WELCOME TO THE FACULTY
I am very pleased to welcome you to the Faculty of Education, Health and Social Sciences at
the University of the West of Scotland.
The Faculty brings together the School of Education, the School of Health Nursing and
Midwifery and the School of Social Sciences to create a unit with a strong tradition of
partnership working across a range of public service professions and organisations.
You will find a friendly, supportive and professional community at UWS who are committed
to making your time with us enjoyable, challenging and rewarding. Academic staff across the
Faculty are dedicated to helping you become a reflective, independent learner and a talented
professional in your field.
This handbook contains a lot of useful information that you will need to refer to throughout
your time as a student at UWS. Further information is also available online via
http://www.uws.ac.uk/welcome/.
We look forward to teaching, studying and learning with you throughout the coming
academic session.
With best wishes for your studies.
Rev. Professor Peter Neil
Executive Dean
Faculty of Education, Health and Social Sciences
Welcome to the School of Education
We are delighted that you made the School of Education of the University of the West of
Scotland your choice and we congratulate you on gaining a place on your Programme.
Your Programme will provide you with an education which will develop the professional
knowledge and understanding, professional skills and abilities and professional values and
personal commitment necessary for your chosen career either as a school teacher, or other
practitioner in the pre-school and childcare sector.
The offer of a place on your Programme indicates our belief that you have the personal
qualities which will enable you to become a successful practitioner. You will bring with you
certain competences already developed during your previous studies, either at school,
further education college or university. Your Programme will develop further your abilities in
accessing information and assessing its relevance, studying at advanced level, raising
questions and approaching preparation and self-evaluation in a thoughtful and positive
manner, and undertaking significant amounts of independent study as an essential
component of the Programme. These qualities will help you to benefit from our Programmes
which aim to produce highly competent, reflective and caring members of the teaching and
childcare professions.
The generic section of this handbook is full of important information about all aspects of your
Programme and will be referred to by tutors throughout your time with us. It is not
something to be read from cover to cover during the first few days of the Programme.
Rather, it is a reference document and, as such, does not provide a full description of the
content of the individual Programmes. Such details will be given within coursework classes
as appropriate. However, the overall aims and overall outlines of the individual Programmes
will appear in the relevant Programme-specific sections of the handbook. Therefore, it
would make sense to keep it in a safe place so that you can refer to it whenever the need
arises. We believe that many of your questions can be answered by reference to this
handbook. The main text of this document will also be available on VLE Moodle.
I hope that you will find your time with us in the School of Education rewarding and
enjoyable, and I wish you every success on the Programme which you are about to
commence.
Professor Henry Maitles
Interim Head of School
School of Education
Faculty Structure
The Faculty has a presence across the four Campuses of the University in Ayr, Dumfries,
Hamilton and Paisley, as shown in the diagram below.
Faculty of Education, Health &
Social Sciences
Interim Dean of Faculty:
Rev Professor Peter Neil
School of Education
School of Health, Nursing
and Midwifery
School of Social Sciences
Inerim Head of School:
Head of School:
Head of School:
Prof Henry Maiitlles
Mrs Heather Simpson
Professor Robert Pyper
Ayr Campus
Ayr Campus
Dumfries Campus
Dumfries Campus
Hamilton Campus
Hamilton Campus
Dumfries Campus
Hamilton Campus
Paisley Campus
Paisley Campus
PROGRAMME INFORMATION
Welcome to the Post Graduate Certificate in Teaching and Learning in Higher Education (PG Cert
TLHE) at the University of the West of Scotland (UWS)!
The programme team look forward to helping you make progress throughout the programme,
and to assist your continuing professional development. If you need support or advice at any
stage, please get in touch and we will do what we can to help.
One of the general aims of the programme is to foster a collegial atmosphere and environment –
where in many ways we can, and will, be a resource for each other. Prompt responses and
constructive feedback are part of that approach – and should work both ways!
We hope you enjoy the time you will spend as a programme member, and we aim to give you
every encouragement as you work towards independent professional practice.
This handbook contains a lot of useful information that you will need to refer to throughout
your time at UWS. Further information is also available online via
http://www.youruniversity.uws.ac.uk/
Programme Handbook-print version
Introduction
The programme described here is designed to help higher education teaching staff to develop
basic competencies for effective teaching within a reflective and professional context. Those
with no tertiary level teaching qualifications and limited teaching experience should find the
programme particularly beneficial.
The PG Cert TLHE is a flexible, modular programme offered in two different modes of study:
Blended Learning and Online Learning. The different modes of study use practical, taskoriented material and activities to produce more effective teaching. The programme consists
of three modules:



Module One: Practice and Theory in Higher Education
Module Two: Methods, Media and Assessment
Module Three: The Context of Teaching and Learning
Each module of the certificate carries 20 credit points at Masters level (Scottish Credit and
Qualifications Framework (SCQF) 11) and is a notional 200 hours in duration.
For each module the programme member is provided with learning materials associated
specifically with that module. This will include reference to the core text: Fry, Ketteridge and
Marshall (2009) A Handbook for Teaching and Learning in Higher Education. (3rd ed) London:
Routledge.
The aims of the programme are:

To provide a base reference point for a number of topics critical to the professional
development of a new or recent lecturer, and start a process of reflective practice
and responding to constructive feedback;

To provide the programme member with a theoretical perspective and practical
experience of a range of techniques that might be used effectively in higher
education teaching, or equivalent professional contexts;

To assist the programme member in the design and delivery of assessment and
evaluation, based on sound principles in both cases;

To provide the programme member with theoretical insights, practical support and
management skills in the changing context of teaching and learning in higher
education and equivalent professional contexts, and to assist in the process of
development towards autonomous professional practice.
The three modules are designed to be free-standing, though they form a linked set, with the
first module being regarded as a core or foundation module. Completion of Module 1 is a
prerequisite for progression to the other modules. The development of a teaching portfolio,
a key element in reflective practice and in the process of professional development, is begun
in Module 1. The programme sequence is completed with Module 3, and the summative
assessment of the teaching portfolio – based on the integration of all the relevant material
evidence – takes place then.
Creating a Teaching Portfolio and Developing Reflective Practice
Teaching portfolios are a key means of illustrating the experience and expertise of a university
teacher. Guidelines on the structure and contents of a typical portfolio, and the categories under
which evidence might be presented, such as: teaching performance and effectiveness; planning
and preparation; assessment and evaluation of student learning; continuing professional
development (CPD) are provided within the programme.
The programme team encourage the development of electronic as well as hard copy
teaching portfolios for all programme members. The electronic teaching portfolio is more
practical and encouraged for those choosing the Online Learning mode.
A reflective approach to professional practice is at the heart of this programme.
The self-evaluative aspect of the portfolio is an important element in developing as a reflective
practitioner. To achieve this, programme members will consider implications of educational
theory within their discipline or particular professional context, take a look at current practice,
note the impact of actions taken, respond to feedback and constructive criticism and set about
implementing any improvements.
Timetable for Completion
It is recommended that individual modules be completed within a trimester; so the duration of
the programme is normally 18 months, although there will be possibilities for adjustment to this
time scale following careful planning and negotiated agreement.
Assessment Methods
There are no formal exams; all programme members are assessed on the coursework of each
module and are normally expected to demonstrate their overall competence in the area covered
by one module before proceeding to the next. To qualify for the award of the UWS’s PG Cert
TLHE a programme member is expected to obtain a satisfactory assessment of competence for
work in all three modules. Since Module 1 is regarded as a core module, successful completion
of work in respect to it is required before progression to the other modules.
In line with the University's Regulatory Framework, programme members will be assessed in
relation to the general educational aims of the PG Cert TLHE: particularly as these are linked to
standards of professional competence in teaching and support of learning. The system of
moderation of marks set out in the UWS Regulatory Framework (7.4.3 and 7. Appendix 2)
applies to all submitted work. When a programme member satisfactorily completes the
requirements for a module this indication of professional competence will be recorded as Pass.
Unsatisfactory performance will be recorded as Fail. A maximum of one re-submission of
coursework will be allowed in order for the performance to be upgraded to Pass. There are no
credit or distinction awards in the current system.
Forms of Assessment
Assessment of each module is in three forms: self-assessment, formative assessment and
summative assessment.
Self-assessment
Self-assessment is carried out by the programme member, for example, during self-study whilst
working through the Units of Study/Study Guide activities. This includes short activities and
assignments and self-assessment questions. The study guide for each module states the aims
and learning outcomes for the module. Each of the intended learning outcomes is addressed by
one or more activity, and is supported by readings and other course materials, and by
participation in any taught elements or scheduled sessions.
Having completed the activities, the programme member is invited to reflect upon whether
the learning outcomes have, or have not, been met. They also provide evidence for
satisfactory completion, which is made available to their personal tutor (and to their mentor
if appropriate).
The development of a teaching portfolio, a key element within the Programme, is initiated in
Module 1. The self-evaluative aspect of the portfolio is an important element in assisting the
programme member to develop as a reflective practitioner. The increasing emphasis on
personal development planning (PDP) in the higher education sector has run parallel with the
ongoing development of key elements in the PG Cert TLHE. The programme aims to embody
and demonstrate good practice in this area, and programme members are encouraged to
complete PDP templates and incorporate these within their Teaching Portfolio. The
programme team encourage the development of electronic as well as hard copy teaching
portfolios for all programme members. The electronic teaching portfolio is more practical
and encouraged for those choosing the Online Learning mode.
A self-evaluation pro forma is used in relation to the formative assessment of teaching in
Module 1, and also in respect to the summatively assessed teaching observation in Module
2.
Formative Assessment
Formative feedback is provided in part by the process of self-assessment, and in the tutorials
and seminars/webinars, and also as part of the programme members' consultations with
other members of the programme team. Any element of progress review and reflection on
programme related issues should involve formative assessment. The programme also
includes formatively assessed written work and a formatively assessed observation of
teaching. Programme members have the opportunity to submit drafts of written work for
formative feedback prior to final submission.
Tutorials with the programme member's tutor and mentor are one of the main settings for
formative assessment. There the programme member will be assisted in identifying
strengths and weaknesses in their performance – in a discussion about completed course
activities, for example – and will have the opportunity to review means of improvement.
One significant feature of the programme is that formatively assessed materials in Module 1
and subsequent modules may be carried forward as part of the portfolio development and
then are summatively assessed in Module 3 along with other elements of the portfolio
content.
Summative assessment
The arrangements and criteria for summative assessment are carefully set out for each module,
and the work submitted as evidence for completion of these requirements is graded within the
system described. Summative assessment determines whether the programme member has
demonstrated appropriate competence in the area covered by the module and satisfactorily met
the requirements for all the learning outcomes.
Summative assessment within the PG Cert TLHE is carried out through submission of written
work, observation of teaching, and the teaching portfolio.
The University has comprehensive systems in place to assure the quality of its educational
provision and the academic standard of all its degrees and other awards. Subsequent
sections in this handbook contain key information which is required in all Programme
Handbooks. Within this programme, many participants are lecturers and therefore not
‘students’. We prefer the term ‘programme member’. However, the term ‘student’ is used
frequently in the remainder of this handbook, where generic information is being provided
for the inclusion in all programme handbooks. This information is still relevant and applies
to you.
Assuring the quality of educational provision
The University has comprehensive systems in place to assure the quality of its educational
provision and the academic standard of all its degrees and other awards.
Module Co-ordinators
Each module is overseen by a Module Co-ordinator. The Module Co-ordinator manages the
module, keeps the module descriptor up to date and will reflect on its operation at the end
of each year in the light of student feedback and student achievement. Changes may then be
proposed to the module. If you have any issues about how a module is running or its content
or assessment, you can raise these with the module coordinator or your student rep.
Subject Development Group (SDG)
The Subject Development Group (SDG) is the key body within the University for discussion of
strategic developments within the subject area, both in relation to learning and teaching and
research and commercialisation. The SDG has a set of core responsibilities, including
enhancement of the student experience.
External Examiners
External examiners are assigned to subject areas and/or programmes. They are usually
practising academics in the subject from other universities who have relevant experience of
the standards expected in the UK higher education system. Their role is to ensure that the
standards of awards from the University are comparable with similar programmes or
subjects in other UK institutions, and that the processes for assessment, examination, and
awards are sound and fair.
Module Moderators
Students should note that Module Moderators are appointed by the University to ensure
that:
a)
The instruments of assessment are appropriate to the module intended learning
outcomes and are of the correct standard or level of difficulty.
b)
There is the correct balance of knowledge, skill and understanding.
c)
The questions or assignments contain no technical errors, are original and are
unambiguous in meaning.
Subject Health Review (SHR)
All University degrees and other awards are considered in a formal review process involving
external subject experts and senior members of the University every 6 years.
Students have the opportunity to participate in SHRs. Students should be involved in the
preparation of the self-evaluation document drafted by the teaching staff. Meetings
between the review panel and a group of representative students in the subject give
students the chance to give feedback on their experience. Students are also represented on
the panel by one of the SAUWS sabbatical team.
PROGRAMME AND MODULE INFORMATION
Enrolment
Enrolment takes place at the start of each academic year, in August/September. Information
required for enrolment is emailed in advance. Methods of payment must be in place before
enrolment can take place.
Once enrolled you can access university services, such as the Library and Information
Communications Technology (ICT).
To make the process as quick and easy as possible, you should ensure that the funding for
payment of your tuition fees is in place – you should apply to SAAS, LEAs or other funding
bodies (e.g. company sponsorship) as early as possible.
Programme Specification
Detailed information on the programme can be found in the Programme Specification which
can be accessed here: Programme Specification 2011
Module One: Practice and Theory in Higher Education
This module aims to provide a base reference point for a number of topics critical to the
professional development of a new or recently appointed lecturer and starts a process of
reflective practice and responding to constructive feedback. As a core module for the
Postgraduate Certificate in TLHE Module 1 incorporates an induction programme. Teaching is
observed during module one and feedback is provided on the planning and delivery of that
teaching session. Topics include creating a teaching portfolio, developing reflective practice,
curriculum design, constructive alignment, understanding student learning and reviewing
engagement in research and scholarship and how this may inform and be integrated within
teaching and learning practice.
At the end of this module the student will be able to:
L1. Develop and implement appropriate strategies for planning and delivering teaching;
L2. Critically examine and integrate their approaches to teaching and constructive feedback
and their engagement in research and scholarship so as to review effective teaching practices
and plan for continuing professional development.
L3. Take responsibility for a process of programme design, including writing and justifying
clear and explicit intended learning outcomes and matching assessment techniques to them;
L4. Demonstrate competence in significant incident analysis as part of a process of portfolio
development.
L5. Participate effectively in and, when required, initiate discussions about theories of
learning, teaching practices and their relationship with student learning.
Module Two: Methods, Media and Assessment
This module aims to provide the programme member with a theoretical perspective and
practical experience of a range of techniques that could be used in higher education
teaching, including revisiting methods for teaching large groups, small groups and
individuals. It explores different media for learning and emphasises the potential mix of
methods and media to ensure that the instructional approach is fully inclusive. Module two is
