- 1 -

Biosciences Undergraduate Handbook Streatham Campus

2013/14

Welcome to University of Exeter Biosciences. By coming to Exeter, you have joined one of the top Biosciences departments and one of the best Universities in the UK. Your student days are a special time and we are thrilled that you selected our department in which to continue your education. Whether you are based at the Streatham Campus or at St. Luke’s, our committed and friendly team of Academics and Support Staff will help you as you progress through your chosen degree course. We aim to provide you with the best facilities and training possible in a safe and professional environment. About this Handbook Your first few days at University will be hectic; everything will be new. To help you navigate, we have designed this handbook to be your first point of reference for any queries that you may have, and what we think you need to know in your day-to-day life in Biosciences. Please do take a detailed look through these pages during your first days in Exeter. Not only will this booklet provide you with working knowledge of what you can expect of Exeter Biosciences (and what Biosciences can expect of you), but it also has invaluable information required to ensure the smooth running of your studies. While some procedures and practices may change during your time at Exeter, we will seek to keep you informed of these as they occur. The handbook is organised to answer frequently-asked questions (FAQs) under five main headings:

1. Basic Survival 2. The Social Stuff 3. Technical Details 4. Exams and Tests

The best way to find out what is in here is to scan the index of FAQs on the following pages. This handbook is not exhaustive, and more detailed information about specific issues is available either through the Biosciences web pages or the Students’ Guild and University web pages. If, however, you cannot find the answers you are looking for, please do not hesitate to ask the staff in the Student Office (located in the foyer of the Geoffrey Pope building) or in the Forum, who will be happy to help. On behalf of Biosciences and the College of Life and Environmental Sciences, I am very pleased to welcome you and wish you every success during your time here in Exeter. Dr John Love Director of Education (Biosciences, Streatham Campus) September 2013

- 2 -

Basic survival

Who can help me? Virtually everybody needs advice at some point. In Biosciences, your two main points of contact will be the Student Office and your personal tutor. Routine matters, such as handing in work and logistical queries can be dealt with by the Student Office (just ask at the desk in the Geoffrey Pope (GP) building), or via their page on ELE, Exeter’s virtual learning environment. Your personal tutor will be an experienced member of the staff who is used to being asked academic-related questions, large and small. They are the ones keeping an overview of your progress and to whom you should seek advice when it comes to deciding module choices and (eventually) career decisions. The Students' Guild Advice Unit offers a comprehensive service covering health, finance, legal matters, academic issues, etc. – they are on level +1 of the Forum adjacent to the Guild Information Point and their helpful web page is http://exeterguild.org/ or you can email them on studentadvice@exeter.ac.uk You can also visit the Student Information Desk (SID) in the Forum or access it via MyExeter.

- 3 -

Here is how to find key people with responsibilities: Biosciences Streatham Contacts Role

Name

Location*

Tel.*

E-mail *

Head of Biosciences Professor Rick Titball Contact via College Administrator

College Administrator Hannah Smart / Jo Soley

GP foyer office

5155 h.r.smart j.e.soley

Director of Education Professor John Love GP M05 5169 j.love

Director of Undergraduate Studies

Professor Steve Aves GP M03 5167 s.j.aves

Director of Postgraduate Taught Studies

Professor Jamie Stevens

GP216 3775 j.r.stevens

Senior Tutor (undergraduate Year 1)

Dr Mark Ramsdale GP321 5173 m.r.ramsdale

Senior Tutor (undergraduate Years 2 and 3)

Dr Sara Burton GP224 3437 s.k.burton

Senior Tutor (postgraduate) Dr Alison Hill Hatherly C6D

4605 a.m.hill

Senior Administrator Meg Harris GP foyer 3788 m.a.harris

Academic Misconduct and Examinations Officer

Dr Steve J. Simpson GP417 3427 s.j.simpson

Employability Officer Dr Sara Burton GP224 3437 s.k.burton

Undergraduate Programme Directors

Biological Sciences Professor Steve Aves GPM03 5167 s.j.aves

Biological & Medicinal Chemistry

Dr Mark Wood GP225 3450 m.e.wood

Biology and Animal Behaviour

Dr Fiona Mathews Hatherly C3A

3406 f.mathews

Biochemistry Dr Mark van der Giezen GP213 3483 m.vandergiezen

Human Biosciences Programme Contact

Dr Alan Brown GP404 5526 a.r.brown

Medical Sciences Principal Programme Advisor

Dr Sara Burton GP224 3437 s.k.burton

Flexible Combined Honours Programme Contact

Dr Alison Hill Hatherly C6D

4605 a.m.hill

Year in Industry Dr Mark Ramsdale GP321 5173 m.r.ramsdale

Study Abroad Professor Andrew Shaw GP220 3495 a.m.shaw

Intercalating Medical Students

Dr Helen Dawe GP214 3431 h.r.dawe

ERASMUS Dr Eduarda Santos GP222 4607 e.santos

MSc Programme Directors

Biotechnology and Enterprise Dr Steve Porter GP403 2172 s.porter

Food Security and Sustainable Agriculture

Professor Chris Thornton

GP317 5172 c.r.thornton

*GP = Geoffrey Pope Building N.B. From Campuslink phones add a '77' to the front of the number; when dialling from off campus extensions can be direct dialled by prefixing 01392 72 to the number. All e-mail addresses have the suffix: @ex.ac.uk

- 4 -

What can I expect from my Personal Tutor? You will be assigned a Personal Tutor for the duration of your studies. Your personal tutor will be an experienced member of the staff who can listen to just about any concern you have, large or small. They will be the obvious person to answer your questions and to help sort out academic and, if necessary, personal problems. Your connection with your personal tutor will continue until you graduate, and you will maintain contact by meeting them at least once a term. After graduating, you can ask them to act as a referee when applying for jobs or a further degree. Your personal tutor will normally be prepared to see you to discuss problems at any time during working hours and certainly by appointment within 24 hours. Your personal tutor will tell you if they are going to be absent for a significant period and an arrangement will then be made, via the Senior Tutor, to provide a stand-in tutor for you. If your personal tutor is unable to help you please make an appointment to see the Senior Tutor. Your personal tutor will record your attendance at scheduled meetings, and will report frequent absences to the Senior Tutor. He/she will also help you with your Personal Development Plan (PDP) which is an online system to enable you to evaluate your academic progress. Your personal tutor will give you some more information about the tutoring system when you first meet, and information is also available on ELE. What is Personal Development Planning? We are committed to supporting your personal, academic and career development during your time at Exeter. Personal Development Planning (PDP) is well established in Biosciences, and we encourage all our students to engage in this valuable process. PDP is defined as: ‘a structured and supported process undertaken by an individual to reflect on their own learning, performance and/or achievement and to plan for their personal, educational and career development’ (Quality Assurance Agency for Higher Education, 2000) Access to your transcript (a record of your confirmed marks), a ‘structured and supported’ process of PDP and an opportunity to create records to support your personal development together make up what is known as a ‘Progress File’ – a set of entitlements that all universities have to provide for their students. Why is it important? If you engage seriously in PDP, you should be better equipped: To become a more effective, independent and confident learner To understand how you are learning and to ‘transfer’ your learning to new situations To manage your general skills for study and for career management To express your personal goals, and work towards them, and To demonstrate a proactive approach to learning in a range of different contexts

Learning to identify and evidence skills you’re developing, and setting action plans to build on these through PDP can help to prepare you for job interviews and other professional situations, such as Professional Development Reviews. How does Biosciences provide opportunities for PDP? An important feature of the ‘structure and support’ we provide for PDP is through the opportunities you have to talk about your progress with tutors/supervisors throughout your programme of study.

At appropriate stages of your programme, you will be invited to a meeting or tutorial with your personal tutor to focus on your progress. The aim of these sessions is to provide a supportive

- 5 -

environment in which to discuss your development rather than to judge performance, so you should feel free to be completely frank about your progress and achievements. Where appropriate, your tutor/supervisor may refer you to other sources of help and guidance.

