Education Applied Research Project | My Assignment Tutor

UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©MA in Education and MA Leadership inEducation Applied Research Project ModuleGuide – January 2021On-campus editionUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©Cass School of Education and CommunitiesWELCOME AND INTRODUCTION …………………………………………………………………3WELCOME ……………………………………………………………………………………………………………………………….. 3INTRODUCTION TO THE COURSE…………………………………………………………………………………………………. 3KEY STAFF, CONTACT DETAILS AND STAFF ROLES…………………………………………………………………………… 3COURSE OPERATION AND STUDENT REGISTRATION………………………………………………………………………. 3COURSE MANAGEMENT…………………………………………………………………………………………………………….. 4KEY DATES ……………………………………………………………………………………………………………………………….. 4MODULE SPECIFICATIONS………………………………………………………………………………………………………….. 5STUDENT CODE OF CONDUCT …………………………………………………………………………………………………… 15ENGAGEMENT AND ATTENDANCE ……………………………………………………………16TEACHING, LEARNING AND ASSESSMENT………………………………………………..16STUDENT FEEDBACK MECHANISMS …………………………………………………………17REFERENCING………………………………………………………………………………………….17ACADEMIC MISCONDUCT AND PLAGIARISM……………………………………………..18RESEARCH INTEGRITY……………………………………………………………………………..18PLACEMENT ARRANGEMENTS …………………………………………………………………19SUPPORT FOR STUDENTS………………………………………………………………………..19UEL STUDENT INTRANET ………………………………………………………………………………………………………….. 20STUDENTS’ UNION ………………………………………………………………………………………………………………….. 20THE CENTRE FOR STUDENT SUCCESS………………………………………………………………………………………….. 20STUDENT HUBS ………………………………………………………………………………………………………………………. 20ADDITIONAL SUPPORT …………………………………………………………………………………………………………….. 20COMPLAINTS AND APPEALS…………………………………………………………………….21LIBRARY ARCHIVES AND LEARNING SERVICES………………………………………..21ACADEMIC ADVISORS ………………………………………………………………………………22EXTENUATING CIRCUMSTANCES ……………………………………………………………..22HEALTH AND SAFETY……………………………………………………………………………….23CAMPUS MAPS…………………………………………………………………………………………23KEY LINKS………………………………………………………………………………………………..24UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©Welcome and introductionWELCOMEWelcome to The Applied Research Project Module Guide. Your Programme Lead for the MA inEducation is:Lizana Oberholzer – [email protected] TO THE COURSEThe Applied Research Project module allows practitioners to reflect on how theory translates intopractice, and how this practice helps to shape policy, practices and support for learners in future.The module comprises of units for the following Module Codes:ET7710 – Applied Research Project – MA Leadership in Education – Lizana OberholzerET7754 – Applied Research Project in Education – Lizana OberholzerET7752 – Applied Research Project in Education (Culture and Diversity) – Lizana OberholzerET7753 – Applied Research Project in Education (Teaching and Learning) – Lizana OberholzerSessions will all be delivered on TEAMS due to Covid-19 RestrictionsKEY STAFF, CONTACT DETAILS AND STAFF ROLESThe Key Staff and Contact Details are correct at point of publication. You will be notified of anychanges.The colleagues you will be working with are:Lizana Oberholzer – Programme Lead for the MA in Educationand MA – Leadership in EducationLink to the Student Handbook page for Staff Roles:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/StaffRoles%20On%20Campus.aspxCOURSE OPERATION AND STUDENT REGISTRATIONTimetable:All sessions take place on TEAMS, on Tuesdays between 17.30 – 20.30 on the following dates:2nd February – Session 19th February – Session 216th February – Independent Learning SessionUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©23rd February – Session 32nd March – Session 49th March – Independent Learning Session16th March – Session 523rd March – Session 630th March – Independent Learning Session6th April onwards – Students need to book their independent supervision sessions.Supervision is a one to one session where you get the opportunity to discuss your research projectwith our supervisor. You are expected to engage fully with 6 supervision sessions, and you arerequired to be fully prepared for these sessions. Please make sure that you email your draftinformation to your supervisor two working days in advance. In addition, make sure that youcomplete your supervision record form and email it to your supervisor 48 hours after yoursupervision session.Your personal information is stored on your own UEL Direct account and it includes your name, dateof birth, term-time contact address, home address and email/phone contact details. It is essentialthat you keep this information up to date. You can change your personal information at any time bylogging on to UEL Direct and going to “My Record”. If you need to change your name or date ofbirth you will need to show original documents showing the correct name: Please visit either of theStudent Support Hubs with the correct documents for amendments.At present, you can use UEL Direct to:• check which modules you are registered on;• update student address details;• view coursework and exam marks;• access assessment requirements.COURSE MANAGEMENTThere are different groups engaging with the course on different trajectories. Please make sure that you areclear on what is expected of you.Full Time students need to complete the course within a term, and your deadline for your applied researchproject is: 23rd April 2021, 16.00 via TurnitinMake sure that you book your supervision sessions regularly to ensure that you can progress well on thecourse. In addition, make sure that you start your reading and development of your work from the outsetof the course. Avoid waiting for the face to face sessions to finish before starting to work on yourproposal, ethics documents etc.Part Time Students have 2 terms to complete their dissertation in, and your deadline for your appliedresearch project is: 9th September 2021, 16.00 via TurnitinMake sure that you continue to work consistently on your applied research project to ensure that youcontinue to keep the momentum going.KEY DATESYou can find key dates for the academic year – term dates, exam weeks, etc. – online by followingthis link: https://www.uel.ac.uk/Discover/Key-DatesUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©MODULE SPECIFICATIONSModule specifications define each module of study on the course. They will include learningoutcomes and the aims for each module. These documents form part of the ‘definitive’documentation for the course. It is important to note that reading lists and indicative content arelikely to change.Session Content Outline:Session 1 – Introduction to the dissertation/ key considerations/proposal and ethicsSession 2 – Developing your proposal/Literature ReviewSession 3 – Research Methods/ Positioning and EthicsSession 4 – Data CollectionSession 5 – Data AnalysisSession 6 – Structure of the DissertationSession 7 – SupervisionSession 8 – Supervision startingMODULE LEARNING OUTCOMESAt the end of this module, students will be able to:Knowledge1. demonstrate a systematic understanding of knowledge and a critical awareness of issues relating toeducational development and the management of learningThinking skillUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©2. critically reflect on their professional values, concerns, priorities and actions and to understand them inbroader social, political and economic contexts3. demonstrate a conceptual understanding of approaches to research in professional practice and learningand an ability to critique them4. critically evaluate current research in education5. demonstrate originality in the interpretation and application of knowledge and research in professionalpractice and learningSubject-based practical skills / Skills for life and work (general skills)6. deal with complex professional issues systematically and creatively7. use research to inform the development of practice8. demonstrate self-direction and originality in tackling and solving problems9. demonstrate a capacity to direct and sustain their continuing professional development.10. demonstrate an ability to communicate conclusions clearly to a wide range of audiences and fordifferent purposes3.3 Applied Research Project: (where relevant)The module allows you to select a topic of interest to examine in more depth. The initial taught sessionsare designed to support you in choosing an appropriate topic and to begin to plan your approach. Recentareas of study have focused on:• Assessment processes;• A specific additional learning need;• Behaviour for learning;• Supporting underachieving students in a particular area;• Implementing a continuing professional development programme.This is not an exhaustive list. Your module should focus on something that has been identified as a problemwithin your setting, and as such will be personal to you. Supervisors are allocated by the module leader,who may work with the programme leader and subject head as appropriate to ensure that you areallocated somebody who has the sufficient expertise to support you. If you want to request a change ofsupervisor you should contact the Subject Head.The definition of supervision in the Cass School of Education and Communities is:– support in formulating and clarifying the direction of the research;– offering formative feedback;– offering support for literature searches;– guidance during the research process.A minimum of 5 hours have been allocated for face to face tutorials between yourself and your supervisor.The dates and times of these will be decided between yourself and your supervisor. More time may beallocated depending on need and availability. Other hours are allocated for your supervisor to thoroughlyread sections and your whole draft work and provide formative feedback.You should book these well in advance and to set clear targets for what you will have completed before thenext meeting. It is up to you to ensure that you send relevant work in plenty of time for meetings, andcome fully prepared.UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©If you cannot make a meeting then you need to ensure that you inform your tutor as soon as possible. Thiswill help you to stay on track, and ensure that you receive regular formative feedback.3.4 READING AND RESOURCES LISTCoreRobson, C (2011) (3rd Edition) Real World Research London: BlackwellBurton, D. and Bartlett, S.(2005). Practitioner Research for Teachers. o Thousand Oaks: Sage. Available at:http://methods.sagepub.com/book/practitioner-research-forteachers (need UEL Login to access full book)RecommendedBassey, M (1999) Case Study research in Educational Settings Buckingham: Open University PressBearne, E., Graham, L. and Marsh, J (2007) Classroom action research in literacy: A guide to practice.Leicester: UKLACarr, W (1995) For Education: Towards Critical Educational Enquiry. Buckingham: Open University PressCohen, L., Mannion, L. and Morrison, K. (2017) Research methods in education. London: RoutledgeCreswell, J. (2014) Research design: Qualitative, quantitative, and mixed methods approaches. London:SageDavies, H. T. O., Nutley, S, Smith, P. C (2000) What Works? Evidencebased policy and practice in publicservices. The Policy PressDowling, P. and Brown, A. (2010) Doing research/ Reading research: Reinterrogating Education. London.New York: RoutledgeElliott, J (1991) Action Research for Educational Change. Milton Keynes: Open University PressEvans, L (2002) Reflective Practice in Educational Research. New York. London: ContinuumGriffiths, M (1998) Educational Research for Social Justice. Buckingham: Open University PressHamilton, L., and Corbett-Whitte, C. (2013) Using Case Study in Education Research. London: SageHammersley, M. (2012) Methodological Paradigms in Educational Research. British Educational ResearchAssociation on-line resource. Available on-line at:https://www.bera.ac.uk/wpcontent/uploads/2014/03/Methodological-Paradigms.pdf] Last accessed 22ndNovember 2014McAteer, M. (2013) Action Research in Education. London: SageUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©McCulloch, G. (2004) Documentary Research in Education, History and the Social Sciences. London:Routledge/FalmerMorrison, K. (2009) Causation in Educational Research. London: RoutledgeThomas, G & Pring, R (2004) Evidence-Based Practice in Education. Milton Keynes: Open University PressWallace, S. and Atkins, L. (2012) ch in Education Qualitative Resear . London: SageUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©3.5 Additional resourcesThere are a range of additional resources available on Moodle. You will also be expected to locate relevantjournal articles for your topic. This is extremely important as you need to demonstrate that you are able tocarry out a literature search, and that you are aware of the most recent literature about the area you arestudying.You will need your Athens account details to access journal articles. Your Athens log in details will havebeen sent to your UEL email address when your enrolment was complete. You will need these details toaccess electronic books on the library site, and electronic journals. You will find details about how to useAthens and what to do if you have not received your account details here:http://www.uel.ac.uk/lls/search/athens/As a postgraduate student you may request up to 20 inter-library loan items each year (for example, a copyof a journal article that we do not have available electronically). Details of this service, together with therequest form can be found at: Inter library loans You will need to sign in to access this serviceYou are also encouraged to draw upon current and relevant DfE statutory and non-statutory guidance, andmay also refer to documentation produced by OFSTED, NCSL and other professional organisations asappropriate to your context.You may also find the following websites helpful:http://www.bera.ac.uk/ http://www.actionresearch.net www.eppi.ioe.ac.uk http://onlineqda.hud.ac.uk/www.ltscotland.org.uk4. Applied Research Project:Wordcount: 14,000 words +/10%The project is a full account of the research project which you have undertaken. Depending on themethodology and approaches that you are using, there are different ways in which your work might bestructured (your tutor can guide you on this).However, a suggested structure would be (word counts are approximate): This is a general outline andspecific guidance will be given depending upon your choice of research methodology.Suggested Writing Frame:Please note that the wordcount is a suggested wordcount, and that you might find that at times you needto be more flexible.Introduction (1,000-1,500)A statement of the main aims;• The research questions (make sure that these are open questions);• The rationale for the research;• A brief description of the educational establishment where the research was undertaken, and otherlocal or national issues necessary to contextualise the research.UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©Literature reviewAnd a brief theoretical framework that supports your literature and research questions (4,000-5, 000)• A discussion of key theoretical debates or conceptual frameworks which are relevant to yourresearch;• A critical analysis of research literature in the fields with which your study is concerned;• A critical analysis of relevant policies, and statutory or non-statutory guidance from local or nationalorganisations or governance.At the end of your literature review you should identify research sub-questions, where appropriate, basedon your reading.Research methodology (3000-4000)The broad methodology within which your research is operating, with a justification for this approach;• The data collection method/s used;• Why these data were particularly relevant;• Relevant ethical issues and how these were addressed (refer to the BERA revised guidelines here);• The approach taken to data analysis;• Discussion of the reliability, validity and generalisability of the data.You will need to show throughout this section that the approach that you have taken to collecting andanalysing your data is the most appropriate way of answering your research questions. You will need toshow why other, equally plausible, data collection methods were not usedData analysis (3,000 – 4,000)Show a logical series of findings, supported by specific data examples (the reader must be able to see howand why you have made each interpretation);A detailed analysis of the importance and significance of these findings in relation to the researchquestions, and how this might relate to changes in practice;Where appropriate, a reflection on your own standpoint in relation to the data (particularly when usingqualitative data analysis methods);Reference back to relevant concepts explored in the module, and literature covered earlier, showing howyour data analysis relates to these. In particular, how your findings might challenge and extend the findingsof previous research;A discussion of the limitations of the study, particularly in relation to the methodology followed and datagenerated should be acknowledged. This should include a discussion of how this might be compensatedfor/extended in a future study.Conclusion (+/- 2 000)A clear summary of the work undertaken;UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©A discussion of the research questions in relation to the findings of your research;Clearly targeted recommendations for the improvement of practice (yours and/or your colleague in yourschool);A discussion of how the study has moved your learning forward, both in terms of subject knowledge andyour knowledge of research methods and methodologyWe strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines isexpected in employment. However, in our regulations, UEL has permitted students to be able to submittheir coursework up to 24 hours after the deadline. The deadline will be published in your module guide.Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to afixed penalty of 5% of the total marks available (as opposed to marks obtained).Please note that if you submit twice, once before the deadline and once during the 24 hour late period,then the second submission will be marked and 5% deducted.This rule only applies to coursework. It does not apply to examinations, presentations, performances,practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will needto apply for extenuating circumstances, or accept that you will receive a zero mark.Further information is available in the Assessment & Feedback Policy athttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies (click onother policies)Notice is hereby given that all submissions for this module must be submitted to Turnitin. If you fail tosubmit to Turnitin, in accordance with the guidance provided on the Virtual Learning Environment(Moodle), a mark of 0 will be awarded.Work submitted must be within 10% of the given word count (4500 – 5500 for a 30 credit module).Students whose work falls below 90% of the given word count are unlikely to be able to engage with keyideas in sufficient depth to meet all assessment criteria. If a student submits work that exceeds the 10%additional limit, tutors will stop marking at the given word count +10% (for example, for a portfolio for a 30credit module, they will stop marking at 5500 words).5.1 Presentation of work for assessment:The dissertation should be referenced following the Harvard systemText should be 1.5 spaced (unless incorporated into charts and tables)Pages should have left and right-hand margins of 3.17cm (standard setting in Word)All pages should be numbered. All preliminary pages, e.g. abstract, table of contents, should be numberedusing lower case Roman numerals. The first page of your first chapter should be page 1, with succeedingpages numbered consecutively through to the end of the work, including appendices.UEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©Ensure that your name, and the names of schools, children or staff do not appear anywhere in yourportfolio (including any appendices).If using photographs, make sure the work complies with the data protection and child safety standards.Your project should include the following, in this order:Title pageIncluding: The university and department name; the programme name; the title of your dissertation; yourstudent number; the month and year of completion; your supervisor’s name.AcknowledgementsYour opportunity to thank those individuals or organisations who have supported you professionally and/orpersonally during the completion of your projectAbstractA brief overview (approx 300 words MAX) which indicates the intentions, methods and conclusions of yourproject.Contents pageThis should include a list of your chapter headings, sub-headings, together with the beginning page numberThe main textThis is divided into several chapters/ sections based on the guidance given above.ReferencesThis should include all texts which you have made direct reference to in your project.AppendicesThis should contain material which has a bearing on your research, but would detract from the presentationof your discussion in the main body of the work e.g. questionnaires, surveys etc. Appendices should beused sparingly and should not constitute any part of your overall argument, which should be presented inthe main body of your work. You should avoid the inclusion of raw data as appendices.Notice is hereby given that all submissions for component [insert name(s) of component(s)] of this Modulemust be submitted to Turnitin.” If you fail to submit component [insert name(s) of component(s)], toTurnitin, in accordance with the guidance provided on the Virtual Learning Environment (Moodle), a markof 0 will be awarded for the component.As a student, you will be taught how to write correctly referenced essays using UEL’s standard Harvardreferencing system from Cite Them Right. Cite Them Right is the standard Harvard referencing style at UELfor all Schools apart from the School of Psychology which uses the APA system.The electronic version of Cite Them Right: The Essential Referencing Guide (10th edition), can be accessedwhilst on or off campus via UEL the link below and will teach you all you need to know about HarvardUEL, CASS School of Education and Communities, MA in Education, Academic Year2018-19, All rights reserved. Copyright ©referencing, plagiarism and collusion. The book can only be read online and no part of it can be printed nordownloaded.Further information is available at:Cite Them Right: http://www.citethemrightonline.com/p. 141. Callahan, J. (2016) Encouraging the retention of new teachers through mentoringstrategies. The Delta Kappa Gamma Bulletin: International Journal for ProfessionalEducators. 83 (1), 6-11 – Access Here2. Lofthouse, R. (2016) Teacher Coaching; A collection of think pieces aboutprofessional development and leadership through teacher coaching. ResearchCentre for Learning and Teaching, Newcastle University, UK – Access here3. Ingersoll, R. and Strong, M. (2011). The impact of induction and mentoring programsfor beginning teachers: A critical review of the research. Review of EducationalResearch, 81 (2), 201-233. Access Here4. Pollard, A. (2008). Reflective Teaching. In: A. Pollard, ed., Reflective Teaching:Evidence-based practice, 3rd ed. London: Continuum, pp.3-30.. Access Here5. Aderibigbe, S., Colucci-Gray, L., Gray, D. (2014) ‘Mentoring as a collaborativelearning journey for teachers and student teachers: a critical constructivistperspective’, TEAN Journal, 6(3), pp. 17-27 – Access Here6. Tomkins, A (2000) Developing Skills in Critical Reflection Through Mentoring StoriesAccess Here7. Mena,J., Hennissen,P. and Loughran, J. (2017) Developing pre-service teachers’professional knowledge of teaching: The influence of mentoring, Teaching andTeacher Education, Volume 66, 2017, Pages 47-59http://dx.doi.org/10.1016/j.tate.2017.03.024.8. Leshem, S. (2012). The Many Faces of Mentor-Mentee Relationships in a PreService Teacher Education Programme. Creative Education, 3, 413-421. AccessHere9. Sempowicz, T., and Hudson, P. (2011). Analysing mentoring dialogues fordeveloping a preservice teacher‟s classroom management practices.AustralianJournal of Teacher Education, 36 (8). Article1. Access Here10. Stop, P. (2008) ‘From ‘feedback’ to ‘dialogic review’: an approach to appropriatematching of mentoring and coaching feedback. Paper presented at BERA,Edinburgh, 3-6 Sept. Education-Line – Access here11. Connor, M. and Pokora, J. (2012). What is effective coaching and mentoring atwork?. In: M. Connor and J. Pokora, ed., Coaching and Mentoring at work, 2nd ed.Buckingham: Open University Press, pp.7-31.Access here:12. McKimm, Jollie and Hatter (2007) Mentoring – Theory and Practice. Preparedness toPractice, mentoring scheme. Online document. Access here:13. Johnson, W.B. (2003) A Framework for Conceptualising Competence to Mentor.Ethics & Behaviour, 13(2), 127–151. Access here:14. Mezirow, J. (2009) An overview on transformative learning. IN Kund Illeris. ed,Contemporary Theories of Learning. Abingdon: Routledge, pp.90-105. Access herep. 1515. Kegan, R. (2009) What “form” transforms? A constructive-development approach totransformative learning. IN Kund Illeris. ed, Contemporary Theories of Learning.Abingdon: Routledge, pp.90-105 . Access here16. Wenger, E. (2009) A social theory of learning. IN Kund Illeris. Ed. ContemportaryTheories of Learning. Abingdon. Routledge. pp. 209-232. Access hereUEL, CASS School of Education and Communities, MA in Education, Academic Year2017Other Websiteshttp://www.curee.co.ukCentre for the use of Research and Evidence in Educationhttp://www.coachingnetwork.org.uk/resourcecentre/whatarecoachingandmentoring.htm The Coaching and Mentoring Netowrkhttp://www.education.gov.uk/Department for Educationhttp://www.bera.ac.uk/British Educational Research Associationhttp://www.leeds.ac.uk/educol/British Education Indexhttp://www.infed.orginformal education encyclopediaSTUDENT CODE OF CONDUCTUEL has adopted a range of policies and procedures to help promote good behaviourand to identify the standards of behaviour that are required. These includeregulations and procedures, and descriptors of the responsibilities of students. TheCode of Conduct covers student behaviour and responsibilities, detailed in theManual of General Regulations: Part 12 Student Disciplinary Regulations andProcedures (incorporating the student code of conduct)(https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Manual-of-General-Regulations)Link to the University’s academic regulations:https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Manual-of-General-Regulationsp. 16Engagement and Att endanceIt is evidenced that a good attendance record has a positive impact on performanceand as a university we are keen to support you to enable you to maximise yourpotential. The policies available below have been developed to ensure that theUniversity is acting in a consistently student-centred way. The aim is to ensure thatyou are dealt with in a fair and appropriate manner and are not disadvantaged as aresult of a health or wellbeing issue. Please follow the link below to learn more.Link to the Student Handbook page for Engagement and Attendance:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Engagement-andAttendance%20On%20Campus.aspxTeaching, Learning and A ssessmentDual delivery approaches.Assessment practices: formative feedback, and final assessmentLink to the Student Handbook page on Assessment and Feedback:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Assessment-andFeedback.aspxp. 17Student Feedback M echanismsUEL values student feedback and there are lots of channels for gathering feedbackon your educational experience. You can get involved and have your say in a numberways. Please follow the link below to learn more.Link to the Student Handbook page on Student Feedback Mechanisms:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Student-FeedbackMechanisms.aspxReferencingAs a student you will be taught how to write correctly referenced essays. UEL’sstandard Harvard referencing system is from Cite Them Right. Cite them Right isthe standard Harvard referencing style at UEL for all Schools, however professionalbody requirements will take precedence for instance the School of Psychology whichuses the APA system.For the purpose of the module learners need to make use of Harvard Referencing.Link to the Student Handbook page on Cite Them Right:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Cite-ThemRight.aspxp. 