also concerned with principles and instruments of assessment in higher education. The
integral role of assessment in the learning process is recognised. The module reinforces the
necessary connection between aims, assessment and learning outcomes. It emphasises the
needs for validity, reliability and fairness, and considers the effects of assessment on
students. Teaching is again observed during this module.
At the end of this module the student will be able to:
L1. Integrate theory with practice in selecting techniques that will best meet the learning
outcomes of the programmes within their subject specialism(s);
L2. Devise and justify strategies for effective instruction with respect to different modes of
delivery and different contexts, based on a critical review of teaching and learning practice
within their discipline;
L3. Demonstrate appropriate skills and an inclusive approach to the selection and use of
methods and media, and provide evidence of such skills in their teaching portfolio;
L4. Critically review the assessment strategy and assessment instruments for a given module
or educational programme, current or proposed, in doing so, devise, construct and justify a
selection of assessment instruments and techniques, including marking criteria and
arrangements for feedback to students, and considering implications for professional
practice.
L5. Participate effectively in and, when required, initiate discussions about assessment in
relation to current theory and effective teaching practice in respect to student learning.
Module Three: The Context of Teaching and Learning
This module considers teaching and learning in the broader context of relationships with
colleagues and support services, both within the institution and within the higher education
section generally. It recognises the need for academics to combine the management of tasks
and responsibilities such as teaching, scholarship, research, student support and
administration. The module also considers relationships with professional bodies such as the
Higher Education Academy (HEA), the Quality Assurance Agency (QAA) and, where
appropriate, with the Nursing and Midwifery Council (NMC). Module Three is also concerned
with principles and instruments of evaluation in higher education. Again it emphasizes the
needs for validity, reliability and fairness in and considers the effects of evaluation on staff
and programmes.
At the end of this module the student will be able to:
L1. Establish clear priorities in planning and managing areas of continuing personal and
professional and interprofessional responsibility, including development, particularly with
respect to teaching, scholarship, research, student support and administration;
L2. Evaluate modules, methods and media as part of a process of continuing development
and improvement;
L3. Provide evidence of effective interaction with others (both internal and external to the
University, or equivalent professional context): for example, in negotiating skills, leadership,
accountability and integrity, group support and personal tutoring skills;
L4. Critically appraise their teaching portfolio for evidence of sound theoretical grounding
and good practice, and adaptability to change: e.g. in relation to a career-review interview,
or preparation for an external review, or a specific project relating to the member's
professional responsibilities.
L5. Participate effectively in and, when required, initiate discussions about evaluation in
relation to current theory and effective teaching practice in respect to student learning.
Induction Programme
As mentioned above, module 1 includes an induction to "Teaching, Learning and
Assessment in Higher Education". This is delivered as part of the Blended Learning option as
an intensive 3 day face to face programme (which the University of the West of Scotland
currently runs in collaboration with the University of Strathclyde twice a year – in January
and September) or is embedded into the delivery of module 1 within the Online Learning
option. All programme members have access to all materials used for the face to face and
online delivery modes.
This induction provides an important venue for programme members to get to know their
colleagues on the programme. It introduces a range of theoretical and practical approaches to
teaching and learning at tertiary level. Key elements of the programme include: small group
teaching, assessment and evaluation, course design and a micro teaching session.
Participation in all sessions of the induction is required of programme members in the PG Cert
TLHE. The creation of opportunities for social interaction – especially networking and developing
contacts with colleagues – is a valuable aspect of this induction.
Post Graduate Researchers at the University of the West of Scotland studying for module 1
can also attend an equivalent three day "Preparation for Teaching in Higher Education"
programme, which is currently offered by CAPD in association with the Innovation and
Research Office (IRO).
Professional Accreditation
The PG Cert TLHE has been approved as satisfying the teaching accreditation standards set by
the Nursing and Midwifery Council (NMC); thus graduates within nursing and related professions
may apply for a recordable teaching qualification if they meet the standards. The programme is
also accredited by The Higher Education Academy, which issued a UK Professional Standards
Framework (UKPSF) in 2006 and recently updated in 2011.
Meeting of NMC Standards
The following applies only to programme members (students) seeking an NMC recordable
teaching qualification:
In line with the NMC Standards to Support Learning & Assessment in Practice (2006, updated
2008), the NMC requires confirmation at the end of the PG Cert TLHE, that both the practice
and theory/academic parts of the programme have been successfully achieved. At UWS, the
agreed arrangement with the NMC is that the PG Cert TLHE Programme Leader is responsible
for confirming to the NMC that both the practice and the academic/theory parts of the
programme have been successfully achieved.
In line with section 3.4.3 of the NMC Standards, judgements about the achievement of the
academic/theory parts of the programme are made by two members of the programme
teaching team (at least one of whom will also be an NMC registered teacher). Confirmation
that the practice element of the programme has been met is provided by the programme
member’s Mentor (a practice teacher and/or sign-off mentor, who is themselves an NMC
qualified teacher), who signs off on completion of the practice component.
Only once evidence has been provided of successful completion of both the practice and the
academic/theory parts of the programme, will the Programme Leader confirm that the NMC
Standards have been met by the programme member.
UK Professional Standards Framework (UKPSF)
The UKPSF for teaching and supporting learning in higher education (2011)
1. Supports the initial and continuing professional development of staff engaged
in teaching and supporting learning
2. Fosters dynamic approaches to teaching and learning through creativity, innovation
and continuous development in diverse academic and/or professional settings
3. Demonstrates to students and other stakeholders the professionalism that
staff and institutions bring to teaching and support for student learning
4. Acknowledges the variety and quality of teaching, learning and assessment practices
that support and underpin student learning
5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced
approaches to teaching and supporting learning, often as part of wider responsibilities that may
include research and/or management activities.
The Dimensions of the Framework are:
Areas of Activity
A1. Design and plan learning activities and/or programmes of study
A2. Teach and/or support learning
A3. Assess and give feedback to learners
A4. Develop effective learning environments and approaches to student support and guidance
A5. Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the evaluation of professional
practices
Core Knowledge
K1. The subject material
K2. Appropriate methods for teaching and learning in the subject area and at
the level of the academic programme
K3. How students learn, both generally and within their subject/ disciplinary area(s)
K4. The use and value of appropriate learning technologies
K5. Methods for evaluating the effectiveness of teaching
K6. The implications of quality assurance and quality enhancement for
academic and professional practice with a particular focus on teaching
Professional Values
V1. Respect individual learners and diverse learning communities
V2. Promote participation in higher education and equality of opportunity for learners
V3. Use evidence-informed approaches and the outcomes from research,
scholarship and continuing professional development
V4. Acknowledge the wider context in which higher education operates
recognising the implications for professional practice
Successful completion of all requirements for Module 1 will meet those elements of the
framework that apply to Associate Fellow of the Higher Education Academy (AFHEA)
(Descriptor 1); and completion of all three modules of the PG Cert TLHE meets the requirements
for Fellow of the Higher Education Academy (FHEA) status (Descriptor 2). Please see below:
Descriptor 1:
Demonstrates an understanding of specific aspects of effective teaching, learning
support methods and student learning. Individuals should be able to provide
evidence of:
I.
Successful engagement with at least two of the five Areas of Activity
II.
Successful engagement in appropriate teaching and practices related to these
Areas of Activity
III.
Appropriate Core Knowledge and understanding of at least K1 and K2
IV.
A commitment to appropriate Professional Values in facilitating others’ learning
V.
Relevant professional practices, subject and pedagogic research and/or
scholarship within the above activities
VI.
Successful engagement, where appropriate, in professional development activity
related to teaching, learning and assessment responsibilities
Descriptor 2:
Demonstrates a broad understanding of effective approaches to teaching and
learning support as key contributions to high quality student learning. Individuals
should be able to provide evidence of:
I.
Successful engagement across all five Areas of Activity
II.
Appropriate knowledge and understanding across all aspects of Core Knowledge
III.
A commitment to all the Professional Values
IV.
Successful engagement in appropriate teaching practices related to the Areas of
Activity
V.
Successful incorporation of subject and pedagogic research and/or scholarship
within the above activities, as part of an integrated approach to academic practice
VI.
Successful engagement in continuing professional development in relation to
teaching, learning, assessment and, where appropriate, related professional practices.
The module study guides also make specific reference to the areas of activity as appropriate to
the topic under discussion. Further, outlines of core knowledge and professional values
provided in the framework underpin the programme at each stage.
Notice Boards
Notices will be posted via Moodle or by email.
Virtual Learning Environment (VLE): Moodle
The University makes use of the Moodle Virtual Learning Environment to support you during
your studies. Moodle provides access to course materials, recorded lectures, online
discussion and social interaction, interactive lessons and assessment. Moodle is available 24
hours a day, with the exception of maintenance periods, every day of the year from
http://moodle.uws.ac.uk.
The Student Guide to Moodle is available from Moodle (http://moodle.uws.ac.uk) by
selecting Help from the menu bar, followed by Moodle. The Student Guide is available for
selection from the right hand menu. Alternatively you can go directly to the Guide by
entering the address http://goo.gl/MWjAa in your web browser.
Student Email
As a student of the University of the West of Scotland you are given a student email account.
The University will use this email account as the primary means of communication for
updates on class locations and timings; new session timetable information and other
important news. To get details of how to log in to your email account go to the University’s
Virtual Learning Environment.
UWS students are automatically allocated a student email address. It takes the format:
bannerid@studentmail.uws.ac.uk
More information about student email accounts can be found at
www.uws.ac.uk/studentemail
Students should note that their UWS email address should be checked regularly as it is the
main channel for University communications with students.
Web Information
Faculty of Education, Health and Social Sciences web address is:
http://www.uws.ac.uk/about-uws/faculties/faculty-of-education,-health-and-socialsciences/education,-health-and-social-sciences/
School of Education Web address is: http://www.uws.ac.uk/education/
STUDENT INVOLVEMENT
The Faculty of Education, Health and Social Sciences is strongly committed to
maintaining a friendly, supportive and informal learning environment and greatly
values the active involvement of students. In particular, we value your feedback on all
aspects of your experience as a student in the Faculty and encourage you to express
your views, both positive and negative, through a variety of channels:

