BSc (Hons) Environmental Science

COURSE HANDBOOK

Responsible Partner: North Highland College UHI Updated January 2020

INTRODUCTION

Welcome to the Environmental Science degree and thank you for choosing to study with the

University of the Highlands and Islands. This degree has been developed as a networked degree

as part of the Faculty of Science, Technology and Environment in collaboration with other

Programmes and teams across the UHI network.

As part of this Programme will have the opportunity to forge relationships with other students

and staff across the UHI network, these are important links which may be long lasting. You will

have to use to a variety of communication modes which will allow you to make contact virtually

and in person with other students and staff across the network.

This handbook is an important resource for you and you will be expected to refer to it and

become familiar with its contents.

Enjoy your studies.

CONTENTS PAGE

INTRODUCTION TO THE UHI ............................................................................................................................... 4

UHI STUDENT CHARTER ...................................................................... ERROR! BOOKMARK NOT DEFINED.

UHI POLICIES AND PROCEDURES ...................................................................................................................... 6

TEACHING METHODS AND ONLINE SUPPORT ............................................................................................... 8

GENERAL ASSESSMENT PROCEDURES (COMMON TO ALL MODULES) .............................................. 11

1 SUBMISSION OF WORK ............................................................................. ERROR! BOOKMARK NOT DEFINED. 2 MODULE RESULTS .................................................................................... ERROR! BOOKMARK NOT DEFINED. 3 APPEALS ................................................................................................... ERROR! BOOKMARK NOT DEFINED. 4 LATE SUBMISSIONS .................................................................................. ERROR! BOOKMARK NOT DEFINED. 5 RESUBMISSION AND RESITS ...................................................................... ERROR! BOOKMARK NOT DEFINED. 6 ATTENDANCE ........................................................................................... ERROR! BOOKMARK NOT DEFINED. 7 UHI WITHDRAWAL POLICY ...................................................................... ERROR! BOOKMARK NOT DEFINED. 8 MITIGATING CIRCUMSTANCES.................................................................. ERROR! BOOKMARK NOT DEFINED. 9 REFERENCING ........................................................................................... ERROR! BOOKMARK NOT DEFINED. 10 CHEATING/PLAGIARISM............................................................................ ERROR! BOOKMARK NOT DEFINED. 11 MARKING SCHEMES ................................................................................. ERROR! BOOKMARK NOT DEFINED. 12 GROUP WORK ........................................................................................... ERROR! BOOKMARK NOT DEFINED. 13 LIBRARY FACILITIES ................................................................................. ERROR! BOOKMARK NOT DEFINED. 14 PERSONAL ACADEMIC TUTOR (PAT) ....................................................... ERROR! BOOKMARK NOT DEFINED. 15 FEEDBACK ON ASSESSMENT – PROCESS AND METHODS ........................... ERROR! BOOKMARK NOT DEFINED. 16 WORD LIMIT PROTOCOL ........................................................................... ERROR! BOOKMARK NOT DEFINED. 17 PROGRESSION ........................................................................................... ERROR! BOOKMARK NOT DEFINED. 18 FINAL AWARDS ........................................................................................ ERROR! BOOKMARK NOT DEFINED. 19 READING LIST INFORMATION ................................................................... ERROR! BOOKMARK NOT DEFINED. 20 FOR STUDENTS UNDERTAKING LABORATORY WORK .............................. ERROR! BOOKMARK NOT DEFINED. 21 FIELDWORK KIT LIST ..................................................................................................................................... 30 22 MISCELLANEOUS RANDOM BITS OF ADVICE ............................................ ERROR! BOOKMARK NOT DEFINED. 23 SAFETY REGULATIONS ............................................................................. ERROR! BOOKMARK NOT DEFINED. 24 EXTERNAL EXAMINERS .................................................................................................................................. 32

COURSE DESCRIPTOR .......................................................................................................................................... 33

BSC (HONS) ENVIRONMENTAL SCIENCE ................................................................................................................. 33

MODULE INFORMATION ..................................................................................................................................... 36

ENVIRONMENTAL SCIENCE DEGREE MODULES - SEMESTER 1 ................................................................................. 36 ENVIRONMENTAL SCIENCE DEGREE MODULES - SEMESTER 2 ................................................................................. 36 THE FOLLOWING TABLES SHOW THE INFORMATION ABOUT THE DELIVERY OF EACH MODULE.................................. 37 KEY: ......................................................................................................................................................................... 37 SCQF LEVEL 7: SEMESTER 1 ................................................................................................................................... 37 SCQF LEVEL 7: SEMESTER 2 ................................................................................................................................... 37 SCQF LEVEL 8: SEMESTER 1 ................................................................................................................................... 39 SCQF LEVEL 8: SEMESTER 2 ................................................................................................................................... 39 SCQF LEVEL 9: SEMESTER 1 ................................................................................................................................... 40 SCQF LEVEL 9: SEMESTER 2 ................................................................................................................................... 40 SCQF LEVEL 10: SEMESTER 1 ................................................................................................................................. 40 SCQF LEVEL 10: SEMESTER 2 ................................................................................................................................. 41 MODULE DESCRIPTIONS ..................................................................................... ERROR! BOOKMARK NOT DEFINED. LEVEL 1 - SCQF 7 .................................................................................................................................................... 42 LEVEL 2 - SCQF 8 .................................................................................................................................................... 42 LEVEL 3 - SCQF 9 .................................................................................................................................................... 44 LEVEL 4 - SCQF 10 .................................................................................................................................................. 45

APPENDIX 1: MARKING STRATEGIES ............................................................................................................ 47

APPENDIX 2: ASSESSMENT PLANS ................................................................................................................... 51

APPENDIX 3: 1ST YEAR BOOK LISTS .................................................. ERROR! BOOKMARK NOT DEFINED.

APPENDIX 5 ACADEMIC YEAR CALENDAR 2016 - 17 .................... ERROR! BOOKMARK NOT DEFINED.

INTRODUCTION TO THE UHI

UHI is a unique organisation providing university level education throughout the Highlands and

Islands. The UHI is made up of colleges working in partnership to deliver degree courses in a

wide variety of subject areas across the region.

The Science, Technology and Environment Subject Network has a range of Degree Programmes

including:

➢ Bsc Environmental Science

➢ BSc Archaeology and Environmental Studies

➢ BSc Sustainable Development

➢ BSc Applied Science/Bioscience

➢ BSc Geographgy

➢ BSc Marine Science

Each Degree programme has a set of common core modules (which you have to take) and a

range of optional modules where you can choose from a range of available modules. There are a

number of Academic Partner colleges involved in the delivery of the Environmental Science

Programme, Moray Coillege UHI, Inverness College UHI, Perth College UHI, North Highland

College UHI, Orkney College UHI and Shetland College UHI. The Dean of this faculty is Sue

Engstrand who is based at Executive Office, UHI in Inverness. Some of the people you may meet

are shown in the organisational diagram below.

UHI STUDENT CHARTER

The UHI mission is to establish in the Highlands and Islands of Scotland a collegiate university of the highest standards and play a pivotal role in the educational, economic, social and cultural development of the region. The UHI Student Charter will help students and staff to work together collaboratively to meet their shared objectives and responsibilities. The purpose of the UHI Student Charter is to set down the standards of service from the points of application and through education, training and support that students registered on UHI programmes can expect to receive. The Charter is based on the principles of the Further and Higher Education Charter for Scotland and incorporates the standards and performance targets set by UHI, taking into account the geographical base and the educational aims and aspirations of UHI. The Charter applies to all registered students of UHI. Students also have responsibilities, of course, and the Charter sets out UHI’s expectations of its students in respect of the part they should play as active and independent partners in their learning experience. This Charter, along with the UHI policies for access and equal opportunities, has been developed to ensure that all students have the opportunity to maximise their education potential at UHI. If you are a UHI student you can expect us to:

➢ give access to accurate and impartial advice and guidance. ➢ provide information on finance and funding, accommodation, childcare and special

needs facilities. ➢ provide clear, comprehensive and up-to-date information to help you choose the most

appropriate course for your particular needs and abilities. ➢ deal with your enquiries promptly and courteously. ➢ consider your application fairly and efficiently, letting you know the outcome as soon as

possible. ➢ provide information about:

o courses and awards on offer o entry requirements o how to apply o tuition fees and sources of financial help o provide information in languages appropriate to the course and location.

We will expect you to:

➢ provide UHI with full and accurate information in relation to your application. ➢ plan how you will finance your time at UHI. ➢ Seek such support as you feel is necessary to your study at UHI.

When you are a student on a taught course at UHI, you can expect:

➢ a course handbook that includes detailed information about the content, delivery, management and assessment of your course.

➢ a student handbook that contains general information about your UHI College. ➢ an induction programme to introduce you to UHI and your UHI College and provide

information on its structures, policies and educational aims. ➢ information about how you as a student can become involved in the development of

UHI. ➢ a Personal Academic Tutor assigned to you, once you have enrolled, who will be

responsible for the oversight of your programme of study. ➢ a minimum of at least one advisory session with your Adviser each Semester. ➢ written feedback on each piece of assessed course work from the responsible academic

within fifteen days of the date of submission. ➢ access to a computer, with connection to the UHI WAN, including an email account. ➢ access to materials deemed necessary by the Module Leader for the study of your

module. ➢ the right to have any formal complaint made by you, thoroughly investigated without

undue delay. This would mean acknowledgement within 5 working days. We will expect you to:

➢ read and keep this information so that you know what support and facilities are available, what is expected of you and what your rights are.

➢ contact your PAT, a member of your course team or Student Services should you need help at any time.

➢ devise a personal study plan with the help of your PAT. ➢ meet the requirements of the course in terms of attendance and work set. ➢ maintain high standards of conduct so as not to bring UHI or your UHI College into

disrepute. At the end of your taught programme of study at UHI, you can expect us to:

➢ provide you with a transcript detailing your achievements on the course or contact the student records office at learner.administration.ic@uhi.ac.uk

➢ provide access to guidance on career opportunities and the availability of further course of study both within and outwith UHI.

We expect you to:

➢ request information in a timely and organised way. ➢ respond to reasonable requests for information on your career plans or further studies

to help us improve UHI as a teaching institution. ➢ help promote and support the continuing work of the UHI.

UHI POLICIES AND PROCEDURES For UHI Policy statements on Academic Standards and Quality, PPCs, Equal Opportunities, Social Inclusion and Disability (and more), please refer to the UHI website – http://www.uhi.ac.uk/en/about-uhi/governance/policies-and-regulations

For information regarding the UHI complaints procedures, please refer to appropriate section of the above UHI website.

TEACHING METHODS AND ONLINE SUPPORT Online Learning, the Virtual Learning Environment, (VLE) The modules within this programme will be delivered by ‘blended learning’ a mixture of face-to-face teaching through practical and ‘online learning’ – a successful delivery method which has been developed over time in the UHI. This centres around the use of the virtual learning environment – Brightspace, as the learning hub which will ‘house’ all modules related to the degrees and will encourage the development of online ‘communities’ of students. You can access Brightspace through My UHI. There is one Brightspace site UF900 Environmental Science, which is used for announcements, notification of Events, Course Information etc. You should ensure you enrol (or are enrolled) on this at the start of your studies. There will be a range of methods employed for delivery of the degree programmes including: Video Conferences: Your main contact with your tutors on individual modules will be by video conference (VC) which will often be delivered by a lecturer from another academic partner. You should attend all of these VC lectures as this enables you to interact directly with lecturer. If there are accompanying notes or instructions with the lectures you should read these before attending the VC. These notes or instructions and can usually found on Brightspace in the specific lecture week. If you have any difficulty accessing the information on Brightspace contact the lecturer immediately. If you do unavoidably missed the VC they are usually recorded and you can access them through a password issued by the lecturer. You are expected to conduct yourself in VCs as you would in any other lecture especially as others will be trying to listen. During Induction you will receive further information on VC etiquette. When you arrive for a VC make sure you are ready to start. You will be able to dial into the session using the equipment in the VC room. The “dial-in” code should be on your timetable or given to you by the lecturer via Brightspace.

Laboratory Practicals: You will undertake a range of practical tasks and experiments in the science laboratories of your institution. After an introduction to the practical procedure, delivered using a mixture of video conference tuition, support notes on Brightspace and in class guidance you will carry out a range of practicals throughout your course. These activities will be recorded and written up in laboratory books for submission to your tutor. Before carrying out practical sessions you will be required to complete Risk Assessment and COSHH forms. These are generally submitted to the lab technician or demonstrator before you attend the lab.

You will not be allowed to undertake the practical unless you have submitted this information

Each college partner has their own Risk Assessment & COSHH form which can be found at the

site on Brightspace.

Online conferences: synchronous conferencing may be used for tutorials with selected discussion topics from modules. These online conferences will be using the communications via Brightspace. You will be shown how to access this software and get signed-up with the other contacts on the course. Students can use these programmes to communicate in “real–time” with each other and the tutors. This is a very useful tool for students working together on projects or other group work. Discussion Boards: Some subjects may use discussion boards, delivered via Brightspace, to encourage students to engage in debate about subjects in the course. On occasion, these may be used as part of your assessment. Audio Conference (AC): Audio conferences are pre-arranged meetings by telephone. Tutors may hold these with groups of students to discuss coursework and the PAT or may set up audio conferences from time to time. Tutors will link all participating students together in a telephone call to set up such events. You can use home telephones, or any other landline (but not mobile phones) and you will not pay for the telephone call. However, all participants really require to have a telephone with ‘hands free’ capabilities. Individual telephone calls: (these would be used specifically for individual tutor support and responses on assignments). