you must still submit an EC1 form to the Course Director. What happens to my completed form? Your submission will be considered through the appropriate channels and the outcome communicated to you. It is at the discretion of the examination board as to whether the extenuating circumstances as presented are accepted. If the evidence is accepted you will be given the opportunity to be assessed on a further occasion in the appropriate examination(s) or coursework. Please note that a successful outcome will always involve further assessment in the module(s) concerned; the examiners will not give you additional marks to compensate for your extenuating circumstances.

Withdrawal of an EC1 form Once submitted, an EC1 form cannot be ignored and only you (the student) may withdraw the EC1 form. Withdrawal is achieved in one of three ways: (a) In writing before the coursework submission or examinations date to the elearning Support Unit. (b) In the case of students submitting coursework within the deadline, the EC1 form can be withdrawn if a written statement is submitted with the work. (c) For EC1 forms submitted after the scheduled examination has taken place, in writing before the mark is made public, to the elearning Support Unit. EC1 forms and related guidance notes are available at: http://www.ulster.ac.uk/academicservices/student/common/ec1form.pdf http://www.ulster.ac.uk/academicservices/student/common/ec1procedures.pdf (g) Cheating / Plagiarism The University s regulations on cheating are addressed in Ordinance 1990/1: Student Discipline. A breach of discipline by a student includes offences in connection with examinations and other forms of assessment. Clause 34 of the University s Regulations governing Examinations in Courses of Study states: It is an offence for a candidate willfully to infringe, or to attempt to infringe, the above regulations or to engage willfully, or to attempt to engage, in conduct for the purpose of gaining for himself or herself, or for another candidate, an unfair advantage with a view to obtaining a better result than he or she would otherwise achieve. Examples of such conduct are: a) Copying from the examination script or other work undertaken for assessment by another candidate b) Personating others c) Fabrication of results d) Plagiarism, that is, the presentation by a candidate of work, including ideas and theories, of another person as if it were the candidate s own work e) Collusion f) Use of inadmissible material Reports of alleged offences shall be considered under procedures approved by the Council in consultation with the Senate in accordance with the Ordinance on Student Discipline. There are severe penalties for such offences such as no credit for the coursework or examination concerned, postponement for a year of the repeat of the coursework or examination, and withholding of permission to gain further credit towards a qualification in the interim.

Plagiarism (or Cheating) in Assessments IT IS WRONG, WHETHER DONE DELIBERATELY OR ACCIDENTALLY, TO CLAIM SOMEONE ELSE S WORK, THOUGHTS, OR IDEAS AS ONES OWN. Plagiarism is the act of taking or copying someone else s work, including another student s, and presenting it as if it were your own. Typical plagiarists use ideas, texts, theories, data, created artistic artefacts or other material without acknowledgement so that the person considering this work is given the impression that what they have before them is the student s own original work when it is not. Plagiarism also occurs where a student s own previously published work is re-presented without being properly referenced. Plagiarism is a form of cheating and is dishonest. Also if you commit plagiarism, you are cheating yourself since you don't learn to develop and write your own thoughts. The University, in its Assessment Handbook (2012), indicates some of the more common forms of plagiarism: a) Total plagiarism: Copying out a whole piece of work (e.g. essay, dissertation) from a source written by someone other than the student. This may be taken from a bank of ready-made essays or it may involve copying another student's work on the same or a similar subject. b) Partial plagiarism: this typically involves the student taking elements of work from a source or sources and incorporating them, without acknowledgement, into the submitted piece in such a way as to suggest that they are the student's own unaided efforts. c) Disguised plagiarism: this may involve the student closely following a source, not giving the source and changing words or phrases as they go along so that the result cannot be said to be an exact copy of the original. This is nonetheless a form of plagiarism as the student is dependent on the source and has not assimilated or internalised the subject. d) Use of the ideas of others in completely unacknowledged form: This is a difficult one because we all assimilate and use the ideas of others. They are floating around and are part of the prevailing ethos and intellectual movements of the time. In order to form one's own ideas and set them in a wider context of scholarship, it is also important to read about the ideas and knowledge that other people have gained. Students should be encouraged to reference the ideas that they find as well as to reflect on them and to develop them as appropriate to the context and subject. There is, however, a difference between the assimilation of a range of views and their synthesis into a personal response and a slavish copy of an original. e) Unconscious plagiarism: It can happen that a student has made extensive notes on a source to which they do refer to some extent. In incorporating elements of the source, however, they use a form of words very similar indeed to the original, simply because they are working from notes which are closer to it than they remember.

f) Internet plagiarism: Downloading from the internet is very easy for the student. Apart from dedicated cheating sites there is a wealth of other information relevant to the student's assessment activities. In essence, do not copy any else s work wholly or in part (i.e. paragraph, sentence, turn of phrase) as you are cheating; when using information discovered/created by another write that information in your own language and acknowledge the source of the information, by citing a reference for this source. Tips to avoid plagiarism If an idea is not your own you must cite the source If you translate or paraphrase something, you must cite the source. Quotations should be used sparingly. They must be exact and enclosed in quotation marks; you must cite the source you used and the person who said it. Do not copy and paste paragraphs/sentences from online sources into your work. Student Declaration of Ownership When submitting coursework you will be required to sign the following declaration of ownership, which will appear on the coursework submission sheet: I declare that this is all my own work and does not contain unreferenced material copied from any other source. I have read the University s policy on plagiarism and understand the definition of plagiarism. If it is shown that material is plagiarized, or I have otherwise attempted to obtain an unfair advantage for myself or others, I understand that I may face sanctions in accordance with the policies of the University. A mark of zero may be awarded and the reason for that mark will be recorded on my file. Electronic Detection Systems At the discretion of the module coordinator, coursework may be submitted to an electronic detection system (e.g. Turnitin) in order to help ascertain if any plagiarism is present. At enrolment you have given your consent to your work being submitted to electronic detection systems. Penalties for Plagiarism Where a member of staff suspects that your coursework contains plagiarized material, you may be asked to attend for interview to discuss the piece of work. If this is the case, a record of the meeting will be kept. If plagiarism is found to have occurred, you will be penalised in accordance with the nature of the offence. Penalties for plagiarism are given in the table below. Although these penalties only apply to the outcomes of the assessments, there may be other sanctions, such as adverse references or a failure to recommend students to enter a professional register which may be applied in specific circumstances and in addition to these assessment penalties.

1 ST Offence Reduction in marks based on exclusion of plagiarized work. Formative interview with module coordinator and/or tutor. Where 1st offence is in Master s Dissertation: Mark of zero. Re-submit. Interview with Head of School and/or Course Director and/or supervisor. 2 ND Offence Mark of zero for assignment containing plagiarism. Interview with Head of School and/or Course/Subject Director and/or tutor. Formal letter placed on student file. 3 RD Offence Mark of zero for assignment containing plagiarism and maximum mark of 40% (undergraduate) or 50% (postgraduate) for coursework element. Case referred to Dean with recommendation of reprimand and fine. Formal letter placed on student file. 4 TH Offence Mark of zero for module. Case referred to University Disciplinary Committee with recommendation of suspension (1 semester or 1 year as advised by Faculty) or discontinue studies at the University. Outcome placed on student file. Plagiarism detected subsequent to graduation The award may be revoked. Notes: (a) After a student has received formative advice offences are cumulative and carry over from year to year. Offences are not carried over from undergraduate study to postgraduate study. (b) Mark of zero penalty not implemented until formative advice has been given to a student. It may therefore be appropriate, depending on the proximity of assignment deadlines, to count two or three occasions of plagiarism as one offence. (c) A student who does not attend for interview (1st offence) will be deemed to have received formative advice for the purpose of applying penalties. (d) When formative advice is given to a student, or an interview held, a note should be placed on the student s file. If the student does not attend for interview, this should also be noted on the student s file. Best practice recommends that more than one member of staff should be present when interviewing a student. (e) A plagiarism record will be kept at Faculty level on which all offences will be recorded. This is simply to record the number of offences. It is not a penalty. The record will be used to ensure that penalties accumulate across modules. (f) Assignment containing plagiarism means the assignment which contains the plagiarised material, and not all the assessment for the module. (g) When, in the academic judgement of the member of staff, the plagiarism is of a very minor nature and may be attributed to incorrect referencing techniques, it may be penalised as such rather than as plagiarism. (h) When a student fails in assessment following the application of a penalty, the normal consequences of failure as set out in course/award regulations apply.

(h) Copyright You should be aware of the limits on photocopying and scanning materials required by copyright law. As an individual you should seek to observe the extent limits or so called safe copying limits of: One article from an issue of a journal 5% or a chapter from a work Under the terms of fair dealing you may only copy for yourself, you cannot make copies for other people and you may only make one copy of the same work. As a general rule you may not copy more than the so called safe copying limits from the same work at around the same time (i.e. you cannot copy one chapter from a work one day and a further chapter from the same work the next). Your copying should be for non-commercial research or private study purposes and you should acknowledge the source of your copy. (i) The Higher Education Achievement Report (HEAR) From the September 2011 intake into the first year of full-time undergraduate degree programmes, students will graduate with a HEAR (Higher Education Achievement Report). This will be an extended, electronic transcript, recording your achievements from the time you arrive at University. It is owned by the University and students can make it available to prospective employers. This is a national scheme and the intention is that employers will expect to see a HEAR from an applicant from a university course. It will consist of 8 parts: 1. Information identifying the holder of the qualification 2. Information identifying the qualification 3. Information on the level of the qualification 4. Information on the contents and results gained 5. Information on the function of the qualification (including professional status) 6. Additional information 7. Certification of the HEAR 8. Information on the national higher education system Of note is Section 4 which will contain both the learning outcomes of the programme that the student has undertaken and the student performance. Things to note are that it contains the results from all years and records the number of attempts made to pass a module. Students who expect to scrape through their first two years and then shine in Year 3 may find the HEAR a millstone as all of this information will be available to prospective employers. Section 6 will contain additional information about the student s experience at the university. This information must relate to matters of record. e.g. CPPD modules, recorded participation in various schemes, representative roles, sporting awards, prizes etc. It will enable you to present a record of wider achievements to potential employers or postgraduate tutors, so enhancing your employability. Further information about HEAR will be provided to students throughout the course of their studies. j) Deregistration The University has introduced a system whereby students who wish to take a Leave of Absence or Withdraw from the university must complete an online form in the Student Portal which will record their intention to do so; and the date of date of the leave of absence/withdrawal. In addition to completing the Student Record Amendment Form (SRAF), students must also use the online deregistration form to indicate their intention to take a leave of absence or to completely withdraw from a programme. The Deregistration form may be accessed by students from the Student Portal by clicking

on the Banner icon located on the toolbar. Students must then select the Student Records, Fees and Financial Aid option, then select Registration and finally click on the Deregistration option. Please note that in circumstances where a student leaves the University without following the deregistration procedures, the Course Director will inform the appropriate Registry Office by submitting a SRAF with a cover note stating that the student has left the University without completing the deregistration process. The date on which the Course Director signs the SRAF will become the date of deregistration. Deregistration will not be backdated. In circumstances where Registry are only made aware of a deregistration following the Examinations Board meeting, there will be no mechanism to backdate the deregistration, therefore the date recorded will be the date of the Board of Examinations meeting and the student will be liable for fees up to this point in the Academic Year. Full details of the deregistration policy may be found at: http://www.ulster.ac.uk/academicservices/student/deregistration%20policy.pdf

SECTION 2C: BECOMING AN INDEPENDENT LEARNER What one knows is, in youth, of little moment; they know enough who know how to learn Henry Brooks Adams Starting university can be bewildering as well as stimulating. In whatever discipline you are studying and whether you are studying full-time or part-time, the adjustments you will have to make are considerable; you will be faced with the challenge of becoming part of a new culture of independent learning. You will be likely to spend the first few weeks organizing your timetable and in finding your way around the campus. You will also begin to recognize faces among staff and students and may discover some of the social activities that are part of the university student s life. Returning to University after a break (summer vacation, placement year etc) may also pose problems of adjustment for students. Becoming an independent learner is central to successfully completing a university course. The following pages attempt to give you some guidance and pointers on how best to develop good study skills and how to get the best out of your course and the learning environment that you have now become a part of. This section looks at study skills, teaching and learning methods, and assessment. a) STUDY SKILLS It takes time and practice to plan when to study and to learn how to concentrate fully so as to enjoy your learning and achieve success in what you set out to do. The skills of studying are not something you can read about once and instantly adopt as your own. You learn them gradually through trial and error, repeated practice and by reflecting on your own experiences as you develop the skills of learning successfully and enjoyably. It is hoped that you will continually return to this section of the Student s Handbook since the skills described will take on new meanings as you come back to them in the light of increasing levels of skill and experience. Take control of your own learning When you first start studying it is difficult because it has no shape for you. Until you have developed a system which suits you and which fits into the pattern of your life, you will spend a lot of time dithering about, starting one thing and then another. You must learn quickly how to manage time. It takes time and practice to plan: When to study Where to study How to concentrate To become aware of and create your own best study patterns To enjoy your learning To achieve what you set out to do Being in control of when and how you study is crucial to learning independently. You should always seek advice, when necessary from your Studies Adviser.