Through the different Module Co-ordinators who are responsible for the regular
review of the content and delivery of their individual modules, and who will ask
you to complete a separate evaluation questionnaire for each module;

In regular discussions with your Personal Tutor;

Through your Programme Leader who has oversight of the quality of your
programme of study, discusses the programme regularly with external
examiners, and completes an annual report for the university's quality
assurance procedures;

Through student representatives;

Through discussions with the Faculty/School Office;

Through the different questionnaires and discussion boards to which you will
have an opportunity to contribute.
You should always express your views quickly and seek to resolve a problem early by working
with those members of staff most directly involved.
Students’ Association (SAUWS)
Information about the Students’ Association (SAUWS) can be found at the web address:
www.sauws.org.uk
Student Involvement and Engagement
The University considers the involvement of students in quality assurance and enhancement
activities to be a key priority. By getting involved and giving us feedback you are enhancing
the quality of your educational experience and making a difference for future students. Our
feedback mechanisms (questionnaires, student conferences etc.) give you the opportunity to
present your views on your learning experience.
Student feedback mechanisms
The module questionnaire seeks feedback on individual modules in terms of delivery,
learning resources and assessment. You will be invited to complete a Module Experience
Questionnaire (MEQ) for each module taken at the end of each trimester. Your feedback is
anonymous and will improve the module delivery for future students. You will benefit from
the action taken following feedback by previous students on the modules you are taking
now.
You will also be given the opportunity to take part in other surveys which allow you to
comment on a wide range of issues which affect the quality of your student experience from
teaching and learning to resources and facilities. These opportunities may be via post,
telephone, in class or online questionnaires. Some may be internal to UWS and others may
also link in with national surveys such as the National Student Survey (NSS).
All surveys lead to enhancement of the UWS student experience so it is important to take
every opportunity to make your experience known.
Student Representation
Student Representatives, or Reps as they are more commonly known, are students who are
elected by their class to represent the class or the programme on various committees within
the University.
Student Reps act as a channel of communication between students and the institution to
ensure that the opinions and needs of students are heard at every level within the University.
Reps also act as a channel of communication between the student body and the institution
and the Students’ Association (SAUWS). Any queries students have can be taken to the
relevant committee and likewise issues discussed can be reported back to the wider group of
students.
Reps attend and actively participate in a wide range of committee meetings. These can be
Student/Staff Liaison Groups, Subject Development Groups and the SAUWS Students’
Representative Council (SRC).
To assist with the process, you will need to choose a minimum of one representative from
your programme year group. You will be informed of this during induction week and
volunteers will be sought in the first week of the trimester. This should allow time for getting
to know who might best represent the views of your year group and allow us to arrange the
first meetings quickly so we can deal with any immediate issues. The Quality Enhancement
Unit (QEU) offers training to all student representatives in partnership with the Students'
Association and sparqs - www.sparqs.ac.uk. These training sessions will be in a relaxed and
informal setting and will equip student reps with a variety of skills and knowledge on core
subjects such as the role of the student representative, communication skills, meeting skills
and dealing with committee papers.
If you would like any further information regarding the remit of the committees outlined
above, and the issues discussed or you would like to know more about becoming a student
rep on one of these committees please contact Claire Lumsden, Student Rep Co-ordinator,
Students’ Association – src@sauws.org.uk or Elizabeth Marshall, Quality Enhancement Unit –
elizabeth.marshall@uws.ac.uk.
Student/Staff Liaison Groups (SSLGs)
Remit
The Student/Staff Liaison Group is a forum for students and staff to discuss student-led agendas
on learning and teaching issues and to consult with students on its future plans for curriculum
development. SSLGs are not "complaint shops". SSLGs can be either subject or programme
level, it is up to the individual Faculty to determine the best way to ensure all programmes are
represented by one or more SSLG and to advise this to QEU by the start of session each year to
enable student representatives to be elected and invited to sparqs training. SSLGs will normally
be chaired by a student. At a minimum there should be at least one SSLG per School or
Subject/SDG area per trimester (Trimester 3 as required). Consideration should be given to multicampus issues.
Faculties will ensure arrangements are in place for election of student representatives across all
Faculty provision by the end of October.
The dates of SSLG meetings should be published and placed on the Faculty notice boards and
Moodle along with the reports of meetings to ensure transparency and dissemination of
information to all students. All staff should encourage students to participate in SSLGs. The
Faculties must ensure agendas are proactively developed for SSLG meetings to ensure
students are drawn into discussions on Learning and Teaching development.
The following are indicative of the issues that could be discussed at a SSLG:
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Issues raised in student feedback/module questionnaires and the actions planned as a
result of questionnaires/SSLGs etc;
Short-term problem solving etc.;
Volume of work;
Use of Lectures/Seminars/Tutorials;
Student queries on learning outcomes, programme specifications, module descriptors;
Delivery/pace of the programme;
Learning and Teaching methods;
Virtual Learning Environment (Moodle);
Communication with students;
Support for independent learning;
Methods of assessment;
Timing of courseworks;
Return of coursework/formative feedback;
Resources/facilities;
Identification of good practice;
Issues of concern;
Professional accreditation issues;
New programme proposals/module and programme changes;
Subject Health Review opportunities for student input;
Design and content of syllabus;
Employability;
Personal Development Planning;
Work-based Learning;
International exchange opportunities;
Plans for enhancement/using the outcomes of the National Enhancement Themes;
Success and progression rates of their modules and programmes;
Regulatory issues/changes;
Quality of delivery;
Multi-campus issues;
Discussion of new initiatives and strategies at Faculty or University level.
Staff Liaison Group
The PG Cert TLHE refers to its SSLG as a Staff Liaison Group (SLG). If you are interested in joining
then please contact the Programme Leader or the Chair of the Group. Agendas and minutes are
posted on Blackboard. Mark Molesworth is currently the Chair of this group. Mark is currently
studying for the PG Cert TLHE.
TEACHING STAFF
Dr Louisa
Sheward
louisa.sheward@uws.ac.uk 01418483823
Chris
Bradshaw
Programme Leader and Module
Co-ordinator, Lecturer, Centre
for Academic and Professional
Development (CAPD) and
Seconded to School of
Education
Equality and Diversity Coordinator
Mary Evans
Lecturer, School of Education
mary.evans@uws.ac.uk
Laurence
GiraudJohnstone
Marcella
Kean
Lecturer, School of Education
laurence.giraud.johnstone
@uws.ac.uk
Senior Effective Learning Tutor
marcella.kean@uws.ac.uk
Professor
Moira
Lewitt
Dr David
McGillivray
Professor: Faculty of Science &
Technology/CAPD
moira.lewitt@uws.ac.uk
Reader in Events and
Culture/CAPD
david.mcgillivray@uws.ac.
uk
Dr Vicki
O’Donnell
Senior Lecturer, School of
Education
victoria.odonnell@uws.ac.
uk
Dr David
Ross
Director of CAPD
david.ross@uws.ac.uk
Hugh Smith Senior Lecturer, Senior Lecturer,
School of Education
hugh.smith@uws.ac.uk
Bill Steele
b.steele@uws.ac.uk
Senior Lecturer, CAPD
chris.bradshaw@uws.ac.u
k
Professor
Professor of Youth and
ross.deuchar@uws.ac.uk
Ross
Community Studies, School of
Deuchar
Education
Contacting Staff: Staff can be contacted by telephone or email as above.
01698
283100/
8273
01292
886471
01418483390
01418483821
01418484133
01418483220
0141
848
3142
01418483820
01292
886303
01698 283100
Ext.
8403
0129288
6334
Personal Tutor
The role of the Personal Tutor is to be the principal source of professional development for the
programme members assigned to them as personal tutees in the PG Cert TLHE. The tutor
provides tutorial teaching, professional guidance and advice, and personal support. The tutor's
relationship with the programme members is one of strict confidentiality and departmental
neutrality, so that the mutual trust and openness necessary for professional development can be
established and maintained.
The tutor is responsible for facilitating progression of programme members, and negotiating any
learning agreements with individual members in consultation with the programme leader. The
tutor clarifies coursework requirements in the modular programme, and makes sure the
programme member has all programme materials, and is informed about assessment
procedures. The tutor will negotiate details of assessment with the programme members
concerned, and will be available for teaching observation.
Acting in liaison with the Programme Leader, and the Mentor as appropriate, the Personal Tutor
will prepare all necessary information and keep a record of the progress of programme members
assigned to them, and assist in making ready any materials required by the Subject Panels and
the Progression and Awards Boards and the External Examiner.
The tutors will also advise their programme members of any additional educational resources
available that may be directly relevant to their programme of study, and keep them informed of
further academic and personal development activities and opportunities that may arise
elsewhere within CAPD or the University, or other relevant professional context. In a spirit of
collegiality and mutual support, programme members would also be expected to share such
information as they are privy to with their tutors and mentors and other programme members.
The Mentor
In addition to a Personal Tutor you will also be asked to name a mentor from within your
discipline who will also support you during your studies. The provision of a Mentor from within
the same professional discipline is seen by the course team as an important opportunity for
additional personal and professional support for programme members.
The Mentor should be an experienced and/or professionally registered and trained colleague,
with a sound general understanding of the theory and practice of learning and teaching, who can
offer support and guidance, and enable programme members to become more effective
teachers and practising professionals within their shared discipline. For programme members
seeking an NMC recordable teaching qualification the mentor should themselves be a NMC
qualified teacher entered in the same part of the register as you. The programme team will
liaise with Heads of School in identifying potential mentors for programme members if
necessary.
The role of the Mentor will vary depending on particular circumstances in the work-place and
learning environment; however, in several respects their role will parallel to that of the
programme tutor, while operating within the general area or division of subject specialism.
Consequently, the following functions can be considered as part of the mentor's continuing
responsibility:

