QUEEN’S UNIVERSITY BELFAST SCHOOL OF HISTORY AND ANTHROPOLOGY ANCIENT HISTORY UNDERGRADUATE STUDENT HANDBOOK Academic Year 2011/12 2 CONTENTS Page 3 Introduction 4 General information and contacts 5 Academic staff 6 Course structure and content (overview) 7 YOUR WORK IN ANCIENT HISTORY 7 (1) word-processing and computer skills 7 (2) assessment 8 (3) lectures 8 (4) tutorials 10 (5) access to materials 12 (6) coursework: principles, procedures, penalties 14 (7) essay-writing 17 (8) dissertations 18 Marks and examinations 21 Making your voice heard 22-37 GENERIC QUB INFORMATION 3 INTRODUCTION Welcome -- or, if you are a returning student, welcome back -- to Ancient History, part of the School of History & Anthropology at Queen’s. This Handbook is issued annually to every student enrolled on a degree programme (a.k.a. pathway) involving Ancient History; also, in the case of year 1, any student who has chosen either or both of the Ancient History modules. Its main purpose is to introduce the subject and how it works here. See also the noticeboards in 15 University Square, ground floor, and especially the School website (www.qub.ac.uk/schools/History) All reasonable efforts have been made to see that the information in this Handbook is accurate and up-to-date at the time of compilation. But we reserve the right, where necessary, to make changes during the course of the year. Any changes with major repercussions for students will be advertised as fully and widely as possible. 4 GENERAL INFORMATION AND CONTACTS Ancient History is located in 15-17 University Square. [See location ‘G’ on the Campus map – on the QUB homepage, under ‘Location and Maps’.] In 15 University Square (ground floor, right) there is the School Office (History). It is normally open Monday-Friday between the hours of 0900-1300 and again 1400-1630. But see p.12 below for the 12 noon deadline for the submission of coursework. Telephone: (028) 9097 3346 or 3423 or 5101 Fax: (028) 9097 3440 E-mail: history@qub.ac.uk In 16 and 17 University Square are the rooms of the three permanent academic staff, listed on the next page. (To see a member of staff outside teaching contact hours, please telephone or, preferably, email in advance for an appointment) Communication between us and you E-MAIL. Besides any personal e-mail addresses you may have, and may choose to use in Queen’s, the university itself opens an e-mail account for all students. YOU MUST CHECK THIS REGULARLY: it is the normal channel by which we communicate with you. Beyond that, you are responsible for keeping your personal details such as address(es) and telephone number(s) up to date. 5 ACADEMIC STAFF NB: to see a member of staff outside teaching contact hours, please telephone or, preferably, email in advance Prof Brian Campbell BA (QUB) DPhil (Oxford) Professor of Roman History Phone: (028) 9097 3153 email: brian.campbell@qub.ac.uk Dr John Curran BA (QUB) DPhil (Oxford) Senior Lecturer in Ancient History Phone: (028) 9097 3150 email: john.curran@qub.ac.uk Prof David Whitehead MA PhD (Cambridge) DLit (QUB) MRIA FRHistS Professor of Ancient History Phone: (028) 9097 5270 email: d.whitehead@qub.ac.uk Year 1 Tutors Dr Peter Crawford [p.t.crawford@hotmail.co.uk] Dr Raoul McLaughlin [rjmclaughlin40@hotmail.com] Dr Geraldine O Neill [g.oneill@open.ac.uk] External examiner Dr Colin Adams BA (QUB), DPhil (Oxford) Senior Lecturer in Ancient History, University of Liverpool 6 COURSE STRUCTURE AND CONTENT (OVERVIEW) STAGE 1 There are Ancient History pathways/programmes in three Honours modes: Minor (33%), Joint (50%) and Major (66%). Two compulsory Ancient History modules are offered each year: AHY1001 (Ancient History 1: normally Greek History) and AHY1002 (Ancient History 2: normally Roman History). Minor Hons students take both of these modules. Joint Hons. students take AHY1001, AHY1002, and one module from a list of approved modules in cognate subject-areas (Archaeology and Paleoecology). Major Hons students take AHY1001, AHY1002, and two modules from the approved list. STAGE 2 (summarised) A mix of modules and, to maximise variety, half-modules. Minor Hons. take the equivalent of two modules. Joint Hons. take the equivalent of three modules. Major Hons. take the equivalent of four modules [which *must* include AHY2013 ‘Greece & Macedon’ and AHY2014 ‘Running the Roman Empire’]. STAGE 3 (summarised) Two Special Subjects, in pairs of linked modules, and an optional dissertation module (for which see further at p.16 below); i.e. a ‘menu’ of 5 modules in all. Minor Hons. take two modules. Joint Hons. take three modules. Major Hons. take four modules. For this year’s actual modules see the noticeboard and/or the website. (Next year’s will be advertised in the spring.) 7 YOUR WORK IN ANCIENT HISTORY (1) Word-processing and computer skills Written work (subsections 6-7 below) must be word-processed; so anyone coming to QUB without basic keyboard competence must acquire it immediately. In any case familiarity with Information Technology – wordprocessing, e-mailing [see p.4 above], accessing the Internet, etc. -- is a key "transferable skill" for all students. Clusters of computer workstations are located throughout the campus, the largest of them in the McClay University Library, College Park; also (e.g.) in the Students’ Union and the Student Guidance Centre, both on University Road, and at Queen’s Elms. There is also Internet access in the foyer of the Peter Froggatt Centre. To use these facilities you must register, so you will need your student card. After registration, your user ID allows you to log-on to the system, and provides you with an allocation of disk space and an initial printer allocation. (2) Assessment Except in cases -- not available until year 3 -- where a module consists wholly of a dissertation (subsection 8 below), Ancient History modules have a mixed assessment regime. In all such modules, in all three years, the same 10/30/60 formula applies, as follows: A possible 10% of the overall mark comes from tutorial/seminar contribution (see further, subsection 4 below) A possible 30% of the overall mark comes from assessed coursework (see further, subsections 6-7 below) A possible 60% of the overall mark comes from a formal written examination (in January for 1st-semester modules, May/June for 2ndsemester modules; resits, if need be, are in August). All AHY exams last two hours (except for the half-modules in year 2, which have 1½-hour papers). 8 (3) Lectures Except in certain modules at Levels 2-3 where the distinction is blurred or ignored, Ancient History students attend lectures (in large groups) and tutorials (in much smaller ones). Lectures are at fixed (and unalterable) times, once or twice a week. Everyone taking a particular module goes to the Peter Froggatt Centre (or wherever it may be) for a formal presentation lasting 50 minutes. This is the central backbone of the module. Although University procedures do not make lectures compulsory, regular attendance at them is very strongly recommended. We find a very high correlation between your lecture attendance and your overall success in (and satisfaction from) the module as a whole. Effective note-taking at lectures is a skill you must develop. If you want to follow, or experiment with, a well-established method of note-taking in lectures, try the Cornell Note-taking System; Google will take you to many websites which explain it, such as www.ucc.vt.edu/stdysk/cornell.html. (4) Tutorials Most modules involve tutorials — a.k.a. classes or seminars, but in any case opportunities for discussion, of pre-arranged topics, in small or medium-sized groups. Once you have chosen (or been assigned to) a particular tutorial group, you have made a commitment, in two senses: (a) ATTENDANCE. Attendance at tutorials is compulsory. If you cannot be present, you must let either the Office and/or your tutor know in advance. If this is impossible, you must make contact as soon as possible afterwards (or have a relative or friend do so), stating why you were absent and supplying any necessary documentation. Remember that personal or academic problems are always best dealt with early on. If your tutors cannot help you themselves, they will at least be in a position to refer you to those who can. (b) PREPARATION. Preparing in advance is vital, so that you arrive able and willing to contribute. This will usually involve reading certain materials before the tutorial takes place. You will receive general guidance on this when the module begins; and see further below, Access to materials. 9 Because we take tutorials seriously, and require you to do the same, 10% of the assessment in all AHY undergraduate modules (except dissertations) is allocated to ‘tutorial contribution’. This is how it works. Anyone absent from a tutorial without valid reason receives an assessment of 0 for it. (For anyone absent with such a reason, the particular tutorial is discounted.) Once in the tutorial, however, your contribution is measured against the following scale of performance (also used in Modern History): 1* (80-90) Was outstandingly well prepared, made focused and constructive contributions to discussion, and listened to and responded to the contributions of fellow members of the group. 1 (75) Was thoroughly well prepared, made a constructive contribution to discussion, worked well with other members of the group and valued their contributions. 2.1 (62-68) Was fully prepared, took an active part in discussion, and responded positively to the views of others. 2.2 (52-58) Own contribution could have been better prepared, some effort to participate and listen to others, but relied on others to do most of the work. 3 (42-48) Preparation was inadequate, participation was limited, left others to do most of the work. Fail (15-35) Was poorly prepared, made little effort to participate, and was uninterested in what others had to say. Fail (0) Had made no preparation and/or was generally negative in attitude. It is always disappointing to us when students stay away from tutorials -- or else do attend them but with an air of doing so under sufferance. If you are not enjoying a module, the explanation may well be that you are treating it passively. Tutorials are about participation. The better you prepare and the more you have to say, the more stimulating a tutorial is likely to be -- for all concerned, including the tutor. If tutorials turn into miniature lectures, they are failing (and you are failing to acquire skills of presentation and associated selfconfidence). Remember too that while 10% may not sound much, it can become important in cases where your final mark for the module is on a borderline. So from all points of view it makes sense to get the most out of tutorials. 10 (5) Access to materials (for tutorial preparation and/or essay-writing) Once upon a time there was a Golden Age when university libraries could afford to buy all the books and periodicals they liked, and students (not to mention their teachers) could easily lay hands on anything they wanted. That Age, if it ever truly existed, has passed; and as a result, you may struggle to find everything you need. Here are some suggestions (not in ranking order), under two heads — (1) hard copy, (2) electronic: (1a) Buy the item yourself. Even in the Golden Age it was never appropriate to tell students how to spend their money, and it certainly isn’t now. Even so, if you can afford to buy books yourself, especially paperbacks, that is obviously the best way of always having them available. If you enjoy using actual bookshops, in the old-fashioned way, Waterstones in the city centre (Fountain Street) caters for academic work; otherwise amazon.co.uk is nearly as good as it’s cracked up to be. For second-hand items, try abebooks.com; also, the Students’ Union has a second-hand bookshop; and students themselves — your predecessors — will often advertise books for sale, cheaply, when they have finished with them. (1b) Borrow it from your tutors. They may (though are certainly not obliged to) lend out personal books etc. on an informal basis. It will do no harm to ask. (1c1) Borrow it from the McClay Library. Books and periodical journals needed for student use are kept in the McClay University Library, College Park. Books may be borrowed, usually on a short-loan basis; consult the library staff (or the library website) for the terms and conditions. (1c2) Read it in the McClay Library. Journals (as opposed to books) cannot be taken out of the Library, but it is anyway worth cultivating the habit of reading in, as well as borrowing from, this and/or other libraries. Doing so will often be the best use of your time, and will free up the item most quickly for the next user — who might, next time around, be you. (If you have a laptop you can of course load it up with what you need; and photocopying facilities are available.) (1d) Read it in (or borrow it from) other libraries to which you have access. Unlike other sorts of history, ancient history is not (usually) well-provided-for in general libraries; still, they can surprise, so give them a try, in Belfast and elsewhere. Also, if your weekends and/or vacations take you to places which have other university libraries (e.g. Trinity College Dublin, still — bizarrely — a "Copyright" [Depositary] Library under the English Crown), you can probably gain temporary admission if you show your QUB student identity card. 11 (2a) Download it from Queen’s-on-Line. Like most other subjects, Ancient History uses (to varying extents) QOL, an intranet with downloadable resources etc. Tutors will explain further, in the modules concerned. (2b) Get it off the internet/www. Just as the net itself is expanding at a stupendous rate, so, within it, are the number of sites which cater for ancient history and "classics". For the time being we recommend the following two, big ones: http://www.fordham.edu/halsall/ancient/asbook07.html (The Internet Ancient History Sourcebook); http://www.perseus.tufts.edu (The Perseus Project). Finally, a warning. AHY modules (and their subsets: essay topics, tutorial assignments, whatever) generally come complete with recommended reading. This does not imply that everything not recommended is useless, but it does direct you to what we think is most worth reading. So if you find yourself using other material, treat it with care. Just because a book or article has been published doesn’t make it a good one. Even university libraries contain items that can Seriously Damage Your (Intellectual) Health. And this caveat applies even more to the internet, the uncontrolled nature of which allows any old rubbish to appear and proliferate. Do not confuse the medium with the message. A fancy website and slick graphics are no guarantee of high-grade content. As with any other source of enlightenment, a human brain is (somewhere) behind what you see and read; so your brain must intervene between gathering the information and using it, to best effect, in your work. 12 (6) Coursework: principles, procedures, penalties Dissertations aside (subsection 8 below), all Ancient History modules involve coursework – usually essays -- in advance of a written exam. In some modules there may be unassessed (and therefore optional) coursework. Any such work is ‘unassessed’ in the sense that the mark(s) given do not count towards the overall result in the module; instead the purpose is feedback, to enable you to improve your performance. Assessed coursework which does provide a % of marks towards the overall result (see section 2 above) is either formative or summative. Formative coursework is normally submitted before the end of the teaching term, and can be returned to you with feedback. Summative coursework is normally submitted at (or after) the end of the teaching term and is not returned to you; instead it is treated as part of the examination. [But for both categories of work you should submit two copies: see further below.] Individual tutors will make it clear to you whether the coursework in their modules is formative, or summative, or (in some instances) both. Whether formative or summative, assessed coursework is a formal part of the examination process and is therefore surrounded by formal procedures of various kinds. It must: • be submitted on (or before) the specified date(s). Deadlines, once announced, cannot be changed. • be submitted to the History Office (not directly to your tutor), and before 12 noon on the day in question. Submissions after 12 noon are LATE. • be submitted in person, and in hard copy. (Submission by e-mail, by email attachment, or by fax will not be accepted; and NB: unlike Modern History, and/or any other subjects you may be taking, Ancient History coursework is NOT uploaded via qol.) • be accompanied by an ‘assessed work coversheet’, completed before you visit the Office. • be submitted in TWO COPIES. For formative coursework, you get one copy back, with comments and a provisional mark. (Such marks are necessarily ‘provisional’ until confirmed by the Board of Examiners.) NB: first-year students should put their name and student number on their work. But for second- and third-year modules (and MA modules) coursework is marked anonymously. Such students, therefore, should not put their name or number on any part(s) of their work, except for the coversheets. 13 Downloading Coversheets for Coursework (including dissertations) Every item of assessed work must be accompanied by completed ‘Assessed Work Coversheets’. These are available for downloading on the School website. You may if you wish complete coversheets (all sections, including a word count) online. Print off THREE copies. Staple one copy of the coversheet to the first page (top left-hand corner) of each of the two copies of your work. The third copy is your own receipt -- which must be stamped (with the official History stamp), signed and dated in the Office. You will also be required to sign a submission list. The submission-dates will have been specified at the start of each module; and you must plan for them. It is your responsibility to allow a sensible margin of error for contingencies such as computer failure or transport problems. The University requires us to take a hard line with late submission -- and, in extreme cases, non-submission -- of coursework. If such work comes in late, a PENALTY FOR LATE SUBMISSION is imposed. This is a reduction of 5% (from what the mark would otherwise have been) per working day, up to a maximum of 5 working days — then zero, a calamity. Late work can be accepted without penalty only where there is clear evidence of extenuating circumstances. For the University guidelines on what does and what does not qualify as ‘extenuating circumstances’ see under the Current Students section of the History website. If such circumstances seem to apply to you, do not approach the module convenor, lecturer or tutor concerned (because s/he is not empowered to act – except in the case of students, registered with Disability Services, for whom flexibility with deadlines has been specifically requested). Instead: (a) If the work can still be submitted within 5 working days of the deadline, complete an application form (available on the website) for exemption from penalties. Submit it to the Office within 3 working days of the deadline, and accompany (or follow) it with medical certificates and/or other written evidence. 14 All such applications will be reviewed by the Examinations Officer, and a decision taken in advance of the examination board. (b) If the work cannot be submitted within 5 working days of the deadline, write to the Examinations Officer, setting out the extenuating circumstances and enclosing the medical and/or other evidence. The Student Progress Committee, meeting after the examination board, will then decide whether the work can be submitted (without penalty) in time for the next examination board. !!! PLAGIARISM !!! Plagiarism is defined as follows: to present as new and original an idea or product derived from an existing source. This existing source may be the work of others submitted without appropriate acknowledgement, or the writer’s own previously submitted work. This includes auto-plagiarism (to use excerpts from your own previous work without appropriate acknowledgement) and self-plagiarism (to submit a piece of work more than once, eg one which has been previously submitted for a different assignment). It is an academic offence for students to plagiarise. Resources about referencing and essay writing, as well as workshops and one-to-one support are available from the Learning Development Service. Definitions and procedures for dealing with academic offences can be found in the University’s General Regulations: University Calendar. 15 (7) Essay-writing (A) LENGTH [You must give a precise word-count on the coversheet; see p.12 above.] In year 1, essays should be c.2000 words; in year 2, c.2500 words; in year 3, c.3000 words. Try not to exceed or fall short of these norms by more than 10%; and in any case, note that excess length may be penalised by a loss of marks (typically five marks per 500 words). (B) PRESENTATION (a) At the beginning of the essay, give the module number, and the title of the essay as set — not some different version of it that you happen to prefer. (b) At the end give a bibliography, i.e. a list of all the sources you have used, with primary sources differentiated from secondary sources. (‘Primary’ = ancient writers etc.; see further below, C.iii. ‘Secondary’ = modern reading.1 Don’t bother to say ‘lecture-notes’ or the like. Source-books, such as Crawford & Whitehead, come under primary sources, even if what you are quoting or citing is what CW themselves say, in their introductions or notes.) ALWAYS DO THIS! Even if your list is exactly the same as a tutor’s recommendations, s/he needs to know what you actually read. See further, next point. (c) Your word-processing software should make it easy to put in footnotes, so have them if you like, but short source-references go just as well in the main text (in brackets). Either way, you must use – in both the body of the essay itself and the bibliography – a consistent referencing system, e.g. Harvard (with exact page-numbers where appropriate, not just ‘Bloggs 2001’). (d) Formal English style is a vital aspect of your work. Sloppy grammar, syntax, punctuation and spelling spoils an otherwise good effort. (On spelling, the good news is that your computer will have Spellcheck or something similar. The bad news is that it won’t recognise unfamiliar words you meet in Ancient History; and even with familiar ones it can’t know whether you have chosen the right word in the first place.) Your work will of course be judged and marked in a way which gives greater weight to content — see the next section — than to form. Even so, poor English is no preparation for success in the outside world. 