Course Handbook
Title of the award(s)
Date of publication
Name of Course Leader
Name of host School (& Partner Institution when relevant)
Please read this Handbook in conjunction with the University’s Student Handbook.
All course materials, including lecture notes and other additional materials related to
your course and provided to you, whether electronically or in hard copy, as part of
your study, are the property of (or licensed to) UCLan and MUST not be distributed,
sold, published, made available to others or copied other than for your personal study
use unless you have gained written permission to do so from the Dean of School.
This applies to the materials in their entirety and to any part of the materials.
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Contents
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Welcome to the Course
Structure of the Course
Approaches to teaching and learning
Student Support
Assessment
Classification of Awards
Student Feedback
Appendices
8.1 Programme Specification(s)
1.
Welcome to the course
This is normally an information welcome from the Course Team and/or Head of School.
1.1 Rationale, aims and learning outcomes of the course
Explain your course to your students. What does the course set out to
achieve? Does it link with any professional qualifications and / or
employment opportunities? The aims and learning outcomes stated
here must reflect the exact wording within the approved programme
specification which will be included as appendix 1. Ensure students are
clearly advised what award they will receive on successful completion of
the course and, if relevant, the awarding body or institution. Also advise
students whether the course and University is regulated and by whom,
or has a specific course designation, as well as whether the course is accredited, for
example by a Professional, Statutory or Regulatory Body, and by whom.
1.2 Course Team
Provide names and contact details of the members of the team. Please ensure that you
indicate the different roles of staff within the team e.g. Course leader, year tutor or who to
contact e.g. for extensions to assessment deadlines, and explain which staff will be involved
in delivering the course.
1.3 Expertise of staff
Explain how the course team are particularly qualified to teach this course. Describe how
they are engaged in relevant research or other scholarly activity and refer to any sources of
information about their publications. Please ensure that students are not falsely led to
believe that a particular person will be teaching on their course if they are not, or that
students will be involved in any of the highlighted research if they will not. An example will
be saying that Professor X is based in the department and he is undertaking some groundbreaking research into Y - if Professor X’s role is purely one of research or only teaching on
post-graduate courses students should be made aware of this so they are not enrolling onto
the course under the false assumption that Professor X will be one of their tutors.
1.4 Academic Advisor
You will be assigned an Academic Advisor who will provide additional academic support
during the year. They will be the first point of call for many of the questions that you might
have during the year. Your Academic Advisor will be able to help you with personal
development, including developing skills in self-awareness, reflection and action planning.
1.5 Administration details
Campus Admin Services provides academic administration support for students and
staff and are located in the following hubs which open from 8.45am until 5.15pm
Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance
and advice regarding specific processes such as extenuating circumstances, extensions and
appeals.
Allen Building
Medicine
Dentistry
telephone:
email:
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Harris Building
Lancashire Law School
Humanities and the Social Sciences
Centre for Excellence in Learning and Teaching
telephone:
email:
Foster Building
Forensic and Applied Social Sciences
Pharmacy and Biomedical Sciences
Psychology
Physical Sciences
telephone:
email:
Computing and Technology Building
Art, Design and Fashion
Computing
Physical Sciences and Computing
Film, Media and Performance
Engineering
Journalism, Languages and Communication
telephone:
email:
Greenbank Building
Sport and Wellbeing
Management
Business
telephone:
email:
Brook Building
Community, Health and Midwifery
Nursing
Health Sciences
Social Work, Care and Community
telephone:
email:
1.6 Communication
The University expects you to use your UCLan email address and
check regularly for messages from staff. If you send us email
messages from other addresses they risk being filtered out as
potential spam and discarded unread.
How does the School and course team normally communicate with
students? Examples might be by post, email, Blackboard, notice5
boards, etc. When can students expect to receive a reply to their emails? What is the norm
for your School? The Email use policy requires you to ‘Reply promptly, even if it is just to
explain that you are unable to respond in full at this point but will do so as soon as you are
able’. Provide office hours to identify when students will normally be able to contact staff
and how appointments can be made.
1.7 External Examiner
The name of the External Examiner, their position and home institution should be included
here. Please ensure that the details you provide are correct and up-to-date. With regard to
the ‘home institution details’ for External Examiners who have recently retired from working
in an HEI we suggest that Course Leaders use the words ‘ formerly of….’. You must not
include addresses or contact telephone numbers). Include how students will be able to
access External Examiner reports electronically.
2. Structure of the course
2.1 Overall structure
Provide a diagram or flow chart of how a student will be expected to
complete the course, specifically stating what the standard length of the
course would be. Where there is a Foundation Entry route, this should be
stated here. Include information about the full or part time mode of study or
different routes through. Include reference to placement learning where this exists and
explain whether this is mandatory or optional and how such placements are arranged and
funded. Explain the credits required to achieve the award. Ensure you provide detailed
information about the composition of the course and how it will be delivered, and the balance
between the various elements. Also state the location of study or possible locations – this
should also include the likely or possible location of any work placements to be undertaken
(where known).