Are there any resources that can help me with my PDP?

Biosciences provides support for PDP via your personal tutor. This provides a structure for you to (i) conduct a self appraisal’, and (ii) produce an action plan, with your personal tutor.

Keeping your PDP records up-to-date can help you to compile job applications and CVs. It can also help your tutors to write detailed references for you after you’ve left the University. You will be introduced to PDP in BIO1333 or for more information about the Biosciences PDP system, see the personal tutoring pages on ELE or speak to the Senior Tutor.

What recognition is there for the extracurricular activities or volunteer work that I do? The Exeter Award is an achievement award for undergraduate and taught postgraduate students at the University of Exeter. The Award is designed to enhance the employability of University of Exeter graduates by providing official recognition and evidence of extra-curricular activities and achievements. These include: attendance at Careers and Employment Service and other employability skills sessions participation in sporting and musical activities engagement in work experience and voluntary work

Find out about registering for the Exeter Award here http://www.exeter.ac.uk/exeteraward/index.html

Can I change my Personal Tutor? You can ask for a change of personal tutor via the Student Office, however you will not be able to choose a particular member of staff as tutor groups have to remain balanced. Biosciences’ view is that occasional incompatibility between a student and personal tutor is inevitable and does not reflect badly on either party – a simple change of tutor can be an effective and mutually beneficial solution.

What are my responsibilities as a student in Biosciences? The standard responsibilities towards the University are listed below. Although you are a student, you are no longer at school and, at the end of the day, what you put in to your degree is a very good indicator of what you will get out of it. However, one of the most important responsibilities to yourself is to never brood on an unanswered question – if you have a concern, ask. Your personal tutor will listen to just about anything. Also, you can talk to the Senior Tutor (Dr Mark Ramsdale/Dr Sara Burton), the Associate Director of Education (Dr Steve Aves) or the Director of Education (Dr John Love).

Here is your standard list:

1. Undertake any required study in an appropriate style and quantity to complete your modules successfully. Enrolment on a module is effectively a contractual agreement to do this.

2. Attend scheduled activities, such as lectures, tutorials, seminars, practical classes. 3. Check your e-mail regularly for communications from Biosciences or the College. 4. Follow the Biosciences safety regulations. 5. Tell your tutor as soon as possible if anything affects your academic progress and provide

the required documentation to substantiate your circumstances when requested. 6. Familiarise yourself with the policies on plagiarism operated by Biosciences and the

University, and abide by them.

- 6 -

Most of these issues (communication, safety, your circumstances, plagiarism) are explored in more detail in other sections of the handbook.

What safety rules must I follow? You must abide by Biosciences’ safety rules, which are listed below.

Safety in Biosciences Access to the Geoffrey Pope building is restricted to authorised members of Biosciences only. To gain entry to the building you will need to use your University card. If you need access outside of normal working hours you will need to request a PIN number as well, but these will only be issued in exceptional circumstances. Students are not normally expected to require out of hours access, but may do so for occasional project work in their final year. Please note that the use of cards in the door entry system is recorded and you must not lend your card to another person. If you do, this will be treated as a serious offence. Do not eat or drink in any of the Biosciences buildings (except in designated areas). Smoking is prohibited inside or within 5 metres of all buildings.

Any student coming to a class under the influence of drink or drugs will be excluded.

Working hours. The buildings are open from 8 am to 5:30pm (GP porters are present until 6.00pm). Undergraduates are only allowed to remain in, or enter buildings outside normal working hours when carrying out their final year project work, and only with their supervisor's written permission (see Use of laboratories for final year projects outside "normal working hours” paragraph below).

Safety in the Laboratory 1. Follow all guidelines given by staff. 2. If you have an accident, report it immediately to the member of staff in charge. 3. Make sure you know the location of fire extinguishers and emergency fire exits, and that

you know the fire drill (see Fire regulations, described below). There will be a fire practice during the first few weeks of the first term.

4. Always wear a clean laboratory coat; put it on as soon as you enter the lab. You may be asked to leave a practical if you do not have a lab coat. A lab coat will be provided for you at the start of your studies.

5. Do not eat, drink or chew gum in the laboratories, and do not pipette anything by mouth. 6. Wear safety glasses – essential when handling acids, alkalis, corrosive solutions and

microbiological suspensions. 7. Do not wear open-toed shoes or sandals in the laboratory. 8. Check that all apparatus is turned off before leaving the lab. 9. You are strongly advised to have yourself immunised against tetanus in case of accidents in

the laboratory and in the field.

Safety in the Field 1. Follow all guidelines given by staff. 2. If you have an accident, report it immediately to the member of staff in charge. 3. Make sure that your clothing and footwear are adequate for the weather and terrain likely to

be encountered, and that you have enough food and drink for the trip.

Use of laboratories for final year projects outside "normal working hours" Students may ask their supervisors for permission to have access to laboratories outside working hours, on the following conditions:

1. The supervisor must be satisfied that access is essential, and that the activity proposed is safe.

2. You must not work alone. 3. Permission is granted only for named individuals on a specific occasion. A student

permitted to work in the laboratory outside normal working hours must not allow others to enter the building.

4. The building must be vacated by 10.00pm.

- 7 -

Fire regulations If you find a fire...

1. Sound the alarm bell by smashing the glass on a fire bell switch. 2. Evacuate building by a safe route.

When you hear the fire alarm/When the alarm (a continuously sounding siren or bell) sounds. 1. Leave the building by the nearest route, avoiding wooden staircases and lifts. (The most

senior person present will take charge of the evacuation of laboratories and lecture rooms). 2. Assemble outside for checking, keeping the forecourt clear for fire-fighting appliances.

Assembly points Biocatalysis Centre: On the grass area outside of the Newman Building. Geoffrey Pope Building: Beside the road at the end of paved area to the front of the building Hatherly: On pavement to right of the building when exiting

3. Do not re-enter the building until given permission. (A practice fire drill will be held at the beginning of each year)

What happens if I miss a class? Sometimes, you will miss a class for some unavoidable reason (e.g. illness). If you know in advance that you will miss a practical class or tutorial, then you should let the Student Office know – a phone call to the Student Office or an email will do nicely. If you are absent from classes for between four and six consecutive days you must complete and submit a certificate (we call this self certification of absence). You must give the certificate to the Student Office in the foyer of the GP building. You can get blank copies of the certificate from the Student Office or from the Admin Office ELE pages. If you are absent for more than six days you must get a doctor's certificate if your condition is medical – the doctors at the University Health Centre tel. 4414, can do this, or your own GP if necessary. We call this a medical certification of absence. If your absence arises for another, non-medical reason, then contact your personal tutor, who will advise you. Certifying your absence is very important. You will definitely need to have a certified absence if you miss a test, assessment, or exam (see What happens if I get too ill to take a test or exam?) or you will be given a zero mark. If you think your absence has affected your performance in a test or exam even if you didn't miss it, then you will need certification to help substantiate this claim. This is something you should discuss with your personal tutor. The University’s rules on certifying absence may be found at: www.admin.ex.ac.uk/academic/tls/tqa/stuillness.htm Biosciences monitors your attendance at practicals and tutorials and will identify persistent absentees. Persistent absenteeism will lead initially to a student being interviewed, and may eventually lead to disciplinary action if the absences are unjustifiable. In the worst possible case, disciplinary action can involve a student being made to withdraw from the programme.

How can I improve my basic study skills? If you feel you are struggling to achieve your best and need advice on any aspect of studying (writing, reading, organising your time, etc.) then you should see your personal tutor. Also, the University offers resources for student skills development – see: www.exeter.ac.uk/student-skills-development. What is ELE? ELE is the university's virtual learning environment which enables students to access course materials and use tools such as discussion forums and learning logs to interact online. How do I access ELE? There is a link to ELE on the Biosciences homepage or you can access it at http://vle.exeter.ac.uk/. You login with your university email username and password.

- 8 -

What information can I expect to find on ELE? When you login you should see a list of all the modules for which you are registered. You will not be able to see any modules until you have completed your module selection with your personal tutor and, in the first instance, it may take a few days for the system to update your access. When you go to the site for a module you will find varying amounts of information, dependent on the module and the way in which it is taught. As a minimum you should find: the module description, a list of teaching staff and their contact details, a module timetable, a laboratory schedule, details of the methods of assessment applied to the module and a copy of the annual module review. In most cases you can also find copies of lecture notes and a list of additional resources. Who do I contact if there is a problem with ELE? This depends on the problem: 1. If you cannot see one module which you believe you are registered for, or you cannot see any modules listed. This is most likely to occur if there is a problem with your online registration status for one, or all, of the modules. In the first instance you should contact the Student Office in the foyer of the GP building. 2. My registration status is correct but I still cannot see certain modules. If you registration status has recently changed it may take 24 hours before you are able to see the correct modules. If there is still a problem contact the Student Office. 3. Material on ELE will not download correctly on to my computer. You need to check your security settings as these may be prohibiting file downloads. Follow the 'troubleshooting' link from ELE login page to show you the correct settings. If you are still experiencing problems contact the Student Office. 4. The material on ELE is out of date or key information is missing. In this case please contact one of the teaching staff on the module, preferably the module coordinator or the Graduate Teaching Assistant (GTA).

Will I be penalised if I hand work in late? Yes. Late work will be marked for a maximum of a pass (40%) if submitted late, unless an extension has previously been given. To apply for an extension see page 17 of this handbook. Deadlines will be publicised in advance and can be seen via your BART pages (see below). Please note two important points: CA tests will not be re-arranged Work submitted more than 14 days late may not be marked

What is plagiarism? In the next three years you will be submitting a good deal of written work, some of which will contribute to your eventual results. Do not plagiarise. Plagiarism is defined as representing as your own the words or ideas of other people, whether published or not. In the university context it may take the form of e.g. copying chunks of a textbook, web page, lecture handout or whatever into an essay without acknowledging where they come from, or copying another student’s work and passing it off as your own. Always acknowledge direct quotes by naming the source – you often will receive credit for showing evidence of background reading – and never use other people’s results or copy their work without full attribution. Do not permit your work to be copied by others. Internet plagiarism is dealt with in the same way as plagiarism from printed sources and search engines make it easy to detect. The use of essay bank material for assessment purposes is not permitted under any circumstances. Any case of cheating and or plagiarism is liable to be given zero marks, and may be treated as a disciplinary offence by the University (see http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Lplag1.pdf ). Plagiarism is not permitted and will be severely punished.

- 9 -

Biosciences uses online plagiarism detection software, called Turnitin, which automatically compares your work with published work and internet sources. You may be requested to submit some pieces of coursework via Turnitin. Additionally, you are not allowed to take any books, notes or electronic devices into examinations unless they have been authorised. You will have to get an authorisation sticker put on your calculator before you are allowed to take it into an exam – contact the Examinations Officer (Dr. Steve J. Simpson) or the Student Office about this.

- 10 -

The social side

BioSoc BioSoc is a fun, friendly and active society, run by students for students, with the aim of increasing both social and academic opportunities for biosciences students. BioSoc hosts a range of events and activities such as themed evenings, regular socials, formals (spring fling), intra-mural leagues, guest speakers, quiz nights and great stash! Find 'BioSoc Exeter' on Facebook for more information. BioSoc will be present in GP during Freshers’ Week or you can also contact Fran Entwistle, the president, via email; fe220@exeter.ac.uk.

Biosciences Ambassadors We encourages all students to apply to become a Biosciences Ambassador. If selected you will receive training both from the University and Biosciences and be employed to work during all our main UCAS Open Days and other occasions when required. UCAS Offer Holder Visit Days are held during February and March and ambassadors are responsible for talking to prospective students and their families and conducting tours of Biosciences and University. It’s a great way to become involved with the College, to get to know students from other programmes and year groups, earn some money and to add to your CV. You will be given details of how to apply later in the term, however if you have any questions contact the Student Office.

What can I expect from Biosciences – is there a Students' Charter? You have every right to expect fair and reasonable treatment from Biosciences. Like most institutions, we write these things down so that you will know what to expect, but we don't call them a Students' Charter. Still, you will find the nearest thing to this in our Code of Teaching Practice. You are well advised to know your rights, so find this on the UG admin office ELE pages.

Does Biosciences have an equal ops policy? Yes: Biosciences is committed to treating all students with dignity, respect and equity, irrespective of inappropriate distinctions such as gender, race, physical capabilities, religion, or sexual orientation.

What do I do if I have special needs? If you have a long-term condition that affects your academic work, you should contact Biosciences’ Special Needs Officer (Dr. Steve J. Simpson). Students that are registered dyslexic, or have other special needs relating to examinations should inform the Special Needs Officer or the Student Office by the end of the Term 1. You should also consider visiting the University's AccessAbility Centre, which is located in the Old Library adjacent to the Hatherly Laboratories. Further information can be found on the AccessAbility website.

What do I do if I am dyslexic? You should contact Biosciences’ Special Needs Officer (Dr. Steve J. Simpson). If you have the necessary certificate, you have the opportunity to register with Biosciences so as to receive advice and support and also extra time in assessments and exams. The Special Needs Officer can also advise you on what to do if you suspect you might have dyslexia. It is your responsibility to ensure that the module co-ordinators are aware of any additional time that you may be entitled to for course assessments etc.

What happens if I am ethically opposed to work on animals? Some modules, including some of the compulsory year 1 Biological Sciences modules, may involve studying live animals, or dissection of dead ones. Relevant information is given in the synopses to these modules. Staff are sensitive to animal welfare, and are active in national movements to maintain the highest standards of husbandry and the responsible use of living

- 11 -

material for teaching and research. We reduce the killing of organisms to the minimum level which we believe appropriate for teaching our subject. If you are ethically opposed to scientific work involving animals, you are able to abstain from year 1 practicals in compulsory (core) modules that involve dissections. However, you must arrange for this abstention early in the year by notifying the Director of Undergraduate Studies in writing. After year 1, no modules with work on animals are compulsory, and there is no provision for ethical abstention.

How can I help change and develop the way Biosciences operates? You might like to help Biosciences change for the better. You might like to learn about how an educational institution works, and you might want to improve your CV – all good reasons to get involved. The main way to do this is to become a course representative on the Student-Staff Liaison Committee (SSLC). You will be given full training by the Students’ Guild and your job will be to make yourself known to fellow students, to listen to student opinions and concerns, to communicate these at Committee meetings, and to relay progress back to students. SSLC members also attend meetings of other College committees (e.g. Education Committee) where decisions about teaching and the treatment of students are made. You can find out more about this, and volunteer to serve, by talking to the Senior Tutor. Alternatively you can contact the SSLC Biosciences Subject Chair, who for this year is a 3rd Year biological sciences student Sophie Brown, at sb488@exeter.ac.uk. The Council of the Students' Guild will also have a member from CLES. Guild Council is a representative body of the Students' Guild, consisting of several dozen Councillors elected by their fellow students to organise activities of the Students' Guild on a day-to-day basis. Find out more at http://exeterguild.org/ Biosciences also seeks your opinion on each of the modules which you take, and also your views about the programme as a whole at the end of the academic year. This is done online using MACE – module and course evaluations. You will be prompted by e-mail when the evaluation forms are open, and we ask that you make every effort to complete the evaluations because without your input we cannot consider changes. The summaries of the evaluations are discussed at the Student-Staff Liaison Committee and are also available on UG admin office ELE pages. These evaluations also feed into the Biosciences’ annual module review process. Final year students are also encouraged to take part in the National Student Survey (NSS) and Biosciences will take into consideration the outcome and make plans and action them accordingly to improve the student experience. What do I do if a member of staff fails to turn up? In the unlikely event that a lecture has to be cancelled, every effort will be taken to let you know via your timetable, email or ELE. Please note that you are only expected to wait for 15 minutes after the start time before leaving the room if no lecturer arrives to take the session. Please inform the Student Office should this happen.

What do I do if I want to complain? In the first instance please register your complaint with the Student Office who will then direct you to the correct course of action. General issues can be dealt with through your Year Representatives on the Student-Staff Liaison Committee. You can find out who your Year Representative is by contacting the SSLC Subject Chair, your Personal Tutor or the Senior Tutor. For issues that are special to yourself or more serious contact the Student Office or the Senior Tutor.

- 12 -

The University has standard procedures to receive and resolve your problems (see http://www.admin.ex.ac.uk/calendar/live/progdev/complaints.htm) but we would hope to resolve them informally if at all possible. If you want advice from outside Biosciences, go to the Student Advice Unit run by the Students’ Guild.

- 13 -

Technical details

How can I find the room I'm supposed to be in? Don't panic. There is a map of campus on the University website with all buildings labelled.

How can I get access to teaching staff in person? You can find a staff member by dropping by at their office, but you may find them busy. It is usually most convenient to arrange an appointment in advance by contacting them by e-mail. You can look up staff e-mail addresses on the University's email directory.

Where can I find my mail and e-mail? Biosciences uses e-mail for routine communications. You will sign up for an e-mail account at the beginning of each academic year. Check your e-mail at any campus computer (see below). Please note that only ex.ac.uk e-mail addresses will be used for correspondence. Students who opt for other e-mail addresses are warned that they may not receive important information, and that Biosciences will not take responsibility for this. Returned work can be collected from reception in the GP building. Some information may be placed on the notice boards or on the plasma screens. The notice boards in the Geoffrey Pope Building are on the link to the Peter Chalk Centre and there is a plasma screen in the GP foyer.

Where can I get on to a computer? PCs are available on a first-come first-served basis, except periodically when reserved for teaching classes. There is a large cluster available to Biosciences students on the first floor of the Hatherly building. There are also computers available on the ground, first and mezzanine floors of the Geoffrey Pope Building and laptops may be borrowed free of charge from the reception desk in the GP during the hours of 9am until 4.30pm. Most of the GP has WiFi access to the internet. There are also various public access clusters maintained by the University’s IT Services, for example in the Amory Building, the Forum Library, the Harrison Building, the Queen’s Building and Streatham Court. For details see http://as.exeter.ac.uk/it/openaccess/ .

Where can I get training in IT? Help is available from IT Services, who can be contacted via the IT helpdesk.

Are there lockers for me to keep my stuff in? Lockers are available for you to store your stuff in whilst you are in the laboratory. These require a £1 coin to operate.

Where can I do my photocopying? All of the Xerox devices in the Student Print and Copy fleet offer copying; these are located in the Forum Library and many other campus locations.

Where can I get a lab coat and safety glasses? A lab coat will be issued to you during Welcome Week. A spare of safety glasses and lab book will be given to you in the first lab class. If you don't bring one to a practical class, then we will charge you £1 to hire one of ours.

- 14 -

Exams and tests

What exams and tests will I be taking? Each module has course assessments (CAs) and an exam (except the compulsory modules BIO1333, BIO2071, BIO3063 and BIO3064, the optional modules BIO2066 and BIO3082 and field courses, which have no exams). CAs vary among modules, but the lecturers will always tell you what is to happen at the start of the module; in the first year these are often multiple choice tests. The exam for a module takes place in the nearest exam time (i.e. the modules in Term 1 are tested in early January). The relative contribution of CAs and exam to your module mark is made clear in the module descriptor. For 2nd and final year modules, CAs are normally worth 40% and exams 60% when generating the final module mark. Examination questions often require an essay, but some will be short answer or problem-based; first year exams are normally multiple choice. Students are advised to refer to the module co-ordinators and module synopses for further details. Examples of the rubrics (instructions) for each format of examination paper will be displayed on the notice boards in advance of the examination period. You can also find the marking criteria on ELE. In 2009/10 a group of students produced a useful Essay Writing Guide. All 1st and 2nd years will be provided with a copy but you can also download this from the BIO1333 site on ELE. Revision tip!! You can find all of the old Biosciences exam papers on the Student Office ELE pages. IMPORTANT: First year marks may be used to allocate places on final-year projects/dissertations. Therefore you should aim higher than to merely pass the year! In your final year you will also undertake your project or double dissertation (45 credits), which involves you in completing your own piece of science. Both the project and dissertations are written up as a scientific paper, which gives you most of the marks, but you also give an assessed oral presentation. In case of failure it is not permitted to repeat either projects or dissertations, but they may be re-submitted for a maximum mark of 40%.

Referred/Deferred Examinations These are August examinations taken by a small number of students, either because they were ill for the January or June exam (deferred exam) or because of module failure (referred exam). The rubric for these examinations will normally be identical to those used for the original January or June exam. You are again advised to refer to the rubrics on the notice boards.

What happens if I get too ill to take a test or exam? Don't worry; if you miss a CA test, you will need to register your medical circumstances at the Student office as soon as possible. To find out how to do this, see What if I must miss a class? If your documentation is in order, Biosciences will simply calculate your overall module mark based on the other tests and exams for the module. If you miss an exam, you will get another chance to take it, which is called being deferred. You may need to sit the deferred exam in the summer vacation, however. You will need to show the student office a doctor's certificate or other evidence to show why you couldn't take the exam the first time. Warning – if you are absent from formal examinations and do not provide a satisfactory written explanation about your absence you may be deemed withdrawn, and required to leave the University.

Prizes Students who perform well during the year may be rewarded by receiving a prize, which may be either in the form of book tokens or cash. Recommendations for prizes are made at the Exam Boards at the end of the academic year, and for final year students are awarded on degree day. For a full list of prizes which are available you should contact the Student Office. There are also Dean’s and Biosciences Commendations available which look good on your CV but unfortunately do not carry any financial reward!

- 15 -

What are the rules for handing in work? General Remarks: All work submitted for a mark by students will be collected centrally within Biosciences. All work will be marked anonymously whenever practicable. A record will be made of all submitted work before distribution to the markers. All work must be submitted on time. The dates and times for submission will be displayed

in advance. No extension to published deadlines may be given by individual members of staff. Instead

you must apply for an extension using the form available from the Student Office.

Procedure for Handing in & Return of Coursework

BART will be used for the submission of assessed coursework.

University regulations require that assessed coursework is centrally collected and receipted. The purpose of BART is (1) to make this process efficient and error-free, (2) to provide clear information about when assessed work is due, and (3) to show clearly when work has been submitted.

The essentials of the system are as follows:

1. You log-in to the BART system using your normal University username and password.

2. You see listed in chronological order all the assessed coursework items you are due to hand in for the year.

3. You select an item and print out the correct cover sheet for that item. The cover sheet will feature two barcodes – one representing your student number, and one identifying the coursework item.

4. You attach the cover sheet to your work using a staple. If you are submitting two copies, use a paper clip to attach the second copy of your work behind the first. If you are submitting group work, each member of the group should staple their cover sheets to the front.

5. You hand in your work to the Reception in the Geoffrey Pope Building; a member of staff scans the barcodes on the cover sheet and prints you a receipt. There WILL be queues - please hand in well before the deadline.

6. When you log-in to BART again, the item will be shown as submitted, with the date and time of submission.

Submission of Coursework and BART

Assessed coursework must NOT be handed in by any other method than that specified above unless alternative arrangements are clearly specified by the member of staff setting the work (e.g. class tests, work exempted from anonymity or electronic submissions).

Coursework contributing to assessment is to be handed in with the Assignment Cover Sheet downloaded from BART. The form contains an individual barcode for each student, therefore it is essential that each student accesses their own records in BART for this purpose.

Work submitted without the cover sheet, or using an incorrect cover sheet may be treated as a late submission or a non-submission.

- 16 -

Students are expected to download relevant assignment cover sheets in good time to meet the submission deadline for any assignment. Students should note that the individual assignment cover sheets available to them via BART depend on the module registration record for a student, and as such the Biosciences records need to be accurate concerning module enrolment. It is the responsibility of a student to ensure that the records are correct in this respect, and that the Student Office is promptly informed of any change to module registration via the programme/module change form. The assignment cover sheet includes a statement indicating that in submitting the work the student is declaring that the work is their own. Students are reminded of the serious view that is taken of instances of plagiarism, cheating or obtaining unfair advantage in coursework contributing to the assessment of a module, and that such cases will be dealt with firmly as set out in the relevant University procedures given in the University TQA manual).

Some modules will also require submission of written work via Turnitin, en electronic system which detects plagiarism. Turnitin is accessible via ELE and where you are required to submit work in this way guidance will be given. Turnitin submissions will not replace submission of a paper copy via BART but will be in addition to BART submission.

Repeated non-submission or late submission of coursework will be noted and personal tutors and programme coordinators will be informed. They will take appropriate action which may result in a formal Biosciences or College warning.

Important Notes:

You may submit work earlier than the deadline. The final deadline for all work is 12:00 mid-day on the given date. Any work scanned in after

the deadline will be automatically marked late. It will not be possible to submit work without a BART cover sheet. There WILL be queues at 12:00. Please hand in well before the deadline. Any work

scanned even one minute after 12:00 will be marked LATE by the computer. Please do not wait until the last minute to hand in.

Late submission of coursework and mitigation

Late work must be handed into the GP Reception using the BART system. It will be accepted and receipted as normal, but marked as late with the actual hand-in time and date. The default late penalty will apply (see below) unless a mitigation form is submitted with the late work and the relevant college mitigation committee subsequently accepts the case for mitigation. Late work will attract penalties that will be applied automatically by staff marking assignments unless mitigation (see below) applies. The penalty for late submission is that for any assignment handed in up to 2 weeks late the marks awarded are capped to 40% (50% for postgraduates). That is, if your actual (non-late) mark for the work is (for example) 36%, this will stay at 36%. If your actual (non-late) mark would be 41% (51% for postgraduates), or higher, right up to 100%, the mark awarded will be 40% (50% for postgraduates). Any assignment handed in more than 2 weeks after the deadline will receive no marks.

How do I apply for an extension to the deadline?

1. Students requiring an extension must submit an application form to the Student Office BEFORE the deadline.

2. A member/s of the mitigation committee will be contacted by email/telephone for a decision. Normally a decision will be obtained within 24 hours.

3. If the extension is approved the application form will be returned to you duly signed, which must be stapled to your work as proof of extension.

4. If application is made after the deadline, extensions will only be granted if the nature of the problem precluded earlier application (e.g. transport problems)

- 17 -

NB: None of the staff in the Student Office is permitted to grant extensions. Forms for applications for extensions are on UG admin office ELE pages under forms. Rules:

1. Extensions to the published deadlines may ONLY be given by members of the mitigation committee – NOT by module co-ordinators. Work handed directly to a member of staff will be deemed late.

2. For extensions of up to 1 week, the committee quorum will be 1 member of the committee. 3. For longer extensions the quorum will be 2 members of the committee, one of which must

be either the Head of Biosciences or Director of Education 4. No member of the mitigation committee must be the tutor of the student, or the marker of the

piece of work being submitted. 5. For project extensions, extensions of up to 1 week may be granted by the DoE (or HoB if the

student is tutee or supervisee of DoE) alone; beyond one week 2 other members of the committee must be involved.

Mitigating Circumstances:

1. Illness: Self-certificated illness within 7 days of deadline: extension of up to 4 days. Illness (with medical certificate) of one week or more within 3 weeks of deadline: extension

granted as appropriate to problem. Students who regularly have health problems around deadlines will be referred to the health

centre. 2. Absence from University:

Unplanned absence within 4 days of deadline (e.g. sick relative): extension as appropriate, normally up to 4 days. Planned absence (e.g. wedding, prize giving, rag event, sports event): No extension.

3. Computer and printing problems: No extension – you are required to keep back-ups of your work as electronic and/or hard copies.

4. Transport Problems: Breakdown/failure of public transport: extension of 1 day provided that reasonable steps

were taken to arrive at the University on time. 5. Other:

As may arise; to be considered by the committee.

6. Mitigation Committee: The guidelines for the application of mitigation can be found in the following document: http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8V%20MitigationCttees_CoP.pdf

Please note that application for mitigation on the grounds of performance in an examination can be submitted AFTER the examination. The evidence (medical or other) should be submitted with the mitigation and normally within five days of the date of the examination. 7. Appeal: In exceptional circumstances, students may appeal against a penalty imposed for late submission of work. In such cases the appeal must be lodged with the Student Office within ten working days of the original submission date on the appropriate form available from the UG admin office ELE pages. In making an appeal you must note the points and exclusions above. Appeals will not be accepted if you had an adequate opportunity beforehand to submit a request for an extension. WARNING: ALL DEADLINES WILL BE ABSOLUTE AND ACCORDING TO THE TIMED RECEIPT ISSUED BY BART. STUDENTS ARE ADVISED TO SUBMIT WORK IN ADVANCE OF THE DEADLINE AS LONG QUEUES MAY RESULT IN WORK BEING SUBMITTED AFTER 12.00 AND THIS WILL NOT BE ACCEPTED AS A REASON FOR LATE SUBMISSION.

- 18 -

How do I apply for mitigating circumstances?

Very occasionally students can request consideration of extraordinary circumstances, including medical or personal, that may negatively impacted their performance on a piece of assessment or their performance overall sometime during the term. An application for consideration of mitigating circumstances, explaining the nature of the problem and which modules it has had a negative impact on, may be found on the UG admin office ELE pages or from the Student Office. Applications must be filed by a deadline to be advertised by the student office. Medical notes or equivalent evidence should support applications for mitigation. Student Counselling Service may be able to provide mitigating evidence and students are encouraged to make contact with the Counselling Services. Biosciences recognises that the circumstances involved in mitigation are often highly personal. As such, a very small committee considers the applications, so that personal information is kept as private as possible.

How do I pass a module? You need to get 40% or more overall to pass a module and accumulate the credits towards your degree. You do not need to pass each test and exam separately, but you need to average 40% or more across the whole module. Lots of marks of 40% will bring you a lower classification for your degree, however.

What happens if I fail a module? If you fail a module by getting less than the pass mark of 40%, you may still pass the module via condonement, which may be given if your average mark for the stage is 40% or over. You can only get up to a maximum of 30 credits of condonement in one year, and some modules may be excluded from condonement. If you fail a module for the first time, and it is not condoned, then you will be offered a chance to re-sit the exam or CA. This is called being referred. These referred exams normally take place in the summer vacation and you will have to return to Exeter to take them and pay an administrative fee. If you fail a module for the second time, then you may well have to take the whole module again or take another different module to pick up your credits.

How will I find out how I have done in a test or an exam? It is the University's aim that all Course Assessment tests will be marked and returned within three term-weeks of you taking them. If the test was a multiple-choice test, then the answers will be available online or posted on the Biosciences notice boards. If the test was a written test, then you will get your paper back with some written feedback. You will be able to view your marks using MyExeter once the module has been completed, but this may not show all of them if there are lots of components to the overall CA. You are welcome to contact the lecturer to find out more about your marks. We aim to publish the exam marks within 3 weeks after the examinations. Level 1 exam scripts are returned to you via your tutor with written comments at the start of the next academic year. For students in Stages 2 and 3, you will be invited to meet with your Personal tutor at a convenient time to discuss your scripts and the feedback sheets. Please note that these meetings will not be immediately after the exams as there are a lot of scripts to sort! You may have copies of the summary sheets. Exam scripts for levels 2 and 3 are retained by the University and may not be copied. Essay exams are marked against a set of marking criteria and you should look at these carefully before taking any exams, as they will tell you what your markers are looking for. After you get your marks, match them against the criteria so that you can see where you need to improve. Discuss your performance with your Personal Tutor. Marking criteria for each module are on ELE.

What kind of degree will I get, and how is it calculated? Honours degrees require 360 credits (480 for 4-year programmes) and are awarded at various standards: first class (70%), upper second class ( 60%), lower second class (50%) and third class (40%). An ordinary degree can be awarded for 300 passed credits. Stage 1 (i.e. Year 1)

- 19 -

modules don't count in determining your degree class – you just need the credits. The University has standardised weightings used to calculate final degree classifications, so for students on 3 year programmes these are weighted 1:2 in favour of stage 3. Students on programmes with either study abroad or industrial placement will be weighted 2:1:4 (stages 2, 3 and 4).

How will I find out my exam results? Students at Stages 1 and 2 will get a full breakdown of exam results from either their Personal Tutor or via their SRS portal. Students at Stage 3 will be able to find out their degree classes after the meeting of the examination board (the date will be well publicised). Biosciences will endeavour to make marks available via the SRS system as soon as possible after the Exam Boards. After graduation, the University will provide students with complete transcripts, including marks for all modules at all levels. Subsequent copies of transcripts may be obtained from the University Examinations Office on payment of a fee. Please note that Biosciences will not post results to individual students except in exceptional circumstances.

Where are the full rules about exams, credits and degree classes? Biosciences’ treatment of assessments, exams, the award of credit and the determination of degree classes is described in the University’s TQA manual: http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Gpgtcrit1.pdf . Here you can find everything you will possibly need to know about University examination process.

What do I do if I am unhappy with my marks? If you cannot understand the marks you have received in a particular module or feel that the marks that you got are unfair, then you should go and see the lecturer in charge of that module, i.e. the Module Co-ordinator. You can also discuss the matter with your Personal Tutor. If you are unhappy with the class of degree that you are awarded at the end of your programme, then you must act quickly. You will probably want to discuss the matter with your Personal Tutor, who will normally be available in their office after the results are released. If you feel there are special circumstances that have not already been considered by Biosciences in awarding your degree, then you will need to follow the formal appeals procedures. All such appeals must be lodged within fourteen days of the release of results in the Student Office. Procedures concerning academic appeals are covered in the University Teaching Quality Assurance Manual http://admin.exeter.ac.uk/calendar/live/taught/appeals.htm

Other Information Details of examination procedures and dates of the Exam Boards are displayed on noticeboards well in advance of the examination period. If you have any circumstances which may have affected your academic performance during the year you must inform the Examinations Officer (Dr Steve J. Simpson) before the Mitigation Committee meets which is normally one week before the final Board of Examiners. The University will not accept appeals against degree classifications if previously known evidence is presented after the Examination Board. IT IS YOUR RESPONSIBILITY TO INFORM BIOSCIENCES OF SUCH EVIDENCE AND TO CHECK THAT IT IS ON FILE.

After your degree Employability, Personal Development, and your career after your degree

Where are you going after your degree and how will you get there? Getting a good degree should be enough to secure a good career in the future, but employers are looking for more. Many will look favourably at the subject-specific knowledge gained from your degree but employers are also looking for so-called ‘soft’ skills, which demonstrate you will be effective in graduate level roles. These skills can be demonstrated by teamwork, taking the lead in certain circumstances, finding yourself in situations which develop communication skills. Extra-

- 20 -

curricular activities and work experience, both paid and unpaid, as well as your academic programme provide excellent evidence for such skills.

For information about work experience, voluntary work, training courses and skills sessions, and how to make the most of them so that employers find you too attractive to miss out on, see the employability website. The employability officer organises talks by prospective employers and provides information about the availability of vacation internships.

Career Zone If you would like to speak to somebody in person, then why not visit the Career Zone in the Forum. The Information Team can talk you through a range of resources to help you start thinking about you career and can bring you up to speed on what you should be doing to make yourself more employable.

Description of Biosciences’ buildings The Student Office is in the foyer in the Geoffrey Pope Building. The GP has North and South wings. The South Wing contains teaching and research laboratories and has first, second and third floors. The first digit of the room number indicates which floor it is on e.g. teaching lab GP101 is on the first floor. The North Wing of the GP Building contains staff offices and research labs. It has five floors: 1st, 2nd, 3rd, Mezzanine and 4th. Again, the first digit/letter of the room number indicates the floor it is on. A walkway from the first floor of the GP Building leads to the Henry Wellcome Building for Biocatalysis (Biocatalysis Centre), which contains research laboratories and offices, and then on to the Peter Chalk Centre in which are situated the Newman Lecture Theatres. The Hatherly Laboratories contain some Biosciences offices and labs, the student computer cluster, and the administrative offices for the College of Life and Environmental Sciences.

- 21 -

College of Life and Environmental Sciences

Biosciences

STUDENT'S CERTIFICATE OF ILLNESS/ABSENCE

This form is to be completed by students who have missed classes because of illness or for absence. It should be submitted without delay to the Student Office in the foyer GP building. In the case of Combined Honours and FLC programmes, copies of the form should be sent by the student to all the colleges involved. If the illness continues for more than six consecutive days, or if it results in absence from an examination, a doctor's certificate will be required. Full name_______________________________ Programme & year of study ________________________ Student Number __________________________ Candidate Number _____________________________ Term-time address ______________________________________________________________________ (1) Date you became unfit for lectures __________________________________________________

(2) Date you expect to resume lectures __________________________________________________

If you expect to be unfit to attend for more than six days after date given in (1) above, enter "not known"

(3) Please list here exactly which lectures and/or practicals you missed and the dates (including module numbers) ___________________________________________________________________________________ ___________________________________________________________________________________ (4) Brief details of sickness or injury______________________________________________________ or reason for absence ________________________________________________________________ (5) Did you obtain prior permission for your absence and from whom? ___________________________

I understand that: (a) if my illness continues beyond the date given in (2) above, I must obtain a medical certificate signed by a medical practitioner, and (b) if my illness prevents me from attending an examination, including practicals, I must ensure that a medical certificate signed by a medical practitioner is sent to the Student Office(s), as self-certification of illness will not be taken into account by Examining Boards. Signed __________________________________ Signature of student Date _____________________ August 2010

- 22 -

Marking Criteria

Level 1 Essay Marking Criteria

Criterion 1 1 1 2.1 2.2 3 Marg

Fail

Clear Fail

P. Fail

V. P.

Fail

Appreciation of associated implications ++

+ (+)

Relevant outside reading ++

+ (+)

Logical organisation ++

++

++

+ (+)

Relevant examples ++

++

++

+ (+) (+)

Accuracy ++

++

++

+ (+) (+)

ILOs adequately met ++

++

++

++ + + (+)

Comprehension of question requirements ++

++

++

++ ++ + + + + (+)

Class Range Description

1 90-100

Outstanding. Demonstrates a thorough comprehension of the question's requirements and provides evidence of insight into associated implications. Integrates a strong selection of relevant examples. Content is accurate, and shows extensive evidence of relevant outside reading*. Logically organised and articulate. Difficult to recommend improvements given the time available.

80-89 Excellent. Demonstrates a thorough comprehension of the question's requirements and associated implications. Integrates a strong selection of relevant examples. Content is accurate, and shows some evidence of relevant outside reading*. Logically organised and articulate. Some areas for improvement noticeable.

70-79 Very good. Demonstrates comprehension of the question's requirements and provides evidence of some insight into associated implications. Integrates a strong selection of relevant examples. Content is accurate, and may show evidence of relevant outside reading*. Logically organised and articulate.

2.1 65-69 Good. Demonstrates broad comprehension of the question's requirements. Presents a good selection of relevant examples. Content is accurate. Organisation fairly good.

60-64 Fairly good. Demonstrates comprehension of most of the question's important requirements. Presents an adequate selection of relevant examples. Content is largely accurate. Organisation adequate.

2.2 55-59 Pedestrian. Demonstrates comprehension of some of the question's important requirements. Presents some relevant examples. Some factual inaccuracies. Organisation mostly adequate, with some flaws. Descriptive in approach.

50-54 Weak. Demonstrates comprehension of some of the question's requirements, and presents some relevant examples. Factually inaccurate. Poorly organised or illogical.

3 45-49 Poor. Demonstrates some comprehension of the question's requirements. Evidence of some sound knowledge derived from the module that is relevant to the question, but presentation of examples is poor, being incomplete or irrelevant in part. Flawed

- 23 -

with respect to accuracy and/or organisation.

40-44 Very poor. Demonstrates some comprehension of the question's requirements, but with serious omissions. Evidence of some knowledge derived from the module that is relevant to the question, but the examples presented are inadequate. Serious lapses in accuracy and/or organisation.

35-39 Marginal Fail. Demonstrates some comprehension of the question's requirements, but with serious omissions and factual errors. Evidence of some relevant knowledge, but lacks evidence to show that an adequate range of the intended learning outcomes of the module that are relevant to the question have been met.

OR

Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on a relatively minor, identifiable misinterpretation of the question's requirements.

25-34 Clear fail. Demonstrates some comprehension of the question's requirements, but evidence only for a minimal knowledge of the subject. Little evidence to indicate that any of the intended learning outcomes of the module that are relevant to the question have been met.

OR

Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on an identifiable misinterpretation of the question's requirements.

15-24 Poor fail. Little evidence that the question's requirements have been understood and/or relevant content virtually absent. Virtually no evidence to indicate that any of the intended learning outcomes of the module have been met.

OR

Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on a major, identifiable misinterpretation of the question's requirements.

1-14 Very poor fail. Virtually no evidence that the question's requirements have been understood and/or relevant content virtually absent.

0 Complete fail. No evidence that the question's requirements have been understood and no relevant content.

*Outside reading represents any material used in an essay answer that could not have been derived solely from attendance at lectures/practicals/tutorials. This is most likely to come from recommended (or other) textbooks at Level 1.

- 24 -

Level 2 and Level 3 Essay Marking Criteria

Criterion 1 1 1 2.1 2.2 3 Marg

Fail

Clear

Fail

P.

Fail

V. P

Fail

Originality ++ + (+)

Appreciation of associated

implications

++ + (+)

Relevant outside reading ++ ++ ++ +

or

(+)

Accuracy ++ ++ ++ ++ + (+)

Logical organisation ++ ++ ++ ++ + (+)

ILOs adequately met ++ ++ ++ ++ ++ + (+)

Relevant examples ++ ++ ++ ++ + (+) (+) (+)

Comprehension of question

requirements

++ ++ ++ ++ ++ + + + + (+)

Class Rang

e Description

1 90-100

Outstanding Demonstrates a thorough comprehension of the question's requirements and provides evidence of insight into associated implications. Integrates a strong selection of relevant examples, and is conceptually innovative and original. Content is accurate and shows evidence of relevant outside reading*. Logically organised and articulate. Difficult to recommend improvements given the time available.

80-89 Excellent. Demonstrates a thorough comprehension of the question's requirements and provides evidence of insight into associated implications. Integrates a strong selection of relevant examples, with clear evidence of original thought. Content is accurate, and shows evidence of relevant outside reading*. Logically organised and articulate. Some areas for improvement noticeable.

70-79 Very good. Demonstrates comprehension of the question's requirements and provides evidence of some insight into associated implications. Integrates a strong selection of relevant examples with some evidence of original thought, but tending towards description rather than interpretation. Content is accurate, and shows evidence of relevant outside reading*. Logically organised and articulate.

2.1 65-69 Good. Demonstrates broad comprehension of the question's requirements. Presents a strong selection of relevant examples. Largely descriptive in approach. Content is accurate, and shows evidence of outside reading*. Logically organised and articulate.

60-64 Fairly good. Demonstrates comprehension of most of the question's important requirements. Presents an adequate selection of relevant examples. Largely descriptive in approach. Content is accurate, and shows evidence of some outside reading*. Logically organised and articulate.

2.2 55-59 Pedestrian. Demonstrates comprehension of some of the question's important requirements. Presents relevant examples. Content is largely accurate, but virtually no evidence of relevant outside reading*. Presentation is fairly well organised. Descriptive in approach.

50-54 Weak. Demonstrates comprehension of some of the question's requirements, and presents some relevant examples. Factually inaccurate in places. Virtually no

- 25 -

evidence of relevant outside reading*. Poorly organised or illogical. 3 45-49 Poor. Demonstrates some comprehension of the question's requirements.

Evidence of some sound knowledge derived from the module that is relevant to the question, but presentation of examples is poor, being incomplete or irrelevant in part. No evidence of relevant outside reading*, and lapses in accuracy, logic, and/or organisation.

40-44 Very poor. Demonstrates some comprehension of the question's requirements, but with serious omissions. Evidence of some knowledge derived from the module that is relevant to the question, but the examples presented are inadequate. No evidence of relevant outside reading*, and with serious lapses in accuracy, logic, and/or organisation.

35-39 Marginal Fail. Demonstrates some comprehension of the question's requirements, but with serious omissions and factual errors. Evidence of some knowledge that is relevant to the question, but lacks evidence to show that an adequate range of the intended learning outcomes of the module that are relevant to the question have been met. OR Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on a relatively minor identifiable misinterpretation of the question's requirements.

25-34 Clear fail. Demonstrates some comprehension of the question's requirements, but evidence only for a minimal knowledge of the subject. Little evidence that any intended learning outcomes of the module that are relevant to the question have been met OR Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on an identifiable misinterpretation of the question's requirements.

15-24 Poor fail. Little evidence that the question's requirements have been understood and/or relevant content virtually absent. Virtually no evidence to indicate that any of the intended learning outcomes of the module that are relevant to the question have been met. OR Demonstrates evidence of fairly detailed, module-derived knowledge, but the essay is based on a major, identifiable misinterpretation of the question's requirements.

1-15 Very poor fail. Virtually no evidence that the question's requirements have been understood and/or content relevant to the question is virtually absent.

0 Complete fail. No evidence that the question's requirements have been understood and no content relevant to the question.

*Outside reading represents any material used in an essay answer that could not have been derived solely from attendance at lectures/practicals/tutorials. For example: Level 2: In the case of Level 2 modules, this is most likely to come from recommended (or other) textbooks. In some cases students may use reviews or primary literature as a source of knowledge. Level 2 students will be given additional credit for going beyond the use of recommended textbooks. Level 3: In the case of Level 3 modules, this is expected to come from recommended research-based literature, most likely reviews and primary literature, although a number of Level 3 modules will have textbooks that are highly relevant for extra reading due to the nature of the research in their disciplines.

- 26 -

Project Marking Criteria

Class

Range Criteria

I

90-100 80-89 70-79

An outstanding project All the qualities of an excellent project. In addition the work should be virtually publishable, as it stands, by itself or as a significant component of a paper, in a good journal. An excellent project Evidence of originality in approach and/or interpretation. Results as good as can be expected at this level. Research and analysis wholly sound. Report concise, very well organised, relevance to field clearly understood. Discussion shows real insight. Only minor inaccuracies or other shortcomings. A very good project All the qualities of a good project, but with some evidence of insight and originality. Results satisfactory and well analysed. Report well-written, carrying the conviction that the science is thoroughly understood and the implications of the work fully appreciated.

II 65-69 60-64

A good project Research efficiently conducted, with a well-organised well-presented report, but lacking insight and originality. Good reference to the work of others. Sound interpretation, analysis and presentation of data. A fairly good project Generally sound, but with some weaknesses in experimentation, understanding, analysis, interpretation and/or presentation.

II ii 55-59 50-54

A pedestrian project The student has carried out instructions and achieved results, but the report shows little or no original thought, interpretation or synthesis; or has significant deficiencies in at least one section. A weak project Some results have been achieved, but the experimentation, analysis and/or interpretation show significant weaknesses. The report may show poor organisation.

III 45-49 40-44

A poor project Few data and/or poor comprehension. Report poorly organised with significant weaknesses in more than one section. A very poor project Serious deficiencies in experimentation, analysis and understanding, but some mitigating qualities e.g. good presentation, some basic understanding of principles involved.

PASS

35-39 Some relevant material, but serious omissions, errors of practice and interpretation.

FAIL 25-34 15-24 0-14

Clear fail Evidence that the student has carried out some limited experimental work but the project distinctly fails on the grounds of experimental inadequacy, incompetent analysis and/or poor interpretation. Poor fail Minimal experimental content. Little relevance to the aim of the project or very short report with no evidence that it would have been better if longer. Very poor fail Almost total lack of content or very short report with virtually no merit.

- 27 -

Level 3 Dissertation Marking Criteria Criterion 1 1 1 2.1 2.2 3 Mar

g Fail

Clear Fail

P. Fail

V.P Fail

Publishable in a good journal +(+)

(+)

Shows originality and insight ++ + (+)

Critical evaluation of the literature and of the data

++ ++

+ (+)

Demonstrates depth of knowledge and understanding of topic

++ ++

++

+ (+)

Synthesises (brings together in a new and distinctive way) relevant information

++ ++

++

+(+)

+ (+)

Logically organised and clearly written ++ ++

++

++ (+) (+)

Literature correctly cited and referenced

++ ++

++

++ + (+) (+)

Presents adequate selection of relevant information

++ ++

++

++ + (+)

Contains some relevant content ++ ++

++

++ ++ + + + (+)

Class Range Description

1 90-100

Outstanding All the qualities of an excellent dissertation, but conceptually innovative and original. In addition the work should be virtually publishable as it stands, by itself or as a significant component of a review article, in a good journal. Difficult to recommend improvements.

80-89 Excellent. Critically evaluates the literature and the data within it. Demonstrates a thorough comprehension and a depth of knowledge of the literature on the topic, with evidence of insight into its associated implications. Synthesis of literature as good as can be expected at this level, with evidence of original thought. Content is accurate, logically organised and articulate. Some areas for improvement noticeable.

70-79 Very good. Demonstrates a depth of knowledge and comprehension of the literature on the topic and provides evidence of some insight into associated implications. A very good synthesis of the literature with some evidence of critical evaluation, but tending towards description rather than originality. Content is accurate, logically organised and articulate.

2.1 65-69 Good. Demonstrates sound interpretation and comprehension of the topic with a reasonable depth of knowledge, but limited evidence of critical evaluation. Well-organised and well-presented dissertation that reviews and synthesises a good selection of relevant literature. Content is accurate, logically organised and articulate.

- 28 -

60-64 Fairly good. Demonstrates interpretation and comprehension of the topic with some depth of knowledge, but largely descriptive in approach. Fairly well-organised and well-presented dissertation that reviews and synthesises an adequate selection of relevant literature. Content is mostly accurate, logically organised and articulate.

2.2 55-59 Pedestrian. Demonstrates some interpretation and comprehension of the topic. Organisation and presentation adequate but may show lack of breadth or depth of knowledge. Reviews a selection of relevant literature with some synthesis, but may be overly focused on a few sources or aspects. Some weakness in accuracy, logic, organisation or expression.

50-54 Weak. Demonstrates comprehension of the topic. Organisation and presentation mostly adequate. Reviews a selection of relevant literature with some synthesis, but may be overly focused on a few sources or aspects. Weaknesses in accuracy, logic, organisation or expression.

3 45-49 Poor. Demonstrates some comprehension of the topic and presents evidence of some sound knowledge derived from the literature, but incomplete or irrelevant in part. Presentation is weak. Lapses in accuracy, logic, and/or organisation.

40-44 Very poor. Demonstrates some comprehension of the topic and presents evidence of some sound knowledge derived from the literature, but with omissions or factual errors. Presentation is weak. Some serious lapses in accuracy, logic, and/or organisation.

Fail 35-39 Marginal Fail. Demonstrates some comprehension of the topic and some evidence of knowledge of the literature, but with serious omissions or factual errors. Presentation is poor. Some serious lapses in accuracy, logic, and/or organisation. Lacks evidence that an adequate range of the intended learning outcomes of the dissertation have been met.

25-34 Clear fail. Demonstrates some comprehension of the topic, but with minimal knowledge of the literature. Presentation is poor. Serious lapses in accuracy, logic, and/or organisation. Lacks evidence many of the intended learning outcomes of the dissertation have been met.

15-24 Poor fail. Little evidence of comprehension of the topic. Presentation is poor. Relevant content almost absent. Virtually no evidence that any of the intended learning outcomes of the dissertation have been met.

1-14 Very poor fail. Virtually no evidence that the topic has been comprehended. Relevant content virtually absent. Virtually no evidence that any of the intended learning outcomes of the dissertation have been met.

0 Complete fail. No relevant content and no evidence that any of the intended learning outcomes of the dissertation have been met.

- 29 -

Oral Presentation Marking Criteria Class Range Criteria I 90-100

80-89 70-79

An outstanding presentation Main points of scientific content identified and very clearly presented. Appropriate level of detail and pace of delivery enhances audience experience. Visual aids very helpful. Articulate delivery with satisfactory timekeeping. Evidence of flair and originality in mode of presentation. Difficult to imagine how the presentation could be improved. An excellent presentation Main points of scientific content identified and very clearly presented. Appropriate level of detail and pace of delivery enhances audience experience. Visual aids very helpful. Articulate delivery with satisfactory timekeeping. Evidence of flair or originality in mode of presentation. A very good presentation Main points of scientific content identified and very clearly presented. Appropriate level of detail and pace of delivery enhances audience experience. Visual aids helpful. Very articulate delivery with satisfactory timekeeping.

2.1 65-69 60-64

A good presentation Main points of scientific content identified and clearly presented. Appropriate level of detail and pace of delivery does not impede assimilation by audience. Visual aids helpful. Articulate delivery with satisfactory timekeeping. A fairly good presentation Main points of scientific content identified and clearly presented. Chosen level of detail and/or pace of delivery may slightly impede assimilation by audience. Visual aids helpful, perhaps with minor flaws. Fairly articulate delivery with satisfactory timekeeping.

2.2 55-59 50-54

A pedestrian presentation Distinction between major and minor points of scientific content not completely clear. Flaws in one or perhaps two of the following attributes that detract from assimilation by audience: level of detail; pace of delivery; visual aids; articulacy; timekeeping. A weak presentation Requires significant work by the listener to abstract main scientific content. Flaws in several of the following attributes that detract from assimilation by audience: level of detail; pace of delivery; visual aids; articulacy; timekeeping.

3 45-49 40-44

A poor answer Poor choice of content, delivery, or visual aids; alternatively, some aspect of the presentation that significantly hinders the listener in appreciating scientific content. A very poor presentation Presenter failed to articulate important aspects of scientific content. Clear inadequacy in one or perhaps two of the following attributes that detract from assimilation by audience: level of detail; pace of delivery; visual aids; articulacy; timekeeping.

Pass 35-39 Extremely poor Presenter failed generally to articulate scientific content, but some successful communication evident. Clear inadequacy in several of the following attributes that detract from assimilation by audience: level of detail; pace of delivery; visual aids; articulacy; timekeeping.

Fail 25-34 15-24 0-14

Clear fail Presenter failed generally to articulate scientific content. Evidence that an attempt has been made to plan and prepare a presentation. Poor fail Presenter failed generally to articulate scientific content. Evidence that some attempt has been made to plan and prepare certain aspects of the presentation. Very poor fail Presenter failed generally to articulate scientific content. Little or no evidence of any attempt to prepare a presentation.

- 30 -

Oral Presentation: feedback sheet

Attribute

P/F 40%+

50%+

55%+

60%+

65%+

70%+

80%+

Suitability of abstract

Clear introduction

Clear conclusion

Organisation and presentation of material

Attractiveness and clarity of visual aids

Clarity & pace of speaking

Interaction with audience

Effectiveness of speaking without notes

Response to questions

Timekeeping

Overall effectiveness of talk

Important: This feedback sheet is for student guidance only, and therefore

the final agreed mark may not be accurately determined from it. Additional comments agreed by both markers: (only single sheet needed)

Strengths: Limitations: ………………………………………………………………………………………………………………………………

FINAL MARK