1 By convention (which we will ask for in year 1, and insist on in years 2-3), book-titles go in italics, with no quotation marks round them; article-titles have quotation marks riound them but are not in italics. Website URLs can be in a standard typface; add the date you used any site. 16 So we make no apologies for including it in the range of skills that the study of Ancient History can impart (and improve). (C) CONTENT There is no simple formula for writing a good ancient history essay, but: (i) Do your preparatory reading with the title in mind, to enable you to collect material that is relevant, and to set aside what isn’t. (But if in doubt on anything, note it anyway, or at least note how to get quickly back to it.) (ii) Make a plan before the first draft — but don’t be afraid to revise it as you go along. Of the three classic parts of any essay (Beginning, Middle, End) you can do largely what you like with the Middle if the Beginning and End are sound. (iii) Give prominence to the PRIMARY SOURCES. This is done in any (or all) of three ways. (a) General introductory and/or methodological remarks about the primary sources on your topic are often appropriate. (b) You may want to quote some individual passages directly. (NB: don’t do this mechically, or to excess) (c) You will in any case want, and need, to cite individual passages, i.e. give their references2 and summarise their contents in your own words. (iv) Treat secondary sources similarly, i.e. quote X or Y (again, sparingly) if what they have said is unimprovable; otherwise cite or summarise them in your own words. And if a judgement or suggestion that you are following — or challenging — is attributable to named individuals, living or dead, name them! (Failure to do this in a systematic way, and so presenting the views of others as if they were your own, is PLAGIARISM, a University crime: see already p.14 above.) (v) As a summary of the above, write in a rigorous and scholarly way, thinking always of how best to convey what you want to say and especially the justification for it. Is it based on a primary source? Is it modern deduction? Is it your own opinion or response? Tutors will constantly be assessing whether you are differentiating between these various "levels" of statement — and that is exactly what you must do for yourself. 2 The right (and wrong!) way to give ancient source-references is as follows. You will have found the passages you want either (A) in a translation of the whole ancient work in which they occur (e.g. Thucydides, Tacitus), or (B) as extracts in a sourcebook, or (C) in another sort of book, article or website. If A: give the reference *not* as the page number of the translation, which is merely relative (because it will vary from one translation to another), but in its own system, which is an unchanging absolute. [Examples: Thucydides 2.65; Tacitus, Annals 1.14.] If B or C: again the vital point is to give the ancient reference itself. If you want to add the modern one too, to show transparency on where you actually found the item, do so as an optional extra. 17 (8) Dissertations (Stage 3) At Stage 3, students on all AHY pathways may substitute, for one semester-2 taught module, the free-standing dissertation module AHY3040. Anyone contemplating this option is very strongly advised to discuss it with a member of the academic staff WELL BEFORE REGISTRATION. 18 MARKS AND EXAMINATIONS (1) MARK SCALE Marking, of both individual items of coursework and individual exam elements, is done in accordance with the following set of University-wide ‘conceptual equivalents’. (The marks in bold are the ones you will actually be given). NB: the mark for a whole module may of course result, arithmetically, in any integer. Fail/unsatisfactory 0 (0-14) Nothing of merit 15 (15-24) Poor fail 25 (25-34) Weak fail 35 (35-39) Marginal fail Adequate 42 (40-43) Low 3rd 45 (44-46) Definite 3rd 48 (47-49) High 3rd Good 52 (50-53) Low/clear 2.2 55 (54-56) Definite/solid 2.2 58 (57-59) High 2.2 Very Good 62 (60-63) Low/clear 2.1 65 (64-66) Definite/solid 2.1 68 (67-69) High 2.1 Excellent 75 (70-77) Low 1st 80 (78-84) Definite/solid 1st 90 (85-94) High 1st [100 (95-100) Exceptional 1st ] 19 (2) RESIT EXAMINATIONS Level 1 (A pass in Level 1 modules is normally needed in order to progress to Level 2.) Students who, in June, fail modules (recorded as ‘F’) or are absent without providing written evidence of medical or other extenuating circumstances (recorded as ‘Abs’) may resit the examination in those modules in August. The mark is calculated on the basis of 100% examination, and for degree classification purposes (see section 3 below) is capped at 40. Students returned as ‘AbsM’ (absent due to documented medical or other extenuating circumstances) may also take the August resit. Their overall mark will then normally be calculated so as to include, where available, the mark(s) for tutorial participation and for assessed coursework. Levels 2 and 3 Here too, resit examinations normally take place place in August; and here again the mark is normally capped, for degree classification purposes, at 40 (except in documented medical or other extenuating circumstances: see below). If the assessed coursework element was originally passed, its mark will be carried forward and included in the resit mark (in the proportions 40% coursework, 60% examination – i.e. the tutorial contribution mark, if any, is excluded from the calculation). If such coursework was failed, or nor submitted, the assessment will be 100% examination. In order for a Level 2 or Level 3 resit mark to avoid capping, the student concerned must either have been ‘AbsM’ [see above, under Level 1] first time around or else, in exceptional circumstances, permitted by the School’s Student Progress Committee to resit without restriction. In either of these situations, alongside the resit exam itself the marks for tutorial participation and assessed coursework are carried forward. (Only if any such coursework was failed, or not submitted, due to clear and documented extenuating circumstances may it be “re-submitted”, no later than the penultimate Monday in August.) NB: all students, at any Level, who are eligible for a resit examination must either ensure that they are registered for it (by the deadline of, normally 1 st July) or inform the School in good time if they do not intend to take it. 20 (3) FINAL DEGREE CLASSIFICATION. From the 2009/10 cohort of students onwards, final degree classification stems from all 18 (or equivalent) marks obtained in your 18 (or equivalent) modules, with year-1 modules weighted at 10%, year-2 modules weighted at 30%, and year-3 modules weighted at 60%. [Previous cohorts come under the old system, which assigns nothing to year 1: i.e. year 2 at 40%, year 3 at 60%.] Five broad bands are used for the classification of degrees. In terms of percentage score, they can be summarised as follows: 0-39, fail; 40-49, third-class honours; 5059, lower second-class honours [2.2]; 60-69, upper second-class honours [2.1]; 70+, first-class honours. 21 MAKING YOUR VOICE HEARD If you have something to say about your Ancient History experience, good or bad, we should hear it. There are several channels for this, both formal and informal. Feedback via questionnaires At the end of each module, a questionnaire gives you the opportunity to record your impressions of the module and evaluate what you consider its strengths and weaknesses. These questionnaires are collated and studied in ‘module review’ each year and are often the basis for change and improvement. For Stage 3 students, an analogous questionnaire (and process) invites your comments on the Ancient History aspects of your pathway as a whole. Staff-Student Consultative Committee (SSCC) The History SSCC consists of academic staff and undergraduate student representatives. It normally meets twice a year, to discuss any issues affecting students: modules, pathways, assessment, examinations, library & resource facilities, premises and safety, and any other concerns. The SSCC is an important point of contact for students. If you want to be on it yourself, come forward and say so; otherwise, be aware of who your representatives are (see the website). Communication at other times If an informal word with your teachers and/or tutors will best answer a question or address an issue, simply put it to them when you see them for teaching or, between contact hours, email them for an appointment. If something more formal is appropriate, consult any of the following: (a) Within the subject-area AHY Pathway Co-ordinator (Prof Whitehead: d.whitehead@qub.ac.uk) AHY Exams Officer (Prof Campbell: brian.campbell@qub.ac.uk) (b) Outside the subject-area (but still within the School) Director of Education (Prof Mary O’Dowd: m.odowd@qub.ac.uk) Asst. Director of Education (Dr Graham McFarlane: g.mcfarlane@qub.ac.uk) School Manager (Ms Frances Mercer: f.mercer@qub.ac.uk) Head of School (Prof Peter Gray: p.h.gray@qub.ac.uk) 22 Autumn Semester Weeks 1 - 12 Teaching Monday 26 