18Academic Misconduct and PlagiarismFor the purposes of university’s regulations, academic misconduct is defined asany type of cheating in an assessment for the purposes of achieving personal gain.Please follow the link below to learn more.Link to the Student Handbook page on Academic Misconduct and Plagiarism:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/AcademicMisconduct-and-Plagiarism-Home.aspxResearch Int egrit yThe University adheres to its responsibility to support and promote the higheststandards of rigour and integrity and embed a culture of honesty, transparency andcare and respect for all participants and subjects of research. The University iscommitted to ensuring that research is conducted with integrity and good researchpractices are upheld. Please follow the link below to learn more.Link to the Student Handbook page on Research for On Campus programmes:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Research.aspxLink to the Research Integrity and Ethics Document page:https://uelac.sharepoint.com/ResearchInnovationandEnterprise/Pages/researchintegrity-and-ethics-documents.aspxp. 19Placement Arrangement sPlacements and volunteering provide opportunities for students to gain workexperience, develop work-related skills, learn about professional sectors and howyour studies can be directly applied in the work environment. Many programmesinclude placements as part of the formal programme of study, and for othersplacements are a mandatory professional requirement.Optional: If your programme does not include placements, please leave this sectionblank.To include:• Aims and objectives, learning outcomes, status of the placement within thecourse of study• Support for students prior to application for placements; writing CVs, sourcingof placements, interview techniques, completing application forms.• Procedures for selecting and approving suitable placements, e.g. selectingplacement providers; likely destinations; background checks (Disclosure andBarring Services); any professional, statutory or regulatory body requirementsgoverning the suitability of placements• Operation and duration of placements, e.g. overall length and hours; role ofthe placement provider; formal assessment methods and any specificarrangements for assessment.• Rights and responsibilities of students whilst on placement, e.g.communication with UEL; Health and safety issues; code of conduct anddiscipline; equality and diversity; UEL complaints procedure.• Support for students on placement, e.g. supervision, tutoring and mentoring;visits from UEL staff• Reference to the Suitability Procedure (Manual of General Regulations: Part13) https://www.uel.ac.uk/Discover/Governance/Policies-RegulationsCorporate-documents/Student-Policies/Manual-of-General-Regulations .Support for Studentsp. 20UEL STUDENT INTRANETAs a UEL student you can access a range of support to help you get the most out ofyour time here. A list of the most popular student support services and acomprehensive list of links to other services can be found on the UEL Intranet (UELID required to login) https://www.uel.ac.uk/studentsSTUDENTS’ UNIONThe UEL Students’ Union offers a range of services for students including academicand housing advice service, a range of societies, activities and campaigns. Furtherinformation is available at http://www.uelunion.org/THE CENTRE FOR STUDENT SUCCESSThe CfSS team provides both career guidance support from professionally trainedcareers consultants and a range of developmental opportunities that enableparticipants to gain a greater understanding of the world of work and developprofessionally and personally in order to start building their careers.STUDENT HUBSThe Student Hubs are located at each site and offer you the full range of services,including helpdesk services, a dedicated telephone service and webmail facility.These are delivered by fully trained Student Support staff, able to help you quicklyand effectively with any general questions and provide you with support andguidance immediately. Please follow the link below to learn more.ADDITIONAL SUPPORTPlease visit the student wellbeing team or the UEL website.Link to the Student Handbook page on The Centre for Student Success:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/The-Centre-forStudent-Success.aspxLink to the Student Handbook page on Student Hubs:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Student-HubsHome.aspxp. 21Complaints and appealsIf you feel that our University has not delivered the standard of service which it wouldbe reasonable to expect, you may be entitled to lodge a complaint or an appeal. Youcan find information on how to begin either of these processes in the links below.Link to the Student Handbook pages on Appeals and Complaints:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Appeals-andComplaints.aspxLink to the Complaints Procedure:https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Student-Complaint-ProcedureLink to the Student Policy on Academic Appeals:https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Student-AppealsLibrary Archives and Learning ServicesWe have two great libraries at UEL – Docklands and Stratford – and range ofservices and resources that can help you make the most of your studies.Library Services:Win Pang – [email protected] 22Link to the Library and Learning Services homepage:https://uelac.sharepoint.com/LibraryandLearningServices/Pages/default.aspxAcademic AdvisorsTo help you make the most of your studies, every student undertaking undergraduateor taught masters’ courses at UEL is assigned a member of academic staff as theirAcademic Advisor (AA). Your AA will support you to achieve the degree you want.Please follow the link below to learn more.Link to the Student Handbook page on Academic Advisors:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Academic-AdvisorsHome.aspxExt enuat ing Circumst ancesExtenuating Circumstances are circumstances which:• impair your examination performance or prevent you from attendingexaminations or other types of assessment, or• prevent you from submitting coursework or other assessed work by thescheduled deadline date, or within 24 hours of the deadline datePlease follow the link below to learn more.p. 23Link to the Student Handbook page on Extenuation:https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Extenuation.aspxHealth and Saf etyUEL accepts our corporate responsibility for all health and safety matters, as set outin the Health and Safety at Work etc., Act 1974 and all other specific health andsafety legislation applicable to our undertakings. We will maintain a workingenvironment where the health, safety and welfare of our staff, students and others isassured.All Health and Safety requirements need to be followed in line with the UEL Policies.Link to the University of East London Health and Safety Policy:https://www.uel.ac.uk/-/media/health-and-safety/corporate-hs-policy-statement-2019.ashx?la=en&hash=CCCF059838AB8016D9390A6DAD0D8762FB514504Campus M apsThe University of East London has three main campuses. There is a free, regularbus service for students and staff, between campuses. The timetable is available onthe intranet athttps://uelac.sharepoint.com/EstatesandFacilitiesServices/Pages/Timetable.aspxp. 24Link to the University of East London Campus Maps:https://uelac.sharepoint.com/Pages/Maps-and-key-buildings-at-UEL.aspxKey LinksAcademic Appealshttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Student-AppealsAcademic Integrityhttps://uelac.sharepoint.com/LibraryandLearningServices/Pages/Academicintegrity.aspxAcademic Tutoringhttps://www.uel.ac.uk/centre-for-student-success/academic-tutoringAccess and Participation Planhttps://www.uel.ac.uk/-/media/main/governance/uel-access-participation-plan-2019-2020.ashx?la=en&hash=611F4EBA4C254C535D28EF963CC8A5D40A22560DAccreditation of Experiential Learninghttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Manual-of-General-RegulationsAssessment and Feedback Policyhttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies (click on other policies)Bus Timetablehttps://uelac.sharepoint.com/EstatesandFacilitiesServices/Pages/Timetable.aspxCentre for Student Successhttps://www.uel.ac.uk/centre-for-student-successCivic Engagementhttps://www.uel.ac.uk/Connect/Civic-EngagementComplaints procedurehttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Student-Complaint-ProcedureCounsellinghttps://uelac.sharepoint.com/StudentSupport/Pages/Health-And-Wellbeing.aspxDisability supportp. 25https://uelac.sharepoint.com/StudentSupport/Pages/Disability-And-Dyslexia.aspxEngagement & Attendance Policyhttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies (click on other policies)Equality and Diversity Strategyhttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies (click on other policies)Extenuation Procedureshttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Extenuation-ProceduresIT Supporthttps://uelac.sharepoint.com/sites/ITServices/SitePages/Problem_Reporting/Reporting-Problems.aspxLibrary Archives and Learning Serviceshttps://www.uel.ac.uk/lls/Manual of General Regulationshttps://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Manual-of-General-RegulationsMentoringhttps://www.uel.ac.uk/centre-for-student-success/mentoringReferencing guidelineshttps://uelac.sharepoint.com/LibraryandLearningServices/Pages/HarvardReferencing-.aspxStudent Protection Planhttps://www.uel.ac.uk/-/media/main/files/uel_student_protection_plan_202021.ashxSuitability Procedure (Manual of General Regulations – Part 13 – SuitabilityProcedure)https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporatedocuments/Student-Policies/Manual-of-General-Regulations

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

Leave a Reply

Your email address will not be published. Required fields are marked *