Managing time There are two problems with time: finding enough of it and using it effectively. When study becomes a part of your life, it generally means that something else has to go or has to be curtailed. How much time? Be realistic Avoid being over ambitious Decide for each day: Hours of lectures Travel Mealtimes Sleep (preferably not during the day!) Leisure (even students need to have some fun) Paid work Avoid Putting tasks off for another day Waiting to be in the mood Finding distractions Frittering time away (e.g. sharpening all your pencils!) Relying on a deadline as a spur anxiety and stress will reduce the effectiveness of your efforts. Decide then for each day how much time will be available for study. Sixteen hours per week of private study is not unrealistic. Draw yourself a chart. Work out the total study time you can reasonably expect to set aside and where in the week it falls. Try to identify where clashes are likely to occur and where you might need to cut back on other things. You need to develop some idea of how much time you need for particular kinds of tasks. You will find that you can do some tasks (reading a particularly difficult set of notes or writing a report or an essay) only when you are fresh and have a good sized chunk of time available. Other tasks such as organising notes or reading through a draft of an essay you can squeeze into a very short period of time or manage when you are more tired. Stop occasionally to decide on whether you could parcel your time more effectively Defining tasks: As an adult student you have to define tasks for yourself. The first thing is to have an overall idea of what you hope to accomplish in a given week. Then it is essential to have some idea how much time you need to assign to the tasks you have to do. Typical study tasks include: Reading an article or chapters of a text Making notes on an article you are reading

Sorting out and filing notes you have made over the past weeks Planning your next essay/piece of written work Browsing in the library, looking for useful articles/books Gathering together notes and ideas for a report/essay/piece of written work Writing a first draft of the main sections of the essay Attending class Comparing notes with other students Preparing for or write up a laboratory practical Working with a group to prepare for or present group work Researching the background for a case study you are required to present Preparing your work plans for the next week. Time management and task management are closely linked. You need to balance one against the other. If you become too obsessed with time, then you tend to think in terms of hours put in rather than what you have achieved. You need to set out to complete a certain task or tasks you need to achieve balance between task management and time management. Practical arrangements Setting up a place to study Many people find it important to establish where they best study. Ideally you need to be able to work undisturbed, with space to spread your books and papers out, easy access to your files and good lighting and heating. Equipment You need to set yourself up with a good supply of pens; A4 note-pads; a box of index cards; pocket files; filing boxes; labels; shelf space; a good dictionary. Where to keep things Over the 3-4 years of your course you will accumulate large amounts of material; handouts; your own notes; essays; photocopied material. It is important to start being systematic about how you store this material. Use folders, boxes and labels it is not so much what you remember that counts when you are a student but whether you can lay your hands on it when you need it! Library/Learning Resource Centre (LRC) Take every opportunity offered to you to learn how best to access the library. If you take all these points into consideration and still find it hard to study, seek advice immediately from your e-tutor or Course Director. Please ensure that you seek support for any problems which you may face, as early as possible. b) TEACHING AND LEARNING METHODS A selection of teaching and learning methods are used in order to meet the aims of your course. By using a variety of teaching methods, the different teaching styles of the lecturers and the progressive and incremental way students acquire and absorb knowledge are taken into account. As a course proceeds, there is required to be a progression from more didactic, information giving methods to more lecturer directed and student-led strategies which require more student action and interaction in the learning process. Do not be surprised that the responsibility for your own learning is yours

and yours alone. Academic and other staff will willingly support and guide your efforts but the effort must be your own. Why lectures? Lectures are traditionally the most common form of university teaching. Their purposes include: Imparting information to a large number of people Providing a common ground for formal discussion Drawing together the main ideas for a research area Providing a preliminary map of difficult material It is essential that you access as much of the recommended reading as possible. Note making You should make notes from your lectures, from your reading and from discussions. The term note- making is used expressly to indicate that you must take an active role in creating your notes.learn to make brief notes that pick out the main themes and key points. Participating in tutorials and seminars Do you see yourself as a talker or a listener? Formal small-group discussion will mostly be conducted in chat tutorials and seminars. Such groups meet specifically for discussion of a particular part of a module. These groups will usually consist of a lecturer as the leader and varying numbers of students who are tasked to consider a particular topic or who are having difficulty with a particular topic. Such formal discussion groups offer an opportunity; To integrate what you learn from your reading, writing and lectures To clarify your ideas on a topic To sort out misunderstandings and problems in your work To practice communicating ideas to others To learn about the use and dynamics of discussion groups To have relatively close contact and access to a member of academic staff. Before attending a formal discussion group meeting, ensure that you know precisely the format and the content of the discussion. Your preparation should at least include: Revision of the relevant lecture notes or directed reading material Writing at least one and preferably more than one item to contribute to the discussion a question, a thought, a piece of additional information, a comment on your reading. You will get as much out of a discussion group as you contribute. After a group meeting, review the discussion. Make a brief summary of the substance of the discussion and follow up anything you have not quite understood. Problem/Case-based learning This is used in some courses and some modules. All learning is organized and conducted by a small number of students working in a group and with advice and support from a lecturer. The learning requirement for the time frame is typically presented as a number of problems/case descriptions which students then organize themselves, within the group, to solve. The characteristics of such learning are that it;

Encourages independent learning Provides practice in clinical problem solving and decision making Encourages an inquisitive and detailed look at all issues Develops an interrelated understanding of the physical, biological and also the psychosocial mechanisms that are involved in the management of a patient in the clinical setting Develop skills of group interaction and group problem solving It is clear from experience that students sometimes find that this sort of learning is outside their experience and they do not always enjoy it at first. If you are involved in any such group learning, remember that the member of staff is there to support you in achieving the correct dynamic within your group to meet the objectives. Remember you may well have to deal with work-shy colleagues when you are in employment! c) MAKING THE MOST OF ASSESSMENT Coursework Guidelines on assignments Essays note the following: In preparing an essay, read as much as possible around the topic making use of the recommended reading material as well as research reports e.g. accessed through the BIDS/MEDLINE or PubMed search facilities; Identify the core of the topic and build the essay around the core ensuring that additional material is directly relevant; Give careful consideration to the ordering of material; Express yourself clearly and accurately (a helpful exercise is to read sentences aloud as you are drafting an essay); Ensure that your writing is legible and neat. Alternatively your essay may be typed; Do not regurgitate notes and do not quote or paraphrase material which you do not understand; Avoid colloquialisms (e.g. a balanced diet), abbreviations without defining them and anything which causes a jerky effect in reading; Use examples, appropriately referenced, to illustrate points which you want to make; Quotations from books or journals are useful to underline points and should be brief and to the point and must be referenced; All references must be given at the end of your assignments. References must be written as requested by the lecturer. Normally you should hand in your essay bound in a plastic file cover, with a Title page giving: 1. the full title of the essay 2. your full name (or student number) 3. your course title A synopsis or abstract of 100-250 words should be given on a separate page after the title page. This provides an overview of the subject matter and content of the paper. Subsequent pages should be numbered. Practical Reports The following guidelines should be used unless you are directed by particular lecturers to the contrary: The "Title" of the experiment should appear at the start of the write up together with the

date, and if appropriate, the experiment number; The "Introduction" contains a description of the background and purpose of the experiment. If any new technique is used, a clear description of the principle the technique should be given; "Materials and Methods" should describe exactly what you did in the experiment. This should not be the hand-out pasted into the report. When you have completed the section, read it and ask yourself whether the work could be repeated from the information given; "Results" should include the actual results you obtained and not those provided by others. Results should include relevant tables and graphs. You will not lose any marks for getting the wrong result but you may be awarded additional marks for working out why the experiment went wrong; "Discussion" should include your conclusions and the relevance of the experiment. You should compare your results with others placing them in the context of what you know about the subject. The technique used should be compared to alternatives, where appropriate, and recommendations for further work be made; "References" should be given using the format as required by the lecturer concerned. Research Project - separate guidelines have been prepared for Research Projects and will be circulated by your Research Project Module Co-ordinator. In particular, in the 2010/11 academic year the School of Biomedical Sciences introduced a code of practice in relation to taught student research projects. This document draws on and conforms to the University of Ulster Research Studies Handbook detailing basic expectations of both the student and supervisor in the conduct of student research projects on taught programmes. Student expectations and responsibilities are clearly outlined in the code of practice and include such matters as project engagement and time management, meetings, written work, records and communication of findings. Each student is required to read and sign the code of practice agreeing to abide by it throughout the duration of the project. Feedback Throughout your studies you will receive feedback on your work/performance. Feedback is not just about the marks you receive for a piece of coursework. Feedback includes both written and verbal comments on your work, and can be provided on both an individual or group basis. It is therefore important that students pay attention to the oral feedback and comments they are receiving in and out of class, and written feedback on assignments. Feedback may come in differing forms including: General comments made in lectures/tutorials/seminars Tips on how to best approach assignments and examinations to maximize student learning and performance Help, advice, and comments in practical sessions by lecturers and/or demonstrators More specific verbal comments about your work, progress, and performance in and out of class Specific written comments on your work to help indicate progress and develop your understanding The Ulster Principles of Assessment and Feedback for Learning (see below) promote and encourage effective assessment and feedback practice for students and staff at Ulster and can be found at http://adl.ulster.ac.uk/public/assets/af/docs/principlesposter.pdf Assessment & feedback for learning should: 1. Clarify good performance 2. Encourage time and effort on task 3. Deliver timely high quality feedback

4. Provide opportunities to act on feedback 5. Encourage positive motivational beliefs 6. Develop self-assessment and reflection 7. Encourage interaction and dialogue These above principles have been endorsed by the Students Union who have developed an information leaflet for students (http://uusu.org/files/focus-on-feedback- 2011.online.pdf) Remember It is important that you take time to consider the comments and feedback your tutor provides you with. By taking on board these comments you can identify what you have done well and where you might improve in future assessments. Sessional Examinations Examinations are organized by the Examination Office at the end of each semester. Timing of examinations is now computerized. There is no control over this process at either School or Faculty level. You must ensure that you are available throughout the fullpublished examination period. The Examination Office will issue you with details of times, locations and seat numbers in the examination hall. This you must note carefully and bring with you to each of your examinations. The University has adopted a policy of anonymous marking of examination scripts. Examination papers are not returned to you after marking but the academic staff member concerned will be happy to discuss your performance with you, following the publication of results. Most people feel nervous when sitting examinations and this can result in feeling unwell. If you are feeling unwell or have other problems go and see your Studies Adviser or Course Director. If you know from experience that taking examinations causes you more stress than perhaps might be assumed to be the norm, arrange to consult the staff in the Department of Student Affairs who offer consultations and run workshops on study skills and on managing examination stress. When you know you have difficulty, it is better to be pro-active in seeking help and support. Further information on Assessment can also be found in the online Student Guide (http://www.ulster.ac.uk/studentguide/).

SECTION 3: COURSE ADMINISTRATION A Course Committees is responsible for the organisation and management of the course. It is made up of all the academic staff associated with its delivery and student representatives; and is chaired by the Course Director. Student feedback is obtained through Student-Staff Consultative Committees consisting of representatives of all years of the course and chaired by the Course Director. Student feedback is also obtained through the student evaluation of modules. a) Course Directors Course Directors are responsible for the day to day running of the course and their role includes: Developing and maintaining of coherent course structures; Monitoring and overviewing the academic standards; Implementing changes in the course through the Course Committee Reviewing resources required for the course; Servicing the examination process, including exam papers, external examiners and communication of results to students; Student admissions, induction and welfare; Preparing the course publicity materials; Chairing the Course Committee and the Student-Staff Consultative Committee. You should contact the Course Director if you need to seek advice on your course, your studies, module results or any other course related matter. (b) E Learning Support Unit (elsu) The elearning Support Unit is responsible for providing advice and help with: 1. Administrative problems such as enrolment, change of address, providing information on school and university procedures 2. Course-related issues such as module selection, options available, progression, coursework submission, examination procedures, decisions of examination boards 3. Receiving Notification of Absence (NA) forms and Extenuating Circumstances (EC1) forms. If you need to seek advice on your course, your studies, module results or any other course related matter you should contact the elsu in the first instance. The support unit will direct your query to the relevant individual (Module Co-ordinator, Associate Course Director, Course Director) c) E-tutors Each registered student may be assigned an e-tutor who provides guidance and support in matters relating to course content. Students are encouraged to talk to their e-tutors about their work and to seek assistance, if required. If students are not assigned an e-tutor, their module co-ordinator will support them. d) Module Coordinators Each module has a Module Co-ordinator who has overall responsibility for the module. The main responsibilities of the Module Co-ordinator are: planning the module and changes to the module, co-ordinating and managing teaching on the module and co-

ordinating the examining of students on the module. He/she will provide you with a module hand-out which details the aims and learning objectives of the module, together with a lecture programme, details of any practicals etc. and information on the cumulative assessment/coursework (CA), sessional examination (SE), and the respective CA: SE weighting for the module. e) Staff-Student Consultative Committees (SSCC) The SSCC is made up of elected student representatives from your programme/subject area, who are there to represent the views of your group of students, together with the Course/Subject Director and other members of academic staff. Through this committee you may discuss specific matters within individual modules but also more general issues such as approaches to teaching and learning assessment, library and IT resources, general University facilities and health and safety. The Committee also acts as the forum for sharing of the External Examiners reports with students. f) Class Representatives Each year of a course is required to have an elected representative(s). This representative will then liaise with their class and act as a voice on relevant SSCCs, Course Committees, Teaching and Learning Committees, Faculty Student Support Committee, and other Committees. Being a Course Rep enables you to develop a number of transferable skills (leadership, team work, communication, problem solving, and negotiation to name but a few) that can make you more employable at the end of your time at University. You will also receive the satisfaction that you have done your part to improve not only your course, but also the institution as a whole. If you are interested in becoming a Course Rep, please consult with your Course/Subject Director during the first few weeks of your course. Please see the student guide for further information on the role of class representatives. (http://www.ulster.ac.uk/studentguide/useful-info/course-related/course-organisation-andmanagement/) g) Quality Assurance and Enhancement To ensure the maintenance of quality of teaching and research provision offered to you there are a number of formal structures in place to give you the opportunity to provide feedback and to discuss various aspects of your educational and social experience at the University. Please ensure that you participate fully in these activities. Your opinions can shape the future courses offered by the School. Evaluation of Modules At the end of each module of study you will be required to complete a module evaluation form. The University has recently introduced an online system for completing evaluations. These evaluations are completed anonymously, are collected and collated by the Module Coordinator and are subsequently discussed/actioned by the Module Team and Course Committee. National Student Survey (NSS) The NSS is a national initiative, conducted annually since 2005 and runs across all publicly funded Higher Education Institutions (HEIs) in England, Wales, Northern Ireland, and the majority of HEIs in Scotland. The survey asks final year undergraduates to provide feedback on their courses in a nationally recognised format,

and provide comments on their student learning experience as a whole at their university/college. The results are published online on an annual basis.

SECTION 4: COMMUNITY ENGAGEMENT & EMPLOYABILITY a) Personal Development Planning The PDP co-ordinator for the School of Biomedical Sciences is Dr Nigel Ternan (Email address: ng.ternan@ulster.ac.uk). What is PDP? Personal Development Planning (PDP) is a process designed to assist you to get the most from your time at University, and help you to plan and reflect upon the knowledge and skills you are developing. This process concentrates not only on academic knowledge and ability but will also include, for example, working as part of a team or presenting information to others. PDP can help you to identify areas of strength, as well as those you feel require further development. PDP will record your progress as you plan activities to enhance your skill-set, assisting with career planning and increasing your employability. Within the PDP process you will set your own personal goals and work towards them, reflecting on how other life experiences relate and contribute to your own personal development. The purpose of PDP is to: Provide a record of academic achievement as well as employability skills and self development Help you to understand how life experiences can contribute towards greater self awareness Offer opportunities for reflection and self evaluation on your progress and future needs Help demonstrate that something extra which future employers value Why do it? PDP is your responsibility; however, you will receive support and guidance during your course of study at University to look strategically at how you develop your skills, potential and career. It is the articulation of how you have developed and continue to develop your academic, professional and personal attributes that can make the difference as to whether or not you secure employment and/or maintain registration with your professional body. How do you participate? You will be introduced to PDP at your course induction and directed to tools, which you can use to record how you expand your records of academic, professional and personal attributes to illustrate your employability. You should use the support and guidance offered to you on your course to help you to monitor and reflect upon your learning as part of an ongoing process. PDP is run through an online, web-based system, which will be explained, to you in a session near the start of semester. You will also discuss your progress at your meetings with your studies advisors. The University has developed an interactive tool, the Professional and Career Enhancement System (PACE), which supports Personal Development Planning. The system can be used by any student currently registered on a course within the University of Ulster (http://pace.ulster.ac.uk/pace/).

b) The Ulster Edge Award The EDGE Award is an exciting new opportunity for undergraduate students at Ulster. The award has been designed to enhance the employability of Ulster students by providing official recognition and evidence of activities outside your programme of study. It is taken in addition to your programme of study and enrolling is free. For the award you will take part in a wide range of activities to enhance your career prospects and also to show future employers you are committed to developing your personal skills. When you graduate from Ulster, the EDGE award will appear on your official transcript giving you the edge in your career. Further details can be found at http://edge.ulster.ac.uk/. c) Career Development Centre The Career Development Centre (http://careers.ulster.ac.uk/) is available to offer friendly and impartial help and advice with career planning and provide opportunities for you to develop your employability skills. Services provided include: A comprehensive range of current career information resources, for reference and to take-away. Access to graduate vacancies for permanent employment, placement, vacation and part-time work. Regular opportunities to meet employers and professional bodies at fairs, forums, presentations and interviews throughout the year. Accredited CPPD careers modules to help you find out more about career options and develop career management skills. Access to high quality interactive careers resources on Ulster GradNav. Careers Connect, e-mails alerts on current careers events and job opportunities See also My Careers tab of the University portal http://portal.ulster.ac.uk d) Science Shop The Science Shop (http://ulster.scienceshop.org/home/default.asp) offers University of Ulster students an opportunity to undertake a project with a community or voluntary group across Northern Ireland. Community groups in need of help put forward projects ideas that are then offered to all University of Ulster students. Students who engage in Science Shop activities may come from a variety of disciplines including, architecture, communications, social policy, geography, business, health, computing and many more. e) Tutoring in Schools Tutoring in Schools (http://www.ulster.ac.uk/teachlearn/access/tis) is a programme that places University of Ulster student tutors in a primary, secondary or special school. Traditionally popular with students wishing to complete a PGCE and undertake a career in teaching, the programme is however open to any student who wishes to gain valuable placement experience.

SECTION 5: OTHER ENRICHMENT OPPORTUNITES a) Students Union All University of Ulster students are entitled to free and automatic membership of the Students' Union. The Union is run by elected Students' Union Officers who have varied responsibility for the day to day operation of the Union and who are there to help you should you need it. These student officers have been students themselves and realise the problems students experience from finding accommodation, meeting new people, moving away from home to experiencing personal and financial problems. The Union is active in all matters of student welfare within the University and externally. It campaigns on many student issues such as education funding and student rights. The Union is represented on the major legislative bodies of the University, ensuring that the student body has a voice at the highest level. b) Sport & Recreation The campus offers high quality facilities for sport and recreation. The Sports Centre has a large sports hall and an adjoining minor hall which are used for basketball, indoor tennis, indoor hockey, martial arts, netball, table-tennis, badminton, fencing and fitness training. Facilities also include three squash courts, a modern fitness suite, a steam room, strength and conditioning suite and across country route. The outdoor playing areas are used for athletics, camogie, football, gaelic football, hockey, hurling, rugby, and tennis. The sports centre offer many activity classes throughout the year and full information on courses, classes and prices can be found by following the links at http://www.ulster.ac.uk/sportscentre/. c) Sports Union The Sports Union (http://www.sportsulster.com/sportsunion.php) aims to cater for all levels of participation regardless of whether you are a complete beginner or an elite performer. With Sports Union membership you can join one of many different clubs ranging from aikido to volleyball. All current sports clubs are listed on the Sports Union website at http://www.ulstersportsunion.com/ d) Clubs & Societies Opportunities exist to join a wide range of clubs and societies, organised through the Students Union. See http://www.uusu.org/ for details e) Class Representatives Each course usually elects class representatives who liaise with their class and act as a voice on relevant Staff Student Consultative Committees and Course Committees. Your Course Director will normally ask people, either in class or via email, to put themselves forward for nomination. If there are more volunteers than positions, then an election will be necessary. You will have the opportunity to report the problems and thoughts of your fellow students to the academic staff responsible for your programme, making positive changes that will benefit not only your year, but future students. You will meet new

people and make new friends through your interaction with your course colleagues, other class reps and the Students Union and will have opportunity to develop and hone those essential transferable skills, such as communication, problem solving, negotiation and leadership. f) UUSU Volunteering Centre The University of Ulster Students Union Volunteering Centre exists to support students who want to lend a helping hand in their local community or Students Union whether they are passionate about social change, seeking to gain valuable experiences and skills or whether they just want to meet new friends and have fun.

SECTION 6: STUDENT SUPPORT INFORMATION It is normal to have questions about your studies and University life, and the University provides a variety of places that you can get information and support. Further details about the resources available are given below: a) Student Support There are personal challenges in learning and living in the University environment. Student Support is a one stop shop for services which focus on helping you to make the most of your time at University and to cope with any problems which might arise. They aim to offer support for all aspects of your personal and academic life while you are studying at the University of Ulster. All of the services are confidential, provided in a supportive atmosphere and are staffed by well-qualified professionals. Health Services At registration or the commencement of your course; and before you go on placement (where applicable) you will have to complete a Health Declaration form and may require a medical check with Occupational Health staff. Prior to proceeding to placement it is necessary to ensure that your immunisations are up to date. These include TB, polio, tetanus and rubella. Some placements will also require you to have immunisation for hepatitis B. Further information on Health Screening and Vaccinations is available in Section 1 of this Course Handbook. If you do not comply with the requirements stated by your Placement Module Coordinator you will not be permitted to go on placement. Counselling The University are working in partnership with Carecall to provide free access to a 24/7 counselling service for all University of Ulster students. This free and confidential service can be accessed by calling 0800 028 5510. Counselling appointments are offered within three days at a venue to suit you either on campus or closer to your home if desired. Email: ulsterstudents@carecallwellbeing.com All discussions are strictly confidential although, with your agreement, they will provide brief letters to the relevant Boards of Examiners if your problems have had a significant effect on your academic performance. Student Finance Financial guidance and welfare advice is available from the Finance section of Student Support (http://www.studentsupport.ulster.ac.uk/finance/finance.html). The finance advisers can provide important support and help when needed. They offer professional and impartial information and advice on all aspects of student finance including: Discretionary and statutory funding Eligibility criteria and how to apply for funding Advice on money management and budgeting Individual one to one appointments for students who want to take control of their finances and develop their budgeting skills If you are experiencing financial difficulties, they are responsible for the administration of the government Support Funds and University Hardship Funds.

Disability Services Disability Services aims to provide appropriate support and facilities for students with disabilities including physical and sensory disabilities, medical conditions, mental health difficulties and specific learning difficulties. Students are encouraged to disclose any disability at the time of their application to the university so that appropriate support measures may be implemented in good time. Should students require advice on any issue related to disability they are advised to contact Disability Services (http://www.studentsupport.ulster.ac.uk/disability/disability.html), where arrangements can be made for an assessment of needs, as appropriate, and communication with relevant academic staff. b) Information Services There are a number of open access computer laboratories on the Coleraine campus. The rooms nearest to the Faculty of Life and Health Sciences are G096 and G0100. These rooms are normally open from 08:00-22:00 during semester. Additionally, 24 hour access to the computer suite within the Library is also available (see below under Library). The University Home page is accessed at www.ulster.ac.uk Student email: All students can register for email. University email and the student website can be accessed both on-campus and off-campus via the portal: http://portal.ulster.ac.uk or http://www.ulster.ac.uk/current_students.phtml. Staff will email students via their university email account and it is your responsibility to regularly check your university email. It vital that you regularly check your University email and the student website: (http://www.ulster.ac.uk/current_students.phtml) Information Services at the University will be running induction sessions for all new students, both full-time and part-time, during the enrolment period. Further details of these induction sessions can be obtained from your Course Director. The Service Desk (T: 028 9036 6777, Email: servicedesk@ulster.ac.uk) is the focal point for enquiries and user support requests regarding any aspect of services and facilities provided by the Information Services Department. Students must be aware of the legislation and university policies & regulations on the use of computers within the university (see www.ulster.ac.uk/isd/itus/docs). c) Library Services The Library is home to a large range of both paper based and online learning resources and is located above the foyer in the Main Building. Opening Times Term Time Monday to Thursday 8.45am to 10.00pm Friday 8.45am to 8.00pm Saturday & Sunday 1.00pm to 5.00pm Vacation Monday to Thursday 8.45am to 5.00pm Friday 8.45am to 4.00pm Saturday & Sunday Closed

The Library Home Page (http://library.ulster.ac.uk/) is the gateway to an increasing range of online services including the library catalogue, electronic databases, (http://library.ulster.ac.uk/electronic/index.php), subject guides, resource lists, exam papers (2001 onwards are available online) and a growing number of electronic journals (http://www10.tdnet.com/frames.asp). Access to library resources is also available via the Learning Resources tab on the Portal. It is advisable always to return borrowed books by the date due or you will be fined and your book borrowing facility may be withdrawn. Renewals can be made in person at the issue desk, via telephone or online. High demand books may be on short loan. These are kept behind the Issue Desk and can be used in the Library during the day and borrowed overnight and for weekends. At the start of each academic year, new students are offered the opportunity to attend a joint Library and IT Induction Session. These provide an overview of the key Library and ICT services and you are very much encouraged to attend. d) Careers Development Centre The Careers Advisers can give career counselling and guidance to groups and individuals. This can include discussing careers options, applying for jobs, going for interviews, undertaking job searches both for placements and jobs on graduation and preparing for employment. In the careers office there are a wide range of leaflets, newspapers, professional magazines and resources to help you to find jobs and placements. Career advisers based within the Career Development Centre are also increasingly being involved in courses and advising on transferable skills. (http://careers.ulster.ac.uk/). Please make use of this valuable resource.

SECTION 7A: ENJOY YOURSELF WITHIN THE RULES All students are exhorted to familiarize themselves with the University Student Discipline policy, available at http://www.ulster.ac.uk/secretary/policyimplementation/studentdiscipline.html a) Use of computers Regulations cover the use of University computers by students (Ordinance XLIII: Student Discipline Section 1.2 (p)). All students are expected to comply with the ISD Acceptable Use Code of Practice regarding use of computers (http://ulster.ac.uk/isd/aboutus/policies). In general, use that falls within the following categories is considered unacceptable: Infringement of the law Infringement of the University s Policies Misrepresentation of the individual or the University The viewing of certain materials and images is a criminal offence and one which the University is obliged to report to the Police Service of Northern Ireland and which may also be investigated by other law enforcement agencies. Examples of materials that would fall into this category are: Unacceptable images or texts concerning children Images or texts depicting violence or personal violent crime; Images or texts concerning the commissioning of acts of terrorism and the dissemination of the same Images or texts concerning desecration The viewing, downloading, storing and/or dissemination of materials, (including cartoons and pseudo photographs) which depict any of the above are to be considered unacceptable uses and are also criminal offences. There are a number of criminal offences related to accessing, viewing, storing and distribution of pornography, and the exposure of such materials to those under the age of 18 years. General misuse also includes the creation and forwarding of defamatory material, infringement of copyright, transmission of unsolicited advertising or other material to outside organizations, unauthorized access to University network systems, deliberate corruption or destruction of others' data, disrupting the network or systems, introduction of viruses or disrupting the work of others. Students are warned that random checks may occur, and that CCTV is in operation. Details of the policy on acceptable computer is available at http://ulster.ac.uk/isd/aboutus/policies b) Criminal Convictions and Cautions If you are convicted of a criminal offence during your period of enrolment at the University you must notify the Academic Registrar without delay. Failure to disclose information about criminal convictions may result in you being required to withdraw from the University.

When disclosing a conviction you are required to give the University written permission to request a police check or to seek information from any other appropriate body or person. In the case of any student convicted of a criminal offence or given a custodial sentence, whether suspended or not, the University may seek further information including a character reference from any individual or body which the University considers appropriate. The students registration may be reviewed in light of the reference. c) Criminal Records and Registration Some courses in the School of Biomedical Science lead to eligibility to apply for registration as a health professional. If you are enrolled on a course that can lead to eligibility to apply for registration as a health professional and you have a criminal record, you should discuss your case with your Course Director. d) Student Fitness to Practice Professional conduct is of critical importance in the healthcare professions. Biomedical Scientists, Dietitians and Optometrists are all registered healthcare professions and as a student member of these professions it is your responsibility to develop and display professional values. All students are expected to demonstrate high standards of professional behaviour both on and off campus. The School of Biomedical Sciences Fitness to Practise Policy applies to all students registered on the BSc (Hons) Biomedical Science with DPP, PgDip/MSc Dietetics and BSc (Hons) Dietetics. If students do not abide by the Code of Conduct outlined below, students will be subject to Fitness to Practise procedures which may result in disciplinary action. Students may be considered unfit for practice on the grounds of: physical or mental health reasons; criminal or other serious misconduct; unprofessional conduct or action; academic unsuitability for the demands of the professional training.

SECTION 7B: LEARNING & TEACHING SUPPORT CHARTER Introduction This Charter is for all students studying on a taught course at the University of Ulster including campus, blended and distance learning programmes. It underlines the University s commitment to the development of a partnership in learning and the provision of an enriching learning experience for its students. It sets out what you can expect from the University and what we expect of you in relation to the teaching you will receive, how you will be supported in your learning and in relation to assessment. Getting Started: Beginning your studies can be both exciting and daunting. There is a wealth of information provided for you and, at the same time, you may be moving away from home, making new friends and/or learning how to balance work and study. The University endeavours to make this transition period as smooth as possible and to help you settle into your studies. You should familiarise yourself with the information provided and ask questions to ensure that you fully understand your course structure, how it will be taught and assessed, University regulations and how they apply to you, and the resources which will be available to you. You can expect: provision of induction opportunities for all new students giving you information about your course and University facilities such as our library, computing facilities, support services and the Blackboard Learn Virtual Learning Environment (VLE) Access and Distributed Learning (ADL) hosts the University s Virtual Learning Environment (BBLearn) and supports campus, blended and distance learning students in partnership with Faculties and Departments of the University. ADL also provides a suite of tools, technologies and services to support and enhance learning and teaching across the University. Blackboard Learn support is available from ADL via the support wiki, blackboard learn help desk and online induction resources. provision of Course or Subject Handbook(s); access to a quality University Virtual Learning Environment (Blackboard Learn) http://learning.ulster.ac.uk/ At induction (which may be on campus or online, dependent on study mode) and/or in your Course/Subject Handbook, you will: o receive an introduction to your course; o be advised about the online induction to the University VLE (BB Learn) and support services for the use of the VLE o be advised of the staff who are responsible for teaching on your course and details of how they can be contacted; o have access to an online course support area which includes key University and course specific information; o be advised of the name and contact details for your designated Adviser of Studies; Your Adviser of Studies will give you general advice regarding the University environment and guide you in matters affecting your choice of optional modules, curriculum content, assessment, progress, and study and examination skills.

o receive the aims and learning outcomes of the course you are studying; o be made aware of the choices of modules available to you; o be informed about the teaching and learning methods that will be used to develop both academic and generic skills throughout the course; o receive details of how you will be provided with information on your progress on an individual basis; o be made aware of the methods by which you will be assessed overall, and by module, and the criteria that will be used; o receive details of any professional recognition available on successful completion of your course. that we will provide opportunities for the development of generic skills to facilitate your learning and to enhance your overall performance. What we expect of you: that you check your registration details and report any errors or omissions immediately. This is particularly important as it enables you to use the Student Portal to access resources for your course, such as information made available through the Virtual Learning Environment (BlackBoard Learn), and to obtain examination results; The Student Portal is your personalised gateway to many of the online services provided by the University such as email, online library services, the University s VLE, personal support services and PACE. It will act as a point of focus for messages sent to you by your faculty and announcements from other University departments. The web address is: portal.ulster.ac.uk that you make yourself familiar with the information provided to you and seek clarification of anything you do not understand; that you participate in induction opportunities provided for you. Continuing your studies: All Faculties will provide high-quality teaching and academic guidance and will continually strive to improve the quality of provision. Staff will seek to provide a supportive environment to assist students to take responsibility for their own learning. You can expect: that we will provide courses and programmes which are informed by research, scholarship and professional practice; that you will be given information about the relevant timetables for lectures, tutorials and other classes and that you will be provided with reasonable notice of changes, wherever possible; that we will assist your transition to University and through your period of study with us;

that we will provide a safe, yet challenging learning environment that supports students to engage and learn with fellow students from diverse backgrounds and identities; that we will assist your transition to learning via the VLE and will provide flexible and accessible programmes and learning provision in anticipation of your changing needs and study patterns. that the approaches to teaching, learning and assessment will offer opportunities for you to pursue and develop your strengths and enthusiasms and, where appropriate, encourage imaginative engagement with subject matter; that we will provide a range of teaching and learning opportunities which may include lectures, seminars, tutorials and workshops (on campus or online), some of which may involve groupwork. The purpose and format of these will be explained to you. The combination of different learning experiences is designed to enable you to meet all the learning outcomes of your course. that the University will continually seek to enhance the quality of its provision and that the teaching you receive will be subject to peer review and feedback from students; that we will provide opportunities to engage in collaborative learning to develop sharing of practice and create a sense of a learning community; Collaborative learning is learning that involves students working with others and learning together. It encourages active learning, encourages questioning, discussion and debate, creates an understanding of how you learn and enables different skills, viewpoints and experiences to be applied to a task. that, as part of your programme of study, you will have opportunities to develop attributes that will strengthen your employability and enhance your career management skills; The University can help you with study skills which will aid your learning and improve your performance. The Skills+ resource http://adl.ulster.ac.uk/skills+ covers a range of issues from helping you to manage your time, improving referencing skills and developing research skills. Contact your Adviser of Studies for more information on how you can access these. that we will provide opportunities for small group learning; that assessment will be used as a means of promoting student learning as well as providing evidence of that learning; Assessment is used not just to determine how well you have performed but also as a means of facilitating and validating the learning process. A wide range of assessment methods, including working in groups, oral and practical assessments as well as projects, class tests, essays and examinations, may be used to develop your skills and broaden your learning. Although most of the assessment will be conducted by your tutors, some may be conducted by your peers, particularly if a task involves collaborative learning or groupwork. that the University will seek to ensure that marking of all assessments is fair and free from bias. that you will be provided with regular feedback on your academic progress. Feedback will highlight the strengths exhibited in work submitted for assessment and will draw attention to areas that may benefit from further development;

Feedback may be provided in various ways and will include comment on formative stages as well as on work submitted for summative assessment. Feedback may be oral (for example, comments of a general nature made to a class or group), written (to individual students) or provided online (to groups or individuals). Feedback from tutors may be supplemented by peer feedback. that you will be informed of penalties for late submission or non-submission of coursework and the consequences of failure to attend classes and examinations; that you will be offered advice and information in relation to choices you may have regarding your study and the implications for future opportunities; that we will provide opportunities, as appropriate, for work-related and work-based learning; that external examiner reports will be shared with you via your online course support area Many of our courses involve placement opportunities and/or include work-related learning enabling students to apply their learning through case studies, discussions with guest lecturers from industry and project work. What you can expect from Access & Distributed Learning: that you will have timely access to a quality VLE once registered with the University; that we will provide you with opportunities to receive training and access technical support, including the VLE helpdesk and support wiki; that the VLE will provide opportunities to simplify and improve assessment submission and feedback; that we will offer flexible frameworks for continuing professional development and credit accumulation What we expect of you: that you will attend for designated lectures, training programmes and assessments, and actively participate in tutorials and other timetabled activities and meetings - for example, coursework tasks, seminars, practicals, online discussions and field trips; that you will ensure that you are punctual in attendance at classes and other designated activities as a courtesy to other students and staff; that you take responsibility for, and reflect on, your learning and conduct ongoing selfevaluation. Self-assessment is a vital part of the learning cycle and will assist your planning and preparation of work. that you will submit or present all written assignments, practical or other coursework within the specified time limits; that you reflect on feedback received and use it as a platform for future development; that you will complete any appropriate forms and take part in seminars relating to your progress as required by any regulations applying to your form of study; that you will attend all requisite examinations; that you will not plagiarise. Plagiarism is an offence and carries penalties which may affect successful completion of your course;

Plagiarism is the act of taking or copying someone else s work, including another student s, and presenting it as if it were your own work. that you will check regularly for communications from the University received electronically, by post, by email or through the student portal, or placed on noticeboards; that you will provide us with feedback on your experience by completing the on-line student survey for each module that you undertake. This will be available through the Student Portal and/or the VLE BlackBoard Learn at the end of each semester and forms an important part of our ongoing enhancement activity; that you will notify your tutor, supervisor or other appropriate staff at the earliest opportunity if you are unable to attend classes and/or if there are extenuating circumstances which prevent you from satisfying any of your course requirements, and subsequently complete any requisite documentation; that, if you are also working, you will develop good time-management skills to ensure you are able to attend scheduled activities and undertake the necessary independent learning; that you will contact your Adviser of Studies as early as possible if you are considering either withdrawing from your course or transferring to another course to discuss the financial and academic implications. Academic Support: You can expect: that you will be provided with opportunities to make contact with your Adviser of Studies to discuss your progress and obtain advice on future study choices and further support available; that we will provide studies advice/peer mentoring systems which meet your needs; that staff in Student Support will be available to advise in confidence on any academic difficulties that you may be experiencing; that we will provide you with opportunities to engage in Personal Development Planning (PACE). Information on other services and support available can be accessed from the following: Careers: Library: Personal Support: Virtual Learning Environment: Students Union www.careers.ulster.ac.uk www.library.ulster.ac.uk www.studentsupport.ulster.ac.uk www.portal.ulster.ac.uk www.uusu.org What we expect of you: that you avail of opportunities provided to meet your Adviser of Studies and that you seek support from him/her whenever you need advice or support;

that you take the opportunities offered for Personal Development Planning (PDP); that, if you are having difficulties, you raise them with a member of staff such as your Module Coordinator, your Adviser of Studies or your Course or Subject Director. It is important to raise issues of concern as soon as you can as it is often easier to resolve difficulties at an early stage. You can also raise issues through your class representative; Class representatives are elected by the student body for some courses and they attend Staff/Student Consultative Committees on your behalf. You can ask your class representative to raise issues on your behalf. Other courses may invite all students to attend. You can also seek advice, support and representation from your Students Union. Contact the Vice-President (Education and Welfare) at the Students Union on your campus or online via www.uusu.org. Effecting Change: Students have an important role to play, in collaboration with staff, in contributing to the shaping and ongoing development of the University s vision and to the continuous development of our courses. Your course will provide you with an opportunity to raise issues with staff during each semester, normally through the Staff/Student Consultative Committee. This forum provides opportunity for you or your class representative to raise issues or offer suggestions about the delivery of a course and make changes during the semester. The University surveys student views regularly, usually at the end of each module. The results of these surveys are analysed and considered carefully by the University. As the questionnaires are often anonymous, you may not receive an individual response from the University but your views will be considered along with those of other students, so that improvements can be made. The University also participates in the National Student Survey which is a survey of students who are about to complete their period of study. The survey is conducted for all UK Universities and results are available for Ulster and for other Universities. Future students use this information to decide which courses to apply for so it is important that you provide information to help them make that decision. The survey is open to all final-year undergraduate students in February/March and is publicised around the University and online.

Measuring our performance: One way in which we measure our performance is through the National Student Survey. We strive to meet or exceed the UK average in all areas and, in particular, how you rate: overall satisfaction with the quality of your course; overall satisfaction with the teaching on your course; whether feedback on your work has been prompt; whether you have received detailed comments on your work; whether feedback on your work had helped clarify things you did not understand; whether you have received sufficient advice and support during your studies. The complete results of the survey for Ulster and other UK universities are published on www.unistats.com. Other useful information: For more information on your course and staff, use your Faculty s webpages: Faculty of Art, Design and the Built Environment Faculty of Arts Faculty of Computing and Engineering Faculty of Life and Health Sciences Faculty of Social Sciences Ulster Business School www.adbe.ulster.ac.uk www.arts.ulster.ac.uk www.compeng.ulster.ac.uk www.science.ulster.ac.uk www.socsci.ulster.ac.uk www.business.ulster.ac.uk The University has a Student Charter and other support charters which cover: Information Services (this includes the library and IT facilities) Student Support (includes counselling services and services for students with disabilities) Career Development Centre Residential Services International Students Research Students E-Learning Students These can be accessed from: www.ulster.ac.uk/studentcharter/