September – Friday 16 December 2011 3 weeks Christmas vacation Weeks 13 - 15 Assessment Monday 19 December 2011 – Friday 6 January 2012 Monday 9 January – Tuesday 24 January 2012 Wednesday 25 January – Friday 27 January 2012 Inter-Semester Break Spring Semester Weeks 1 - 9 Teaching 3 weeks Easter Vacation Weeks 10 - 12 Teaching Revision Period Weeks 13 - 15 Assessment Monday 30 January – Friday 30 March 2012 Monday 2 April – Friday 20 April 2012 Monday 23 April – Friday 11 May 2012 Monday 14 May – Wednesday 16 May 2012 Thursday 17 May – Saturday 2 June 2012 Graduation: week beginning 2 July 2012 (provisional) RAG Day: 23 March 2012 Holidays and Key dates when University closure applies: Christmas/New Year: Friday 23 December 2011 - Tuesday 3 January 2012 (inclusive) St Patrick's Day: Monday 19 March Easter: Friday 6 April - Friday 13 April (inclusive) May Day: Monday 7 May July Holidays: Thursday 12 and Friday 13 July Christmas/ New Year: Friday 21 December 2012 - Tuesday 1 January 2013 (inclusive) Student Support and Development 23 Introduction The University takes the view that all aspects of student life offer opportunities for learning and development. Schools work closely with student support services and the Students’ Union to support your personal development planning, providing a range of academic and personal support services and developmental opportunities during your time at Queen’s. Support and development opportunities for students are offered through your academic School, as well as centrally in the Student Guidance Centre, International and Postgraduate Student Centre and the Students’ Union. If you are not sure where to go when you have a question about any element of University life, ask one of the Information Assistants in the Student Guidance Centre or International and Postgraduate Student Centre. Don’t drop out – drop in! We want you to do well during your time at Queen’s and all these services are here to help you. Staff and Sabbatical Officers have a long and successful history of supporting students in a range of situations, so do not hesitate to ask for help. Every year we come across students who wish they had asked for help sooner, so take their advice and come and speak to one of the support services listed here???. And if you are not sure which service to go to, come to the Student Guidance Centre and speak to one of our friendly Information Assistants who will be able to point you in the right direction. Starting University ( first- year students) Moving to higher education is an exciting time and a new phase in your life. At the same time, don’t be surprised if you find it overwhelming at times – it’s normal to feel this way. For those of you who have recently left school, studying for a degree is very different. You have much more freedom to decide what you want to learn, and you will be asked to consider and debate about the content of your course. You will be expected to be more self-directed in how you approach your studies. Unlike school, your lecturers and tutors will guide you, but will not direct you as much as your teachers may have done in the past. Information about making a successful transition to higher education can be found at: http://www.qub.ac.uk/welcome, including a series of ‘transitions’ dvds made by students about their experiences. Within your academic School, you can discuss any issues that arise and receive guidance on approaching new situations from Academic Advisers and Personal Tutors. Personal Tutor 24 Each undergraduate student is assigned a Personal Tutor whose role it is to be a point of contact and support within your School. We strongly advise you to speak to your Tutor if you have any concerns relating to your time at Queen’s, particularly if you think it will affect your progression. Personal Tutors will support you as you reflect on your Personal Development Plan and, where appropriate, refer you to a University or Students’ Union service for specialised assistance. Students are to have six official meetings with their Personal Tutor a year, but if you need to speak to yours outside of these scheduled meetings, feel free to approach them for an appointment. Personal Development Planning and Personal Tutoring Personal Development Planning (PDP) is a process of reviewing and planning your own development. You will be encouraged to take control of your learning needs by reflecting on your personal performance and the feedback you receive. An electronic portfolio (e-folio) is provided in Queen’s Online to help you set out plans and personal goals to improve your academic performance and enhance your employability. Research suggests that students who engage with PDP are better equipped to study and develop their professional skills and experiences than those who do not. You should also look at the PDP webpage in the Student Gateway and talk to your Personal Tutor. PDP is a very helpful process to assist you in identifying what study- and skills-related changes you need to make to be even more effective as an undergraduate. Our experience shows that students who use PDP do better academically than those who choose not to. Don’t forget it’s not just about helping you study throughout your course, but it will also help you develop skills for all aspects of your life at Queen’s and beyond. Student Guidance Centre The Student Guidance Centre (SGC) is on University Road, above the Ulster Bank, Post Office and The Bookshop at Queen’s. It brings together a number of support services that help guide and assist you throughout your time at Queen’s. From managing your student record, developing your academic and employability skills and offering advice and assistance for times when you may feel under pressure, all services work together to ensure you have an enjoyable student experience. Services located in the SGC include: Careers, Employability and Skills Centre for Educational Development Counselling Service Disability Services Income and Student Finance Learning Development Service 25 Science Shop Student Services and Systems (Student Records and Examinations, Qsis) The Centre holds information and resources for a range of services both on- and offcampus. Not sure who to ask? Information Assistants on the first floor will help you with all your queries about the University, from getting a new student card, to where to submit a form, or taking advantage of specialist advice from one of the services. The Centre also offers a comfy seating area, internet access, coffee, newspapers to read and laptops that you can borrow for use within the Centre. Student Guidance Centre University Terrace T: +44 (0)28 9097 2727 E: sgc@qub.ac.uk http://www.qub.ac.uk/sgc International and Postgraduate Student Centre The International and Postgraduate Student Centre (IPSC), along with the Student Guidance Centre and the Students’ Union, forms a proactive and comprehensive support and services infrastructure for the student body. Located close to The McClay Library, the Centre provides dedicated support to, and is a hub for many aspects of information, advice and guidance for international and postgraduate students. Students have the opportunity to meet and socialise with their peers from other Schools and disciplines in a welcoming and relaxed environment. Wireless access to the University network is provided throughout the Centre. The Postgraduate Student Centre located on the first and second floors serves as a focal point for the postgraduate community, complementing the facilities and services currently provided by our academic Schools. The Centre delivers the Postgraduate Skills training programme for research students, which offers an extensive range of workshops, courses and seminars alongside numerous supported, student-led initiatives. Additionally, postgraduate research students can access one-to-one guidance and advice in areas related to careers, employability and personal effectiveness, and all postgraduate students can access tailored information