to guide programme members in their practical teaching, and to explore strategies
appropriate to their particular discipline or allied areas;
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to act as a source of expertise in the teaching and learning context;
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to provide collegial assistance in at least part of the observation of teaching practice;

to advise new staff on the range of resources available, and give specific counsel on the
support services within the institution;
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to be accessible throughout the programme, and to keep in touch with their assigned
programme member(s) and other members of the course team;
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to advise on lesson planning and preparation, programme assignments, choice of
independent professional study and other programme related matters;
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to exemplify professional principles and values;
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to facilitate the programme member's reflection on their teaching experience and
development, and to offer advice on portfolio design and compilation;
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to sign off teaching practice component (NMC).
In carrying out any aspect of these functions, the Mentor should make sure that appropriate
steps have been taken to keep the programme member's Personal Tutor informed about
activities and developments in respect to the programme member's work and progression. As
mentioned earlier, while both the Personal Tutor and the Mentor will provide personal and
academic support for the programme member, the role of "critical friend" is a key aspect of the
responsibility of the mentor. Such a role should not compromise any potential involvement in
assessment procedures; however it is important that the highest standards of professional
behaviour apply with regard to programme activities, and that open and effective
communication be maintained between all those concerned.
The programme team will ensure that mentors have information and support to assist them
in fulfilling their role. Written information, and guidelines regarding mentoring and the role
of the mentor within the PG Cert TLHE specifically, will be provided for all mentors. A formal
Mentor Training Workshop is offered twice per year. An informal mentor’s lunch is held
twice per year, to which all new and existing mentors are invited and which provides an
opportunity to meet programme members, the programme team and other mentors.
Discussion forums are also available on the VLE which provide an opportunity for discussion,
exchange of ideas or questions, and an opportunity for peer support.
CURRICULUM AND STUDY SKILLS
Timetables for the programme are issued to students by email and/or are also placed on
Moodle. The material for each module is presented by means of seminars (Blended Learning
mode), webinars (Online Learning mode), tutorials and/or online learning activities. A
webinar is the term used to refer to a Web-based seminar which may take different forms:
lecture, workshop or seminar that is transmitted over the web.
Seminars/Webinars
Seminars/Webinars are used to present an overview of the content of the module, to
elaborate and simplify the more difficult concepts, and to provide opportunities for social
interaction.
Programme members enrolled in the Blended Learning mode participate in four seminars per
module on a variety of topics, such as teaching portfolios, aims and intended learning
outcomes, student support and feedback, practical teaching skills and methods of
assessment. The creation of opportunities for social interaction, especially networking and
developing contacts with colleagues from different disciplines to share good practice is a
valuable aspect of the programme. This is facilitated at the seminars through the use of, for
example, case studies, discussions, activities and feedback. All programme members will
have access to all materials used for both the seminars and webinars.
Programme members enrolled in the Online Learning option attend four webinars per
module (the term ‘webinar’ is used to refer to a web-based seminar which may take different
forms, and is transmitted over the web) on a variety of topics, such as teaching portfolios,
aims and intended learning outcomes, student support and feedback, practical teaching skills
and methods of assessment. Each of the four webinars will be delivered online using a
variety of approaches including Voice Thread, Camtasia and Nefsis. The creation of
opportunities for social interaction, especially networking and developing contacts with
colleagues from different disciplines to share good practice, is a valuable aspect of the
programme. This is facilitated in webinars through the use of, for example, case studies,
discussion boards, group wikis, activities and a feedback blog. All programme members will
have access to all materials used for both the seminars and webinars.
Tutorials
Regular contact (face to face, phone, email, skype, video-conference or Nefsis) with personal
tutors plays an important part in the provision of academic and personal support within the
PG Cert TLHE. During these tutorials programme members will be assisted in all aspects of
development and progression in respect to the certificate: being guided through the
programme, and discussing and confirming arrangements for assessment. The exact nature
of the assignments will be negotiated between the programme member and the personal
tutor. Negotiation may also involve the mentor. Consultation with the programme
member's academic line manager may also be appropriate.
Personal Study
It is important that you also study in your own time. Each module is equivalent to 200
notional learning hours.
e-learning
Each module has associated e-learning materials organised into Units of Study that act as a map
for the programme member, detailing readings and activities. These are available through
Moodle.
Core Text
A core text has been selected for this programme: Fry, Ketteridge and Marshall (2009) A
Handbook for Teaching and Learning in Higher Education. (3rd ed) London: Routledge. This is
available as an e-book.
The text is sympathetic to the aims and philosophy of the programme team at UWS, and covers
in a readable way most of the topics in tertiary level teaching likely to be encountered by
programme members. A feature of the text is the provision of a section of discipline-specific
chapters, which highlight relevant teaching and learning issues and methodology. You will be
directed to particular readings in the core text: so the Handbook gives members access to
relevant research and scholarship which underpins the PG Cert TLHE, as well as being a useful
general reference source in teaching and learning. Access to the core text is provided as an ebook. This is accessed via the library. Hard copies are also available in the library
Personal Development Planning
Personal Development Planning (PDP) is a process that enables students to plan for and keep
records of their development and achievements in three broad areas:
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Personal Skills
Academic Development
Career Planning and Employability
All students will have the opportunity to engage with PDP activities and to build an ePortfolio
to record their achievements. The ePortfolio system is supported by MyLinC (My Learning in
Context) which is available through the University’s Virtual Learning Environment.
The University believes that engagement with PDP will help students to:
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Become more effective, independent and confident learners;
Understand how they are learning and relate their learning to a wider context;
Manage their own learning according to their individual needs;
Improve their general skills for study and career management;
Talk about their personal goals and evaluate progress towards their
achievement;
Take a more positive attitude to learning;
Better articulate their achievements to others, for example when applying for
a job.
Student’s personal development planning will normally be guided and supported by a
personal tutor. Further guidance and support on aspects of PDP may be facilitated through a
variety of sources including: The Library; Module Lecturers; Student Mentors and Effective
Learning Tutors. Students can also access a wide variety of online help tools including the
Student PDP Handbook.
The development of a teaching portfolio, a key element within the PG Cert TLHE, is initiated
in Module 1. The self-evaluative aspect of the portfolio is an important element in assisting
the programme member to develop as a reflective practitioner. The increasing emphasis on
PDP in higher education has run parallel with the ongoing development of key elements in
the PG Cert TLHE. The programme aims to embody and demonstrate good practice in this
area, and programme members are encouraged to complete PDP templates and incorporate
these within their Teaching Portfolio. The programme team encourage the development of
electronic as well as hard copy teaching portfolios for all programme members. The
electronic teaching portfolio is more practical and encouraged for those choosing the Online
Learning mode.
Employability
The University is committed to providing a high quality learning experience which produces
confident, enterprising and skilled graduates with skilled graduates and skills relevant to all
types of employer. Being employable is not just about having a specific degree. It is about
having the generic or transferable skills and attributes that are essential to get and then
succeed in any graduate employment. These generic attributes include having good
communication, interpersonal and team working skills. It is not just important for students
to recognise that they have developed these skills; they also need to be able to explain to
others that they have done so (for example, in a CV, a job application form or at an
interview).
The Careers Advisers in the University’s Careers and Employability Service supports students
to prepare them to compete effectively in the graduate labour market. These include
careers workshops (e.g. on CVs and job applications); one-to-one careers guidance by
appointment; opportunities to meet with employers; a job shop (for part time jobs, summer
work and volunteering opportunities) and access to a range of placement opportunities. An
online graduate vacancy system, careers library and other web-based information can be
found at www.uws.ac.uk/careers/. The team of Careers Advisers provide a range of support
activities involved in the application process, from mentoring, support in the preparation of
quality CVs and applications and interview practice.
The PG Cert TLHE is practice-based – and all aspects of content, delivery and assessment are
directed towards autonomous and competent professional development. The emphasis on
reflective practice and the creation of a teaching portfolio are key elements in this ongoing
process. This is encouraged and supported at each stage by programme tutors and mentors.
Attendance
It is expected that students will attend all scheduled classes or participate with
all delivered elements as part of their engagement with their programme of
study.
It is your responsibility to keep the University informed of any periods of absence. Please
refer UWS Regulatory Framework (Regulation 5) for further details. (Copies are available
from the Library and the University’s website) http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
Health and Safety
All students should be aware that they have a legal responsibility to work safely at all times
and not to endanger themselves or other persons who may be affected by their acts and
omissions.
Please note the Health and Safety section of the Student Handbook, in particular the
paragraphs dealing with First Aid, Accident Reporting, Fire Procedures and Smoking Policy.
These form part of the University’s Health and Safety Policy and must be complied with.
Additionally, students must follow the Faculty’s health and safety rules, including any risk
assessments specific to the work they are carrying out, whether that work is within the
University or as part of a fieldwork activity. Students may not deviate from the laboratory
protocols, method statements or Demonstrator/Lecturer's instructions as these are based on
assessment and control of risk.
Students must attend all health and safety training offered by the Faculty and use any
personal protective equipment required.
Registering with a local Doctor
If you are new to the University and have not already registered with a General Practitioner
in a GP Practice, you should do so now. You should be registered with practice near to where
you are living or near to the University campus where you are studying.
If you are ill, your GP practice would be the first place to contact for advice. You should not
wait until you are unwell before attempting to register with a GP practice.
In addition to receiving diagnosis and treatment, you can access a variety of services through
a GP practice. These include prevention of illness, family planning, contraception,
immunisation and travel health advice.
If you are ill and cannot wait until your GP surgery re-opens, contact NHS 24, Tel: 08454
242424 www.nhs24.com A list of GP practices near to the University's campuses is available
via Health & Safety Services 0141 848 3926 or at:
http://www.uws.ac.uk/standardpb.aspx?pageid=2147502879&terms=Health+and+Safety
COLLABORATIVE PARTNERS AND EXCHANGE PROGRAMMES
1. Collaborative Partners
UWS currently has a number of collaborative agreements. Partners include the Scottish
Baptist College, Ayr College, Cardonald College, City of Glasgow College, Coatbridge College,
Cumbernauld College, Kilmarnock College, Motherwell College, Reid Kerr College, South
Lanarkshire College, Stow College, Strathcarron Hospice, Studien & Technologie
Transferzentrum, Edinburgh Napier University, Hamburg University of Applied Science,
Reutlingen University, Fachhochschule Hannover University of Applied Sciences and Art,
Hochschule Deggendorf Stuttgart, Hochschule Der Medien Stuttgart and Leipzig University of
Applied Science.
2. Exchange Programmes
The partnerships the University has with institutions across Europe, within the Erasmus LLP
programme, and the United States, allow students to study abroad and experience the many
benefits of living in another country. Further information on Exchange Programmes is
available via http://www.uws.ac.uk/standardpb.aspx?pageid=2147506172&terms=Exchange
ASSESSMENT AND REGULATIONS
Assessment is used to determine how well you understand the material being presented in
your modules. This may be by means of seen or unseen examinations, written and practical
tests, reports and assignments. Provided that you have been studying on a regular basis, you
should have no difficulty in passing them. Assessments are designed to allow students to
demonstrate that they have achieved the learning outcomes for the module.
Assessment
Assessment is used to determine how well you understand the material being presented in
your modules. This may be by means of seen or unseen examinations, written and practical
tests, reports and assignments. Provided that you have been studying on a regular basis, you
should have no difficulty in passing them. Assessments are designed to allow students to
demonstrate that they have achieved the learning outcomes for the module.
1.
Assessment
The University regulations for assessment can found be found at
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/.
Please also refer to your Module Descriptor and Programme Specification as there may be
additional specific assessment requirements that apply to individual modules/programmes.
You are likely to encounter a variety of different types of programme work during university
studies, and most programmes in the University include a blend of:
Exams
Most exams in the University are two hours in length. The University
has three exam sessions:
In January - for Trimester 1 subjects
In May - for Trimester 2 subjects.
In August – for Trimester 3 subjects.
Should you fail an exam, there is a re-sit diet of exams in August.
Essays
Practical
assignments
Class tests
Workshop
presentations
Reports
Log books
2.
Please note that it is the student's responsibility to check dates,
times and venues. If you find that two of your exams are scheduled
to take place on the same day and at the same time, please contact
the Examinations Unit immediately, in person (Student Link - Paisley
campus), or by telephone on 0141 848 3857, or by email at
examinations@uws.ac.uk in order that alternative arrangements can
be made.
Essays are often used to develop a critical appraisal of a special topic
through wide and appropriate reading, careful synthesis and the
development of a clear, logical structure and pertinent sequence of
arguments.
Practical assignments will vary widely across the different modules.
(May be others suited to your programme).
Short class tests may be included in some modules - make sure you
know when these are.
Workshop presentations may involve students working individually or
collectively on a defined topic by reviewing and synthesising
appropriate source material for presentation to the class.
Reports are intended to develop students skills in applying their
knowledge and understanding to a relevant practical problem
Log books may be required as part of the assessment of work
experience, in which students can be expected to maintain a record of
the activities as part of the raw material fashioned into a concluding
report. They are also used in some of the projects to allow you to
keep a record of your progress.
Coursework schedules
Each coursework assignment for the module will have a due date when it must be handed in.
The timetable of the due dates for individual modules within your programme of study will
be presented as a coursework schedule, which will be given to you at the beginning of the
academic year. However, it may be subject to change and you should consult the subject
lecturer in order to verify the nature and the exact timing of the assessments. Information
on the coursework schedule for each module may also be displayed on an appropriate notice
board.
Please review your programme work submission dates at an early stage and regularly, as
they will form the basis of your workload planning.
3.
Preparation and planning
There is likely to be a substantial amount of coursework in each year of your programme.
Lecturers must allow time for taught material to be consolidated and therefore coursework
submission dates often bunch together in the second half of the trimester. To compensate
for this, you will usually be advised what you have to do well in advance of the submission
date. It is essential that you plan ahead with your coursework preparations, and that you
make an early start in researching and reading for programme work. If you leave your
preparations to just before the submission date you will almost certainly encounter serious
difficulty in obtaining appropriate source material, and your programme work is likely to be
of poor quality. This will lose you marks.
Of course, you should aim to pass each assessment at the first attempt even though the
regulations may allow for further attempts. The conditions differ for different assessments
and different subjects and each subject lecturer will give you the information you require. If
you are not sure what is required of you - ask.
Please note that it is your responsibility to retain a copy of any submitted coursework.
Advice on planning and preparation can be found at www.uws.ac.uk/effectivelearning.
4.
Presentation of work
It is your responsibility to ensure that your work is neatly and accurately presented. You
should consult your lecturer to find out the format for submission as it varies from module to
module. Some coursework should be submitted as single sided word-processed text. Some
coursework will be submitted electronically via email or the University’s Virtual Learning
Environment, or electronic storage device. Make sure that you follow the submission
instructions carefully.
Please note that the University uses the Harvard System as the standard convention for
referencing in all student coursework and examinations. Further information on the
University’s current referencing guide can be accessed via:
www.uws.ac.uk/effectivelearning/.
5.
Coursework extensions
Written reports must be completed on time and failure to meet completion dates may result
in the report not being marked or in marks being deducted.
If you are absent from an assessment as a result of illness, or any other valid reason, then
you should inform the member of staff involved in setting the assessment and also submit a
medical certificate to the Faculty Office.
The policy on the late submission of coursework is as follows:
6.
1
Coursework submitted after the due date without good cause, as determined
by the module co-ordinator, will be penalised by the reduction of ten
percentage points from the mark awarded provided that the work is submitted
within one calendar week of the due date.
2
Extensions to coursework deadlines on the basis of good cause may be
determined by the module co-ordinator. The above penalties will then apply to
any work submitted after the revised due date.
3
There will be a single due date for coursework submitted for the August re-sit
diet, namely the first day of the re-sit examination diet.
Cheating and Plagiarism
Cheating & plagiarism involves the attempt to gain an unfair advantage in a University
assessment by gaining credit for another person’s work or access to unauthorised material
relating to an assessment.
Plagiarism
Plagiarism is identified by the University as the use of someone else’s work or substantial and
unacknowledged use of published material presented as the student’s own work. It includes
the following:

the extensive use of another person’s material without reference or
acknowledgement;

the summarising of another person’s material by changing a few words or
altering the order of presentation without reference or acknowledgement;

the substantial and unauthorised use of the ideas of another person without
acknowledgement;

copying the work of another student with or without the student’s knowledge
or agreement;

deliberate use of commissioned material, which is presented as one’s own;

unacknowledged quotation of phrases from another’s work.
Use of Plagiarism Checking Software
The University reserves the right to use all means at its disposal to detect plagiarism where it
arises. As a result, all your submitted work will be liable to scrutiny in order to identify any
plagiarised element.
Academic staff in the University are able to make use of the Turnitin software from
'iParadigms JISC Plagiarism Detection Service to check assignments for plagiarism. More
information on the software can be found at: www.turnitin.com
Turnitin
Most text based courseworks will require electronic submission through the Turnitin system
in Moodle. This system provides you with the opportunity to check your submission for poor
academic writing such as inaccurate referencing or inadequate paraphrasing. It is also used
to detect attempts to gain unfair advantage in the assessment process by checking the
submitted work against existing publications or previously submitted assessments. You
should aim to submit your coursework to Turnitin as soon as the assignment is available in
order to take advantage of the feedback that the system can provide.
Should you be suspected of plagiarism, you will be referred to your Faculty’s Plagiarism Panel
for further investigation. Cheating and plagiarism in University assessments may be regarded
as either Major or Minor Offences under the University Code of Discipline.
Please note that the Code of Discipline (Regulation 12) is available via the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
Techniques to avoid plagiarism
All enrolled students have open access to the University’s Effective Learning Module. Further
details on techniques to avoid plagiarism are available via the University’s Virtual Learning
Environment (Moodle).
The Faculty will also be organising a number of sessions to explain techniques to avoiding
plagiarism - see the notice boards.
Cover Sheet
When required, you should attach a standard cover sheet to your essays, reports, exercises
etc. to ensure anonymous marking. You can obtain a cover sheet from Faculty Offices.
You will notice that this contains a statement indicating that the work you are submitting is
your own and you have not copied or plagiarised any material in the report. If you do not
have to complete a cover sheet, please make sure that you add a statement at the start of
the coursework which states: ‘I certify that all material in this essay/assignment which is not
my own is duly acknowledged. I have read and understand the section in the Faculty
handbook dealing with plagiarism’.
Further information can be found at: http://www.uws.ac.uk/current-students/study/exams-and-assessment/
7.
Minimum Pass Threshold
The University‘s policy on reassessment applies to all programmes:

To pass an exam or a piece of coursework requires a mark of 40% for each
assessment.

A pass in a module will require an overall mark of 40% on aggregate, together
with a mean mark of not less than 30% in each main category of assessment, i.e.
practical or coursework or exam.
To illustrate this there are a couple of examples in the table below. The module has
assessment where the final mark is made up from 50% Exam and 50% Coursework.
Exam Mark
40%
Coursework Mark
40%
Final Mark
40%
Result
Pass
36%
35%
40%
35%
38%
35%
30%
29%
50%
51%
40%
40%
Re-sit Exam
Re-sit both Exam and
Coursework
Pass
Re-sit Exam
Make sure you understand the assessments required for each module.
8.
Credit Minima for Single/Joint/Major/Minor Awards
A summary of Credit Minima required for Awards is available via the UWS Regulatory
Framework – please refer to Regulation 5.3.15 –
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatoryframework/
9.
Subject Panels and Progression & Awards Boards
The University operates a two-tier exam panel system, as follows:

Subject Panel - The Subject Panel meets after each exam diet (January, May and
August) to discuss the performance of students on particular modules.

Progression & Awards Boards - After the Subject Panels have met, a Progression
& Awards Board takes the decisions from the Subject Panels and considers a
student’s performance across all the modules on their programme. The
Progression & Awards Board then makes decisions on the progression of a
student from year to year and on their final degree/postgraduate award.
The Progression & Awards Board has 2 statutory meetings in June and September to consider
student performance, but may meet at any time to consider the case of anyone who is failing
to meet the general programme requirements.
In producing grades for any module of assessment, the University uses the following grading
scheme, with grades D and E being fail grades:
A
B1
B2
70-100
60-69
50-59
C
D
E
40-49
30-39
0-29
At the end of each trimester, there will be a publication of grades for modules undertaken.
These can be accessed via Self Service Banner
(https://ssb.uws.ac.uk/pls/BAN8/twbkwbis.P_WWWLogin), as can the decisions from the
Progression and Awards Boards. Where appropriate, decisions from the Progression and
Awards Boards will also be sent to you by post.
10.
Award of Distinction
Progression and Awards Boards will award distinction to candidates for undergraduate
awards other than Honours degrees (including Certificates of Higher Education and Diploma
of Higher Education) and for taught postgraduate awards of Graduate Diplomas and
Postgraduate Diplomas where the following criteria are met by candidates at their first
attempt:

a mean mark of 65% or above. (The student must pass the modules at the
first attempt and the mean mark to be used in determining distinction would
also be taken from the module marks at the first attempt).
and

none of the 120 credit points (see 7.5.2(d) for Masters) taken in the final SCQF
level of the award comprises prior credit imported from outside the
University, unless the prior credit derives from a student exchange or study
abroad programme in which a translation of the relevant grading system into
the University system has been approved by the programme leader as part of
the exchange agreement.
In programmes where the Diploma of Higher Education is calculated on the basis of 300
credit points, the 120 credit points on which the calculation of Distinction will be based will
be defined in the programme specification and will comprise 60 points at Level 8 and 60
points at Level 9.
Please note that Distinction will not be awarded where any of the modules in the final year
stage are assessed using the Pass/Fail grades.
Distinction at Masters level will be awarded where students have met the above criteria but
will be calculated on the basis of 180 credit points within the programme and not solely on
the taught modules or the Masters level dissertation component of the award.
As prior credit is not graded, award with distinction is therefore not available to students
with imported credit within the credit which makes up the final level of the award. (Please
refer to Regulation 6.8.1 c iii for further information).
11.
Mitigation
If you are unable to attend an assessment or feel that your performance has been affected
by mitigating or extenuating circumstances, you can make a claim to be considered by your
Faculty Mitigation Panel. If the Panel accepts your case, they will inform the relevant
Subject Panel the extent to which these circumstances have affected assessments
undertaken by the student and recommend that a further attempt at the affected
assessment at the next available opportunity.
Mitigation forms must be submitted, along with documentary evidence, to the Student Link
on any campus as soon as possible after the time of the event to which the claim relates has
happened and before the published cut-off date.
Mitigation forms and guidance notes can be found on the University’s public website
http://www.uws.ac.uk/current-students/rights-and-regulations/academic-appeals-andmitigation/.
12.
Progression
The normal criterion for progression from SCQF Level 7 to Level 8 (year 1 to year 2) and from
SCQF Level 8 to Level 9 (year 2 to year 3) is that you pass all the modules in your year.
To progress from degree year (year 3) to the honours year there are additional requirements.
For more details, please refer to the Programme Specification.
Please refer to Regulation 7 for further details –
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
13.
Appealing against a Subject Panel, Progression & Award Board or School Panel
decision
It is important that you familiarise yourself with the University’s Appeals Procedure. Please
also read the Appeals Regulations carefully. A special re-read of the procedures is
recommended before you sit examinations and before the Subject Panel meets.
Remember that if you find yourself in difficulty or do not understand anything in the
Regulations, please ask your Personal Tutor, Student Services or the Students’ Association.
They will be pleased to assist you.
Further information on the UWS Appeal process can be accessed via the University’s
Website –
http://www.uws.ac.uk/current-students/rights-and-regulations/academic-appeals-andmitigation/
Please note that it is your responsibility to ensure that you are familiar with the
University's Regulatory Framework, particularly Regulations relating to your programme,
together with items such as progression and assessment criteria. Please refer to items H113 above.
STUDENT INFORMATION AND SUPPORT
Please see key information below.
Library and Learning Resources
Full library services cover loans and access to books, printed journals, audiovisual materials,
reference books and online information; access to computers; provision of study space and
assistance in finding and using these materials. Services are also available to remote
students, or to students on placement, through hospitals, some colleges and public libraries
throughout west and southwest Scotland.
The Library’s electronic books and journals are available at http://www.uws.ac.uk/aboutuws/services-for-students/library/. Athens username and password are required in order to
access many of these resources and these are sent automatically to student email addresses
after enrolment.
The Library Website
The library website is the key to library services and can be accessed from on or off campus
at http://www.uws.ac.uk/about-uws/services-for-students/library/. As well as holding the
library catalogue it contains additional useful information such as a guide to writing
references and advice on literature searching.
Help and advice
Library staff are happy to help – just ask at the enquiry desk or see the website for contact
details. Classes and tutorials are also offered for information retrieval for various subjects.
Contact details:
Website: http://www.uws.ac.uk/about-uws/services-for-students/library/
Each Campus Library has contact email addresses and telephone numbers, as well as contact
information for specialist subject staff, please see the website for details.
Ayr Campus Library
Trimester 1 and 2 - opening times are as follows:
0830-2050 Monday-Thursday
0830-1650 Friday-Saturday
Trimester 3 (summer period):
0900-1650 Monday-Saturday
Dumfries Campus Library
The Crichton Library is a joint service to support the staff and students of Dumfries and
Galloway College and Glasgow University as well as the University of the West of
Scotland. It is housed in the Dumfries and Galloway College building.
Trimester 1 and 2 opening times are as follows:
0830-1900 Monday-Thursday
0830-1700 Friday
Trimester 3 (summer period):
0830-1700 Monday-Friday
Hamilton Campus Library
The library is located in the Almada Building.
Trimester 1 and 2 - opening times are as follows:
0830-2100 Monday-Thursday
0830-1630 Friday
0900-1700 Saturday
Trimester 3 (summer period):
0830-1630 Monday and Friday
0830-1900 Tuesday and Thursday
0830-1800 Wednesday
Paisley Campus Library
The library is located in The Robertson Trust Library and Resource Centre - N Block.
Trimester 1 and 2:
0830-2050 Monday-Thursday
0830-1650 Friday
0830-1650 Saturday
Learning Centre
0730-2150 Monday-Friday
0900-1650 Saturday and Sunday
Trimester 3 (summer period):
0900-1650 Monday-Friday
Please note that the Library Regulation (Regulation 10) is available via the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
Accessing online resources
Access UWS Library’s electronic databases, eJournals and eBooks at the e-Resources
and Athens page of the University Library web site at http://www.uws.ac.uk/library.
Click on the Education link. You will then be taken to a table of appropriate
databases.
You can also access the resources through the My UWS Library link on Moodle.
To find electronic books, use the Library Catalogue and limit the Collection pull-down
menu to Electronic books. Use the keyword search option.
Help with accessing and searching our resources is available on My eLibrarian on
Blackboard, or from the Guides and Online help page of the library web site at,
http://www.uws.ac.uk/about-uws/services-for-students/library/guides-and-onlinehelp/.
See the Library pages for New Students and Distance Learners for more advice about
access to the Library and its resources.
If the full text of an article you require is not immediately available on the database you
are using, use the SFX button to access the full text. The University has full text
subscriptions to many thousands of electronic journals. It may sometimes be that an
article you select is not available in full text at UWS. If this happens you are advised to
try for an alternative.
You will never have to pay for an article that the Library subscribes to. If you see
a request for payment the most likely explanation is that you have not logged in
with your Athens details. Look for a link that says Athens or Athens log in.
ICT Services
ICT Services offer a range of online services to students, including access to the University’s
Virtual Learning Environment, the student record system (Banner) and the library system, as
well as student email and online storage through Microsoft's live@edu service. All students
should use their Windows Live Email Account as all student email communication made from
within Banner, the University’s Virtual Learning Environment and the library systems will be
sent to your student email address (bannerID@studentmail.uws.ac.uk).
Media Services
ICT Services offer a wide range of media services to students, from the hire of equipment
such as laptops and video cameras, to the use of a fully-equipped television studio or
recording studios. You can visit our facilities by taking a campus tour during induction week.
Alternatively, ask about our services at ICT Services reception on the various campuses or
telephone extension 3999 internally or 0141 848 3999 externally.
Computing Services
The University provides both lab-based and open-access computing facilities.
There are open-access ICT laboratories on all campuses. You can use these to access the
resources (the University’s Virtual Learning Environment, email, Office applications, etc.) that
you will need for your study. You should attend an induction session during enrolment that
will help you get the most out of the facility your school should organise these at the start of
sessions but you can also get help at the ICT Services reception. These sessions are designed
to help you get the best out of the service and offer many tips on keeping printing costs to a
minimum.
You can also obtain more information via http://www.uws.ac.uk/current-students/it-andprinting-services/access-to-services/ which explains what ICT services are available and how
to access them. From here you can also access information on: Library, Student Services,
Students’ Association (www.sauws.org.uk), student administration issues (exams,
regulations and guidelines). The site is updated frequently with new and revised information
and links; it carries a great deal of useful information and students are strongly encouraged
to use it.
Wireless Network Access
Wireless network access is provided by ICT in all buildings of the university. There has been a
significant investment in the UWS Wireless network which is still on-going to provide a more
extensive service.
For further information about wireless coverage visit http://www.uws.ac.uk/currentstudents/it-and-printing-services/access-to-services/wifi-access/
Effective Learning (CAPD)
The Effective Learning team is committed to helping you achieve your full potential by
providing advice, guidance and online resources to develop and enhance the academic skills
you will need during your time at university and beyond. Effective Learning Tutors can assist
you in the development of a wide range of academic skills, including:






Writing, essays, reports and dissertations
Avoiding plagiarism through proper referencing
Critical thinking
Studying and exam techniques
Presentation skills
Personal development planning (PDP)
Whether you are studying full-time or part-time, undergraduate or postgraduate, whether
you have come straight from school or college, or have not been inside a classroom for years,
the Effective Learning Team will provide guidance and advice in a friendly and supportive
environment. Visit our website at
http://www.uws.ac.uk/standardpb.aspx?pageid=2147501655&terms=Effective+Learning for
more information on what we offer, see our online resources on the University’s Virtual
Learning Environment or contact your campus Effective Learning Tutor.
Contact Details:
Ayr Campus
Tel: 01292 886310
To contact the Effective Learning Tutor, Claire Mackie:
Email: claire.mackie@uws.ac.uk
Dumfries Campus
Tel: 01387 734287 or Student Services 01387 734279
To contact the Effective Learning Tutor, Dave Edwards:
Email: david.edwards@uws.ac.uk
Hamilton Campus
Tel: Student Services 01698 894448
To contact the Effective Learning Tutor, Dickson Telfer
Email: dickson.telfer@uws.ac.uk
Paisley Campus
Tel: 0141 848 3824
To contact the Effective Learning Tutors, Alison McEntee and Gordon Asher
Email: alison.mcentee@uws.ac.uk gordon.asher@uws.ac.uk
Student Link
What is the Student Link?
The Student Link brings together the services offered by



Student Administration Services
Student Services
Lifelong Learning Academy
It is where you can get information about everything from enrolling on your course to how
you can prepare for a graduate job or applying for a post-graduate programme and any
advice you need during your studies e.g. funding, careers, personal problems.
You can find out all about the Student Link at http://www.uws.ac.uk/studentlink/.
How can I access the Student Link Information Point?
Paisley Campus: Elles Building, opposite The Canteen at the Link, and is open from
8:45am until 4:45pm, Monday to Friday
Hamilton Campus: Almada Building, next to the back door, and is open from 8:30am
until 4:30pm, Monday to Friday
Dumfries Campus: Dumfries and Galloway College building, in the Crichton Library, and
is open from 8:45am until 4:45pm, Monday to Friday
Ayr Campus: Main campus reception, and is open form 8:45am until 4:45pm, Monday
to Friday.
Opening times are subject to change, particularly out with term-time, check with the
Student Link Information Point on your campus for up-to-date information
The Student Link can provide help with the following:
Student Administration Services
The Student Administration Services web page
http://www.uws.ac.uk/about-uws/services-for-students/student-administration/ provides
links to a great deal of information relating to Student Administration Services which you
need to be aware of during the duration of your studies. These include:
•
enrolment and registration
•
•
•
Student Services
examinations and assessments
regulations and procedures
graduation - dates and registration
You’ll want to get the best out of the time you spend at UWS, and that’s why we have lots of
services designed to support you [both in and out of the classroom].
Funding and Advice
The Funding and Advice team offer help on a range of topics that may be relevant to you
during your studies. Some areas we can assist with are:
o
o
o
o
o
o
o
o
ensuring you have the correct funding
advising on how you can pay for part-time studies
information on trust funds
helping you meet the costs of childcare
giving you hints and tips on how to budget your student support
providing guidance should you need to mitigate or appeal
helping you apply for repeat year funding if things don’t go to plan
financial support if things get tough
PAISLEY
Find out more at www.uws.ac.uk/fundingandadvice - or visit the Student Link in Elles Building
(J Block), opposite The Canteen at the Link; call 0141 848 3803, or email
funding.advicepaisley@uws.ac.uk
HAMILTON
Find out more at www.uws.ac.uk/fundingandadvice – or visit the Student Link in Almada
Building; call 01698 894448, or email funding.advicehamilton@uws.ac.uk
AYR
Find out more at www.uws.ac.uk/fundingandadvice – or visit the Student Link at the main
campus reception; call 01292 886005, or email funding.adviceayr@uws.ac.uk
DUMFRIES
Find out more at www.uws.ac.uk/fundingandadvice – or visit the University Student Link
reception in the Dumfries and Galloway College Building, call 01387 734279 or email
studentservices-dumfries@uws.ac.uk
Careers and Employability Service
Your employability is our business…
Employability is key in all that we do at UWS; creating opportunities for our students and
graduates to help them in their future careers.
Our Careers and Employability Service offers:
Careers @ Careers and Employability Service
> One-2-One careers guidance
> Interview techniques
> job applications
> CV advice
> mock interviews
> employability seminars
> graduate on-line vacancy system
> employer events
JobShop @ Careers and Employability Service
> local part time vacancies
> voluntary opportunities
> listings of internships and summer placements
> information about employment legislation and entitlements
Placements @ Careers and Employability Service
> work placement opportunities
> work-based learning opportunities
For more details visit: www.uws.ac.uk/employability or come along to:
PAISLEY
Careers and Employability Service, Elles Building (J105); call 0141 848 3806
HAMILTON
Student Link reception, Almada Building; call 01698 894448
AYR
Student Link at the main campus reception; call 01292 886267
DUMFRIES
Student Link reception in the Dumfries and Galloway College Building, call 01387 734279
If you have a disability, or a specific learning difficulty such as dyslexia, the Enabling Support
Team can ensure that you have access to all the appropriate support you may require.
Support can include special exam arrangements, note-takers, and assistive technology.
We can provide guidance and advice to all students from pre-entry to graduation.
For more information about Enabling Support visit www.uws.ac.uk/enablingsupport.
PAISLEY
To make an appointment with an Adviser, call into the Student Link, Elles Building (J Block),
opposite The Canteen at the Link; call 0141 848 3518
HAMILTON
To make an appointment with an Adviser, call into the Student Link, Almada Building; call
01698 894448
AYR
To make an appointment with an Adviser, call into the Student Link at the main campus
reception; call 01292 886267
DUMFRIES
To make an appointment with an Adviser, call into the Student Link in the Dumfries and
Galloway College Building, call 01387 734279
Student Counselling
If you are experiencing any personal problems or difficulties, such as feeling stressed, anxious
or down, talking it through with one of our Student Counsellors could make a difference.
You can make an appointment to talk confidentially to one of the Counsellors about anything
at all that’s bothering you, whether it’s big or small, University-related or to do with your
home life. Most of our students say that it helps a lot.
PAISLEY
To make an appointment with a Counsellor, call into the Student Link, Elles Building (J Block),
opposite The Canteen at the Link; call 0141 848 3803.
HAMILTON
To make an appointment with a Counsellor, call into the Student Link, Almada Building; call
01698 894448
AYR
To make an appointment with a Counsellor, call into the Student Link at the main campus
reception; call 01292 886005
DUMFRIES
To make an appointment with a Counsellor, call into the Student Link in the Dumfries and
Galloway College Building, call 01387 734279
You can also E-mail a member of the counselling team in confidence at:
counselling@uws.ac.uk.
Full information about the Counselling Service, self-help, and other resources can be found
at: www.uws.ac.uk/counselling.
Advice for International Students
As an international student at the University of the West of Scotland, you will be able to
access advice and information from our International Student Advisers. This includes:
o
o
o
o
o
o
o
o
immigration advice
student visa extensions
daily Quick Questions (an International Adviser on hand in the student link, Paisley)
advice on working in the UK (during and after studies)
regular updates on Moodle relating to International student issues
visas for travel outside the UK
letters for relatives’ visits
financial queries (funding sources, student support, fees, student hardship, private
trusts and charities, Students’ Association emergency hardship fund)
o welfare and health benefits; council tax
o general welfare (personal difficulties, social events for international students, HOST)
o other sources of help within, and outside, the University
You can get more details at http://www.uws.ac.uk/current-students/international-studentsupport/.
For specific queries, e-mail: internationaladvice@uws.ac.uk or make an appointment at
Student Link Reception.
PAISLEY
To make an appointment with an Adviser, call into the Student Link, Elles Building (J Block),
opposite The Canteen at the Link; call 0141 848 3803
HAMILTON
To make an appointment with an Adviser, call into the Student Link, Almada Building; call
01698 894448
AYR
To make an appointment with an Adviser, call into the Student Link at the main campus
reception; call 01292 886267
DUMFRIES
To make an appointment with an Adviser, call into the Student Link in the Dumfries and
Galloway College Building, call 01387 734279
Spiritual Care
Our multi-faith Spiritual Care team offer support, motivation and friendship to all students.
They take a student-centred approach to helping students with their spiritual, religious and
pastoral needs. You can make an appointment to meet with one of the team by calling in to
Student Services Reception.
PAISLEY
To make an appointment, call into the Student Link, Elles Building, opposite The Canteen at
the Link; call 0141 848 3803
HAMILTON
To make an appointment, call into the Student Link, Almada Building; call 01698 894448
AYR
To make an appointment, call into the Student Link at the main campus reception; call 01292
886267
DUMFRIES
To make an appointment, call into the Student Link in the Dumfries and Galloway College
Building, call 01387 734279
Lifelong Learning Academy – part-time students
The Lifelong Learning Academy co-ordinates flexible study programmes for part-time
students. Modules are available on a day, evening, weekend or e-learning basis.
You can call in to the Student Link with general queries during opening hours. However you
may wish to make an appointment to meet with an Education Guidance Advisor to discuss
module and degree programme options. Appointments can be made during the day or
evening by arrangement with one of the team. Education Guidance Advisors are on hand to
provide advice and guidance to assist part-time students with all areas of studying at the
University including module choice, finance and further study.
Opening Hours
During Trimesters 1, 2 & 3 the Lifelong Learning Academy is open as follows:
Paisley Campus
The Link, Elles Building (J Block)
Opposite The Canteen at the Link
Hamilton Campus
A152
Almada Building
Mon-Wed
8.45am – 6.30pm
Tues, Thurs, Friday
8.45am – 4.45pm
Mon, Wed
8.30am – 5.30pm
Tues, Thurs
8.30am – 6.30pm
Friday
8.30am-4.30pm
Ayr Campus and Dumfries Campus
Times vary contact Paisley Campus for information
Education Guidance Advisors (EGAs)
We have a team of EGAs who are happy to explain part-time opportunities and to help you
design your programme of study, taking into account your current needs, career plans,
timescale and availability.
Education Guidance Advisors can assist you with:
 Prior Credit.
If you would like to discuss previous qualifications – complete or partial, to find out if they
earn you credit, please contact an Education Guidance Advisor for advice.
 Course Plans.
An EGA can help you devise a course plan specifically designed around your needs, outlining
the modules required to obtain the qualification you wish to attain.
 Personal Tutor System.
EGAs act as personal tutors, giving support and addressing any questions and issues that may
arise throughout your studies. Over the course of the academic year you are encouraged to
contact an EGA at any time to discuss current and future study options.

Care Leavers
We offer a range of service to support Care Leavers who study at UWS. Please contact the
Student Link to make an appointment with the Care Leaver Co-ordinator.
Administrative Matters

As a student of the University of the West of Scotland you are given a student email
account. The University will use this email account as the primary means of
communication for updates on class locations and timings; new session timetable
information and other important news. To get details of how to log in to your email
account go to the University’s Virtual Learning Environment homepage
http://www.uws.ac.uk/schoolsdepts/ict/studentsupport/moodle.asp/.
There is also useful information on the Moodle homepage about setting a redirect on
your student email account to ensure that all emails sent to that account are
automatically redirected to your preferred email account.

The Lifelong Learning Academy has created a Virtual Learning Environment site
specifically for part-time students, which gives details of class room locations, funding
opportunities and campus-specific information. It is important that you regularly visit
this site to keep up to date with announcements pertinent to your study.

If at any point during your studies, you have a change of personal details such as your
name or address, you can update your details by logging on to Self Service Banner and
make changes, or alternatively please contact the Lifelong Learning Academy
immediately so that we can keep our records up to date.

Once you have enrolled, you will remain a registered student until the following
September. Over the course of a year you may wish to withdraw, amend, or add
modules. To make any changes or additions, you must contact an EGA in the Lifelong
Learning Academy, especially if you are wishing to withdraw from a module you are
already attending, as a pro-rata fee will have to be agreed with the Finance Office.
Finance and Fees
Part time students have a number of funding options available to them for both
undergraduate and postgraduate study, dependant on your study plan, and personal or
family circumstances you may be eligible to be funded by:



Government Fee Waiver for tuition fees
Individual Learning Accounts for tuition fees
Discretionary Funding for course associated costs
For more specific information about Finance and fees, please refer to our Guide to Finance
for Part-time students which is available through the Lifelong Learning Academy, visit
http://www.uws.ac.uk/current-students/finance-and-funding/ or contact an Education
Guidance Adviser.
Contact us:
Ayr Campus – contact Paisley office
Dumfries Campus – contact Hamilton Office
Lifelong Learning Academy
Hamilton Campus
Tel: 01698 894455
Email: lifelonglearning@uws.ac.uk
Lifelong Learning Academy
Paisley Campus
Tel: 0141 848 3193
Email: lifelonglearning@uws.ac.uk
For BSc Health Studies and Health Stand Alone enquiries:
Tel: 0141 848 3656
Email: hnsu@uws.ac.uk
Accessibility Guidelines for print, electronic and web based Information
Senate has approved minimum standards which must be met in relation to all materials and
documents for students.
All printed documents must be made available, on request, in alternate formats. All
documents should be clearly marked to indicate that they are available in alternate formats
and give a point of contact for securing the document in the desired format.
The University tries to ensure that all students have equal opportunity to accessing
information and resources whether printed or electronic. If, therefore, you are a student
with particular needs, you can normally expect lecture materials to be posted on the
University’s Virtual Learning Environment three days before the lecture takes place.
However, in some instances, this may not be the case and your lecturer may bring along
‘topical’ items or other material that cannot be placed on the University’s Virtual Learning, to
the lecture. Please get in touch with the Enabling Support Team and they will help you to
establish what you can expect in advance of a lecture.
Web based material must also meet accessibility guidelines. If you encounter any difficulties
in accessing printed or web material, please contact your Programme Leader or Module Coordinator.
Student Services is also able to offer advice on accessibility requirements:
enablingsupport@uws.ac.uk
Student Handbooks
Copies of UWS campus-specific student handbooks are available electronically via
http://www.uws.ac.uk/current-students/induction-and-enrolment/
APPENDIX 1: FACULTY CONTACT DETAILS
ACADEMIC STAFF/TEACHING STAFF
EXT.
ROOM
E-MAIL ADDRESS
6458
3.023
peter.neil@uws.ac.uk
HEAD OF THE SCHOOL OF EDUCATION
NEIL, Peter Rev. Professor
Head of the School of Education
RESEARCH PROFESSORS
DEUCHAR, Professor Ross
Professor of Youth and Community Studies
6334
3.024
ross.deuchar@uws.ac.uk
HOLLIGAN, Professor Chris
Professor of Education
6244
3.012
chris.holligan@uws.a.uk
MAITLES, Professor Henry
Professor of Education
Learning & Teaching, Research
6318
3.025
henry.maitles@uws.ac.uk
SMITH, Professor Ian
Professor of Education
6272
3.026
BARRETT, Louise
Lecturer in Education
PGDE (Secondary) Programme Leader
Senior Lecturer in Education (Research)
6223
3.011
louise.barrett@uws.ac.uk
6238
3.009
paula.cowan@uws.ac.uk
DAY, Stephen Dr.
Lecturer in Education (Primary Education,
including Science)
6464
4.054
stephen.day@uws.ac.uk
ELLIS, Jennifer
6252
3.004
jennifer.ellis@uws.ac.uk
6471
3.010
mary.evans@uws.ac.uk
GIBLIN, Morag
Senior Lecturer in Education
B.Ed. Programme Leader
(Year 3 B.Ed. Programme Team Leader)
Lecturer in Education
(Childhood Studies/Practice)
Lecturer in Mathematics/ICT
6486
3.008
morag.giblin@uws.ac.uk
GRANT, Lynne Dr.
Lecturer in Education (Primary Curriculum)
6311
4.054
lynne.grant@uws.ac.uk
JOHNSON, Dorothy
6275
3.009
dorothy.johnson@uws.ac.uk
LAFFERTY, Linda
Senior Lecturer in Education
Childhood Studies/Practice Prog. Leader
Programme Leader (Chartered Teacher)
6472
3.004
linda.lafferty@uws.ac.uk
LOUDEN, Stuart
Lecturer in Education (Physical Education)
6351
3.007
stuart.louden@uws.ac.uk
McAULIFFE, Diarmuid
Lecturer in Education (Art)
M.Ed. Artist Teacher Programme Leader
Lecturer in Education
6224
3.003
diarmuid.mcauliffe@uws.ac.uk
6392
3.004
lisa.mcauliffe@uws.ac.uk
Lecturer in Education
(B.Ed. Year 1 Programme Team Leader)
Senior Lecturer in Education for ITE Programmes
6430
3.008
sandra.mckechan@uws.ac.uk
6234
3.027
jim.maclean@uws.ac.uk
Lecturer in Education (RME/Health & Wellbeing)
(B.Ed. Year 2 B.Ed. Programme Team Leader)
Lecturer in Education (Biology, Science)
6354
3.007
yonah.matemba@uws.ac.uk
6242
4.054
catherine.miller@uws.ac.uk
Lecturer in Education (Working with Youth
& Young People)
Lecturer in Education (Modern Languages)
6227
3.010
kate.miller@uws.ac.uk
6278
3.011
lindsay.milligan@uws.ac.uk
6277
3.010
khadija.mohammed@uws.ac.uk
O’DONNELL, Vicki Dr.
Lecturer in Education (Childhood Studies/
Practice)
Senior Lecturer in Education
3.027
victoria.odonnell@uws.ac.uk
ORR, Sue
Lecturer in Education (Physical Education)
6315
4.054
sue.orr@uws.ac.uk
6315
PIRRIE, Anne Dr.
Reader in Education
6376
4.054
anne.pirrie@uws.ac.uk
To be appointed
Lecturer in Education (Environmental Studies)
6464
4.054
mailto:frances.simpson@uws.a
c.uk
SMITH, Hugh
Senior Lecturer in Education
CPD Programme Leader
Lecturer in Education (Mathematics)
PGDE (Primary) Programme Leader
6303
3.012
hugh.smith@uws.ac.uk
6253
3.008
carol.wbester@uws.ac.uk
COWAN, Paula
EVANS, Mary
McAULIFFE, Lisa Dr.
McKECHAN, Sandra
MACLEAN, Jim
MATEMBA, Yonah Dr.
MILLER, Catherine
MILLER, Dr. Kate
MILLIGAN, Lindsay Dr.
MOHAMMED, Khadija
WEBSTER, Carol
ian.smith@uws.ac.uk
Wellbeing)
APPENDIX 2: CONTACT DETAILS FOR PERSONAL TUTORS ON THE PG CERT TLHE
Prof Moira
Lewitt
Dr David
McGillivray
Dr Vicki
O’Donnell
Dr David Ross
Professor: Faculty of Science &
Technology/CAPD
moira.lewitt@uws.ac.uk
Reader in Events and
Culture/CAPD
david.mcgillivray@uws.ac.uk 0141-848-3220
Senior Lecturer, School of
Education
victoria.odonnell@uws.ac.uk 0141 848 3142
Director of CAPD
david.ross@uws.ac.uk
0141-848-3820
Dr Louisa
Sheward
Hugh Smith
Lecturer, CAPD and Seconded to
School of Education
louisa.sheward@uws.ac.uk
0141-848-3823
Senior Lecturer, Senior Lecturer,
School of Education
Senior Lecturer, CAPD
hugh.smith@uws.ac.uk
01292 886303
b.steele@uws.ac.uk
01698 -283100
Ext. 8403
Bill Steele
0141-848-4133