2.2 Modules available
Each module is a self-contained block of learning with defined aims, learning outcomes and
assessment. A standard module is worth 20 credits. It equates to the learning activity
expected from one sixth of a full-time undergraduate year. Modules may be developed as
half or double modules with credit allocated up to a maximum of 120 credits per module.
Include codes and titles of modules accompanied by a brief description or signpost your
students to this information if it is available elsewhere e.g. attached as an appendix and an
indication of likely optional modules, including whether there are any optional modules that
are generally provided each year. Take care not to raise students’ expectations of being
able to study optional modules that may not be available every year, and if there are specific
requirements for a module to be run (such as minimum numbers) please ensure this is set
out. If relevant, refer to the Free Choice Electives Catalogue
2.3 Course requirements
Explain any specific course requirements which will influence whether a
student can gain their final award e.g. compulsory modules, defined
combinations of modules and placements.
Do students need to be alerted to other course specific requirements for
success e.g. the requirement to pass elements of work based learning,
periods of study abroad, or meeting a specified number of theory /
practice hours?
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International students may not be familiar with the UK system – it may be useful to explain
this more fully here, such students will also need information about English language
proficiency requirements, together with visa and immigration requirements.
For courses which prepare students for entry onto a professional register:
Explain to students how and when they will learn more about the implications within the
scheduled programme including the need to declare to the course leader any information
that might influence the professional body’s decision to enter them onto their professional
register. You may wish to cross reference to other information eg, hyperlinks to professional
body web sites.
As a student undertaking this course, you are bound by the Code of Conduct as specified by
Insert name of professional body and subject to the UCLan procedure for the
consideration of Fitness to Practise.
2.3 Progression Information
Discussions about your progression through the course normally take place in February
each year. It is an opportunity for you to make plans for your study over the next academic
year. The course team will tell you about the various modules / combinations available and
you will both agree on the most appropriate (and legal) course of study for you.
Are there any additional opportunities to identify whether a student feels capable of
completing their chosen course of study and advising them on the extra support available to
enable them to complete all of their modules to the best of their ability?
2.4 Study Time
2.4.1 Weekly timetable
Insert link to online timetable which should show students the days and times which lectures
and seminars will be held
2.4.2
Expected hours of study
20 credits is a standard module size and equals 200 notional learning hours.
Explain to your students the number and type of contact hours that students can expect in a
typical working week, – for example, lectures, seminars, work placements, and feedback on
assignments. You may also need to incorporate reference to work based or placement
learning requirements where relevant. Also set out the student’s expected workload,
including expected self-study time.
2.4.3 Attendance Requirements
You are required to attend all timetabled learning activities for each
module. Notification of illness or exceptional requests for leave of
absence must be made to:
Insert the name and contact details e.g. Head of School/Course
Leader/Year Tutor/CAS Hub.
If a course has a specific minimum attendance level to enable students to progress, whether
it is an internal requirement or a requirement of an external body, this should be specified.
Does your course recruit international students? If so you may wish to reinforce students
responsibilities under the Visas and Immigration (UKVI) Points Based System (PBS) - you
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MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you
withdraw from a course, defer or suspend your studies, or if you fail to attend the course
regularly.
You may wish to highlight the fact that students can check their attendance record through
myUCLan. Is there any specific information that students need to be aware of, eg sharing of
attendance information with employers who sponsor their place on this course?
3. Approaches to teaching and learning
3.1 Learning and teaching methods
How will your students be encouraged to learn? Explain the range of teaching methods you
have included in your programme specification and the expectations you have of your
students e.g. pre-reading, or accessing materials from Blackboard site prior to (or after)
sessions. Indicate how you expect students to develop academically as they progress
through their course.
3.2 Study skills
How do the School and the course team support the development of study skills? How do
you signpost any specific advice or development events? There are a variety of services to
support students and these include
WISER http://www.uclan.ac.uk/students/study/wiser/index.php
3.3 Learning resources
3.3.1 Learning Information Services (LIS)
Generic information is included in the Student Handbook, but you may wish
to include additional information here. How does LIS provide resources and
support particularly relevant for this course, such as subject guides or
access to on-line databases? Please contact your subject liaison officer if
you’d like more information to add here.
3.3.2 Electronic Resources
Generic information is included in the Student Handbook, but you may wish to include
additional information here. Will material be available from Blackboard? Are there other
important resources for this course?
3.4 Personal development planning
How does this course encourage and support students to achieve personal development
plans? Is there a school approach that needs to be described here or make reference to
where it is explained elsewhere? Who is available to support students in developing their
PDP during their time on this course? Are there any hyperlinks to resources that you can
include such as e-portfolios or other resources?
3.5 Preparing for your career
Explain how the programme will help your students’ employability? Would
a certain selection of modules be advantageous in gaining entry into
specific careers? Can you provide examples of careers that students are
likely to be prepared for? Do you have any statistics about the graduate
employment achieved by previous students or any testimonials from
previous students?
How do you liaise with Careers for inclusion of aspects of their provision within your course?
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4. Student Support
Explain who is available in your School / in relation to this course to support students and
connect them into central services e.g. Year Tutor, Personal Tutor.