and advice on a range of postgraduate issues. The second floor of the building provides dedicated study and social space for postgraduates. This includes a computer facility offering 50 networked computers with black and white and colour printing, scanning and photocopying facilities. The second floor also houses the Postgraduate Students’ Association (PGSA), which represents the interests of all postgraduate students in the University and co-ordinates a number of research-related and social events throughout the year. Opening hours for postgraduate students are 9:00am–10:00pm Monday–Friday. Postgraduate Centre 26 International and Postgraduate Student Centre T: 028 9097 2585 E: pg.office@qub.ac.uk http://www.qub.ac.uk/directorates/sgc/aboutus/ipsc International Student Support International Student Support is based on the ground floor in the International and Postgraduate Student Centre. The team aims to support, guide and advise international students, enabling them to maximize their student experience at Queen’s. Core services include advice on student-related visas and immigration issues; welcome and orientation; general support and advice; and cultural awareness training. T: +44 (0)28 9097 3899 E: internationalstudentsupport@qub.ac.uk http://www.qub.ac.uk/isso Information for International Students (non-EU/EEA/Swiss National) All the services listed in this guide are equally available to international students and staff are happy to support you during your time at Queen’s. In addition, the International Students Support Office (ISSO) has staff specifically trained to provide advice, support and guidance for international students. The staff in the ISSO are the only staff in the University who are permitted to provide advice or guidance on immigration/visa matters. The ISSO is located in the International and Postgraduate Student Centre (IPSC). We offer a wide range of services including confidential advice on immigration, problems affecting your studies or personal concerns. We provide information on matters relating to arriving in the UK, opening a bank account, police registration, healthcare and doctors, safety and security, working in the UK, driving in the UK, activities in the University, local activities and events, travel, British culture, local shops and services, facilities for families. More general support is provided to help with settling in the UK, life in Belfast, academic life and study methods, homesickness and culture shock and schools and childcare. It is very important that international students meet the conditions of their visa while they live in the UK. This means that if you have a job you must not work more hours than you are permitted. If you want to work (paid or unpaid) you should make an appointment with the ISSO to discuss what you are allowed to do in the UK. The UK has introduced new immigration rules called the Points Based System. This affects both you and the University. The University has a number of obligations to meet for the UK Border Agency, which include (but are not restricted to) keeping copies of your immigration documents, monitoring your arrival/enrolment and you attendance. The International Student 27 Handbook contains a list of the recording and reporting obligations which must be carried out by the University. If you have any questions about these please contact the ISSO. You can contact the ISSO at internationalstudentsupport@qub.ac.uk with any questions, enquiries or to make an appointment. Alternatively you can drop into the IPSC where we will be delighted to meet you and help with any problems you may be having. When you attend an appointment at the ISSO, always bring your passport with you. International Student Support Office International and Postgraduate Centre Ground Floor T: +44 (0)28 9097 3899 E: internationalstudentsupport@qub.ac.uk Accommodation University Accommodation The University has a range of accommodation for students, based mainly at the Elms Village, which is a 15-minute walk from the main campus. If you would like to apply for a place in University accommodation or if you are a resident and have any queries please contact us or visit our website: Elms Village Reception Office Elms Village 78 Malone Road BT9 5BW T: +44 (0)28 9097 4403 E: accommodation@qub.ac.uk http://www.stayatqueens.com Private Sector Accommodation If you need assistance in searching for private accommodation or you are living in the private sector and need advice on tenancy issues or any other matter related to your accommodation please contact: Brian Slevin Education and Welfare Adviser Student Advice Centre 2nd Floor, Students’ Union University Road T: +44 (0)28 9097 1135/3106 E: b.slevin@qub.ac.uk 28 Students’ Union Advice Centre – academic, welfare and financial support University life can throw up all sorts of interesting situations and challenges. Sometimes you may not know exactly what to do about them and may want some advice. That’s what the Students’ Union Advice Centre is there for. The Centre employs three Advisers dedicated to providing all Queens’ students with free, confidential, independent and accurate advice. Connie Craig – Financial Adviser Connie advises on grants, loans, fees, Support/Hardship Funds, the financial aspects of repeating years and course changes, Social Security Benefits and other general financial issues. T: +44 (0)28 9097 1049 E: connie.craig@qub.ac.uk Brian Slevin – Education and Welfare Adviser Brian advises on accommodation, including Queen’s accommodation, private landlords, deposits, repairs, checking leases/contracts. Brian also covers academic issues, including representation at Progress Committees, complaints and appeals. T: +44 (0)28 9097 1135 E: b.slevin@qub.ac.uk Debbie Forsey – Money Management Adviser Debbie advises on debt; this includes overdrafts, credit cards, loan agreements, arrears of payments, negotiating with creditors and any other debt issues. Guidance on budgeting and money management is available and students do not need to be in a ‘crisis situation’ in order to seek advice. T: +44 (0)28 9097 1166 E: d.forsey@qub.ac.uk 29 Careers and Employability Careers, Employability and Skills offers a range of facilities to help students develop their career potential. These facilities include: Guidance on a drop in or appointment basis Accredited employability programmes and workshops www.qub.ac.uk/careers > Careers Programmes Events such as careers fairs and business insights www.qub.ac.uk/careers > Events Calendar Graduate jobs, placement opportunities and work experience vacancies www.qub.ac.uk/careers > Vacancies Part-time work on and off campus through the Student Jobshop www.qub.ac.uk/careers > Vacancies It is never too early to start thinking about how you can use your time at Queen’s to enhance your employability and develop your career. Come in and speak to us. Careers, Employability and Skills Student Guidance Centre University Terrace Belfast BT7 1NN T: +44 (0)28 9097 2770 E: careers@qub.ac.uk http://www.qub.ac.uk/directorates/sgc/careers Degree Plus Degree Plus is a unique and innovative programme which allows Queen’s students to gain accreditation for skills and experiences developed outside of their academic programme. Students may register for the programme at any time during their academic career but must have submitted evidence for the award of Degree Plus by 1 April in the year they hope to graduate. Successful completion of the programme provides students with the award of Degree Plus on their transcript. Any extra-curricular activities which enables the development of academic, personal, career or employability skills may be included, eg volunteering, involvement in a club or society, completion of an additional course or programme, summer experience or working part-time. The award may be obtained in two different ways: either by undertaking a programme which is fully accredited through Queen’s, or by combining two experiences and presenting evidence on a Degree Plus application form. Visit the website for further details: http://www.qub.ac.uk/degreeplus 30 Paid Employment and Part-time work A high percentage of students work part-time whilst completing their degree. There are a number of good reasons for doing this as part-time work can help you: Develop valuable employability skills that will impress future employers Gain experience and a greater understanding of the workplace Access and develop networking opportunities Help financially during your studies Register with the Student Jobshop to access a range of opportunities and fairly paid parttime jobs at http://www.qub.ac.uk/careers > Vacancies. Please note: the University strongly recommends that students do not exceed 15 hours parttime work per week as there is strong evidence to show that significant levels of part-time work can affect degree outcomes. Paid Employment and Part-time Work for International Students International Students may have prohibitions or restrictions on working in the UK. It is very important that you confirm you have a legal right to work and if you do have the right to work, that you don’t exceed the permitted hours. If you want to work, you must bring your visa to the International Student Support Office where your visa will be checked to confirm whether or not you can work and if you can, how many hours you are allowed to work. T: +44 (0)28 9097 3899 E: internationalstudentsupport@qub.ac.uk http://www.qub.ac.uk/isso Student Care The University is committed to supporting the attainment and success of its students. Through its Student Care Protocol, staff work with students to identify appropriate actions and support either within or external to the University, to help students through the array of difficulties they may encounter during their time as a student. No issue is too small to raise with the helpful support team. If you are worried about your studies, or a personal issue affecting your studies, you can contact any of the University’s support team, including: Staff in your School (Adviser of Studies, Personal Tutor, module or year co-ordinator) Chaplains Staff in the Student Guidance Centre (Counsellors, Information Assistants, Learning Support Tutors, Careers Advisers, Disability Officers) 31 Community Youth Workers in the halls of residence Students’ Union Advice Centre or Sabbatical Officers Your GP or other health professional For information about the range of support available to students, visit the Student Gateway website (http://qub.ac.uk/studentinfo ). Any queries may be sent to the Student Guidance Centre by emailing: sgc@qub.ac.uk Anti-bullying and Harassment Policy The University’s Student Charter, its Policy on Equality and Diversity and its Student Antibullying and Harassment Policy make reference to working in a learning environment which is free from harassment including discrimination, victimisation and bullying, and expects individuals to treat fellow students, staff and visitors equally and respectfully. In line with its regulations the University will take disciplinary action against students who cause distress by comments made about others, whether said or in writing. This includes comments written in the public domain, for example on social networking sites. Chaplaincies Currently 17 faiths and denominations are represented at the University. Our work is varied and far-reaching, but we always hope to offer a warm welcome, support and advice (spiritual and otherwise) to all members of the University community. Each of us is committed to playing a constructive and beneficial role in the building up of the individual person and of the University community. The Chaplaincies website is the best source of information; however, the four main chaplaincy centres and points of contact are: Catholic Church of Ireland Methodist Presbyterian 28 Elmwood Ave 22 Elmwood Ave 24 Elmwood Ave 12 Elmwood Ave Rev Fr Gary Toman Rev Barry Forde Rev John Alderdice Rev Karen Mbayo http://www.qub.ac.uk/chaps Counselling Whilst we hope your time at Queen’s is trouble free, there may be times when you find things difficult for a range of reasons. If that is the case then please speak to the Counselling Service. Staff are friendly, approachable and experienced in dealing with a wide range of issues that students have to face at University and in their personal lives. Don’t leave things until the problem escalates; speak to them at the earliest opportunity. Emotional distress and 32 difficulty can seriously impede your ability to study effectively. Counselling can support you in managing your difficulty so that your studies do not suffer unduly. Counselling is free and confidential to any student of the University, and can range from a five-minute chat to a series of 50-minute sessions. Counsellors are professionally trained and accredited and are bound by the Code of Ethics of their professional body, the BACP. Counselling Service Student Guidance Centre University Terrace Belfast BT7 1NN T: +44 (0)28 9097 2727 E: counsellor@qub.ac.uk http://www.qub.ac.uk/counselling Students with Disabilities Disability Services provides support to students with a wide range of disabilities including mental health difficulties and dyslexia. If you have a disability or acquire a disability whilst studying at Queen’s, we can help arrange academic and personal support to meet your individual needs. Disability Services Student Guidance Centre University Terrace Belfast BT7 1NN T: +44 (0)28 9097 2727 E: disability.office@qub.ac.uk http://www.qub.ac.uk/disability Finance The Income and Student Finance Office provides advice on course tuition fees, including the assessment and collection of fees. If you have any concerns about your fee assessment speak to staff in the office who have experience in advising student on these matters. They administer a range of bursaries and student support and hardship funds, to help students in financial difficulty, which do not need to be repaid. They also provide a finance function for the University’s Clubs and Societies. Student Finance and Fees Student Guidance Centre University Terrace Belfast BT7 1NN T: +44 (0)28 9097 2767 E: IncomeOffice@qub.ac.uk http://www.qub.ac.uk/directorates/sgc/finance 33 The Students’ Union Advice Centre also has two members of staff who provide advice and guidance on personal finance, debt management, income maximisation and applying for bursaries. They can see students between 9.30am – 4.30pm, Monday – Thursday and 9am – 3pm on Friday. If you can only come outside of these hours, they will do their best to accommodate you. Connie Craig Financial Adviser Student Advice Centre 2nd Floor, Students’ Union University Road T: +44 (0)28 9097 1049/3106 E: connie.craig@qub.ac.uk Debbie Forsey Money Management Adviser T: +44 (0)28 9097 1166/3106 E: d.forsey@qub.ac.uk Health Centre Students with a Belfast address, even if they only live there during the week, are strongly encouraged to register with a General Practice (GP) surgery close to the University – although it must be within a 10 mile radius of your address. If you are ill and need a doctor’s note relating to your studies, you must see a GP as soon as possible – your School will have a policy indicating the length of time after your absence that a GP note must be submitted. It is also very important to be registered with a local GP surgery if you are suddenly and unexpectedly ill and require GP (non-emergency) attention. Students from within the United Kingdom can switch back to their ‘home’ GP during summer break. The University Health Centre (UHC) at Queen’s offers student-focused NHS services and University funded non-NHS services for Queen’s students. The UHC has extensive experience in the health needs of young adults and is made up of a friendly team who understand university life. International students in the UK for six months or more on a student visa are entitled to free NHS care and can also register with the practice. Visit our website or phone the Health Centre for more information on how to register. University Health Centre 5 Lennoxvale Belfast BT9 5BY T: +44 (0)28 9097 5551 E: reception.157@uhcq.gp.n-i.nhs.uk http://www.universityhealthcentreatqueens.co.uk 34 Learning Development Service The Learning Development Service is available to help you with academic skills. You can have a one-to-one appointment and/or attend a range of workshops on topics including essay writing, referencing, time management, presentation skills and preparation for exams. You can find out more on their website or by calling into the Student Guidance Centre to make a free appointment. Learning Development Service Student Guidance Centre University Terrace Belfast BT7 1NN T: +44 (0)28 9097 2727 E: sgc@qub.ac.uk http://www.qub.ac.uk/sgc/learning Study Support Speaking to your Personal Tutor or Supervisor and using some of the material on the Student Gateway site can be helpful ways of supporting your studies. You may also benefit from more specific help. See the section on Learning Development Service for details on the support they can offer you. The Learning Development website also offers excellent resources on referencing, essay writing, time management and stress management, as well as a range of other topics that will help you in your studies. Library and Information Services The goal of Information Services at Queen’s is to provide the highest quality information resources and services to students and staff of the University. This commitment to quality is well illustrated by the building of The McClay Library, which blends the best features of a traditional library with the latest learning technologies to create a truly 21st-century environment for students and staff. There are also further libraries: the Medical and Healthcare Library (across four sites) and the Agri-Food and Biosciences Institute Library (in the main building on the AFBI Headquarters site in Newforge Lane), as well as extensive online resources. Information Services also supports student computing, with student computing areas across the campus. The student computing web pages provide a range of information to support the use of computing in your studies; information includes the status of key computing services and computers currently free on campus, as well as information about accessing the wireless network, training and the virtual learning environment: http://www.qub.ac.uk/student 35 Queen’s Sport The facilities at Queen's Sport are second to none. Whatever your interest – performance sport or just recreation – you are sure to find an activity that suits you! We have four main sites; our flagship PEC Sports Centre in Botanic Park, Malone Playing Fields the Boat House at Stranmillis, and our cottage at the base of the Mourne Mountains. The PEC has a state-of-the-art gym, squash courts, climbing wall, swimming and diving pool plus much more. Flexible membership packages and rates are available to all students. Our Activity Programme also has much to offer, with an unrivalled choice of classes and courses, all of which are delivered by qualified instructors. Queen’s has over 50 Student Clubs catering for all sporting interests. The Malone site has grass pitches for both competition and training, sand-dressed and water-based hockey pitches and a 3G playing area. This site is currently undergoing a multimillion-pound investment, and is due for completion in Summer 2011. For further information, please see: http://www.queenssport.com/sites/QueensSport/Facilities/OutdoorSports/MalonePlayingFacil ity For information on our memberships, please visit: http://www.queenssport.com/sites/QueensSport/Membership Queen’s University Belfast Physical Education Centre Botanic Park Belfast BT9 5EX T: +44 (0)28 9068 1126 E: sport@qub.ac.uk http://www.queenssport.com Students’ Union The Students’ Union offers a range of membership services including entertainment venues, food and other retail outlets, non-alcoholic study space in The SPACE, a student enterprise centre, the Students’ Union Advice Centre, clubs and societies, student volunteering, campaigns and representative work and much more. Every student of the University is automatically a member (which means there are about 20,000 members). Open 18 hours a day during term time, the Students’ Union welcomes over one million visitors every year. It is recognised by the University as the representative body of students and is run by elected full-time Student Officers (Sabbaticals) and studentcentred staff. The Sabbatical Officers, management and staff, work with the student body to ensure the improvement of facilities and support services for students of Queen’s. Queen’s Students’ Union University Road 36 Belfast BT7 1NF T: +44 (0)28 9097 3106 E: studentsunion@qub.ac.uk http://www.qubsu.org If you do have financial pressures that mean you have to work more hours than is advisable, please come and talk to us. Both the Student Income and Finance Department in the Student Guidance Centre and the Students’ Union can give you advice on funds that are available to help students in your position. The Learning Development Service can also offer advice on time management. Language Learning The Language Centre provides a wide range of language courses for all students. Classes, which usually last two hours, are held weekly and usually run for most of the academic year. Languages currently offered are: Arabic, Bengali, Chinese (Mandarin), Czech, Dutch, Finnish, French, German, Greek (Modern), Hindi, Irish, Italian, Japanese, Korean, Latin, Polish, Portuguese, Russian, Sign Language, Spanish, Swedish, Turkish and Urdu. These are all taught at various levels ranging from beginners in all languages to advanced level in the more popular languages. These courses are accredited in line with the Common European Framework of Reference and a Language Centre Certificate is awarded for over 70 per cent attendance. Language Centre courses are included in the Degree Plus Award programme. A small administration fee is levied for each 16-week course. Apart from the courses for non-specialists, the Language Centre now offers courses leading to a Certificate in Languages for Special Purposes. Specially designed computer-based courses are available in: French, German and Spanish for Business, Practical Irish, French, German, Spanish and Italian for Tourism and Leisure. These fully-accredited courses are available at beginners, intermediate and advanced levels. (French commences at post-GCSE level). Courses can be accessed using the Language Centre’s CAN-8 multimedia online system affording students the opportunity for guided autonomous learning alongside tutor-led sessions. The nature of these online courses means that students can study in their own time and at their own pace allowing them to ‘catch up’ or to progress at their chosen pace. Upon successful completion of the course, students will be awarded a Queen’s University Certificate in Languages for Special Purposes. An administration fee is levied for each module leading to the Certificate. Apart from the formal language learning opportunities, the Centre also provides the opportunity for self-study language courses for use in its private study area. There is a growing library of resources in over 30 languages, available at various levels and in various formats ie books, videos, DVDs, tapes, CD-ROMs and self-study online courses. Carefully designed self-study packs are available in most languages. Software installed on the PCs includes dictionaries, grammar packages and interactive CD-ROM courses for all levels and in many languages. 37 The Language Centre is open for private study and class teaching from 9am – 9pm Monday to Thursday and 9am – 5pm on Friday. Staff are available for guidance and assistance during opening hours. The self-study facilities are open during normal library hours. For further information contact: The Language Centre The McClay Library T: +44 (0)28 9097 6178 E: langcent@qub.ac.uk http://www.qub.ac.uk/lc