4.1 Academic Advisors
Explain the role of the Academic Advisor for this course. How does the
relationship work? How often will Academic Advisors arrange to meet with
students and for what purpose? How should students prepare effectively for
these meetings?
4.2 Students with disabilities
There is a named lead for students with disabilities within your School – you may wish to
advise students of this person’s name and contact details thus enabling students to contact
them direct for further advice/support. Please beware not to make inaccurate statements
about the accessibility to our facilities. If there are any restrictions on access to buildings
where the University has not been able to make reasonable adjustments to provide access
for people with disabilities (such as wheelchair users) this should be clearly set out.
4.3 Students’ Union One Stop Shop
If your course recruits students who are not already in employment, please include the
following:
The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering
whilst you study. With thousands of jobs and voluntary positions advertised, agency work
through the Bridge and information on over 2000 volunteer positions within the Union.
If your course is for students not studying on the main campus please include the following :
– as one of the thousands of students who are not studying on the main UCLan campus in
Preston, the Students Union is still your union, please check http://www.uclansu.co.uk/ for
full details on what we may be running in your partner institution.
5. Assessment
5.1 Assessment Strategy
Explain the overall assessment strategy you will use during the course
including the use of formative and summative assessment and set out the
weighting applied to exams, coursework or practical assessments etc. How
does the assessment strategy link to the course learning outcomes or skill
development? Describe the value of assessments in supporting learning
and development e.g. through reading / acting on the feedback from
academic staff.
NB. Ensure that the assessment information reflects the information you have included in the
programme specification (included as an Appendix)
5.2 Notification of assignments and examination arrangements
How will your students be notified of the requirements for individual assessments and their
respective deadlines for submission / examination arrangements e.g. during a timetabled
session, within module information packs or through Blackboard?
How, where and when (e.g. before 4 pm) should students submit their assignments?
How do you inform students of the marking criteria to be used –cross reference to other
documents as appropriate. You could link to an appropriate referencing guide.
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5.3 Referencing
What referencing style are your students expected to use? Give one or two brief examples
and details of where to find more information / advice. Don’t forget to practise what you
preach within your course materials!
5.4 Confidential material
Are your students expected to access confidential information during the course e.g. patient
notes which might inform assignments? Remind students of their ethical and legal
responsibilities to respect confidentiality and maintain the anonymity of individuals and
organisations within their assignments.
5.5 Cheating, plagiarism, collusion or re-presentation
Please refer to the information included in section 6.6 of the University Student Handbook for
full definitions. The University uses an online Assessment Tool called Turnitin. A pseudoTurnitin assignment will be set up using the School space on Blackboard to allow students to
check as many drafts as the system allows before their final submission to the ‘official’
Turnitin assignment. Students are required to self-submit their own assignment on Turnitin
and will be given access to the Originality Reports arising from each submission. In
operating Turnitin, Schools must take steps to ensure that the University’s requirement for all
summative assessment to be marked anonymously is not undermined and therefore Turnitin
reports should either be anonymised or considered separately from marking. Turnitin may
also be used to assist with plagiarism detection and collusion, where there is suspicion about
individual piece(s) of work.
This is covered in the Student Handbook, however you may wish to alert students to specific
resources available at UCLan or within your School designed to help students to understand
the meaning of plagiarism and how to avoid it eg, by cross referencing to guidelines on
referencing assignments effectively – School or University materials.
Explain how it works and how your students should use it. Schools may require first year
students to complete a formative essay which is fed through Turnitin and discussed within
seminars with relevant academic staff to help students to learn more about referencing their
work.
6. Classification of Awards
The University publishes the principles underpinning the way in which awards and results
are decided in Academic Regulations. Decisions about the overall classification of awards
are made by Assessment Boards through the application of the academic and relevant
course regulations.
This is where you can ‘publish’ how this works for your course – are there any specific
factors taken into account when a student’s APM is borderline? If it is not published here –
cross reference to where it can/will be available and explained during the course.
7. Student Feedback
You can play an important part in the process of improving the quality of
this course through the feedback you give.
Include examples of how the course has changed as a result of student
feedback in your annual update of this document.
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Inform students of other opportunities available for students to voice their opinion within your
course (SSLCs as noted below). Examples could include course management committees,
timetabled sessions with whole cohort of students, on-line discussion with distance learners
and Module Feedback Questionnaires (MFQs).
7.1 Student Staff Liaison Committee meetings (SSLCs)
Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University
Student Handbook.
You may wish to explain the way in which you gain elected course representatives. How are
your students made aware of the scheduled meetings? How will they receive notes of the
meetings held? You may need to mention that the SSLCs for your course meet the above
requirements but are held in an ‘equivalent’ format e.g. on-line meeting for distance learners;
timetabled whole group meeting for small cohorts of students; or course managements
committee. How do you ensure that students receive feedback about actions taken as a
result of discussions held? Explain to Partner College students that they will be able to
access SU support and training materials. You may wish to add that the notes of SSLC
meetings are shared with the host School for this course or you may need to explain that the
host school manages the SSLC meetings (where relevant).
8. Appendices
8.1 Programme Specification(s)
Please include the programme specification for the target award. Where there is a
Foundation Entry route, please also include that programme specification here.
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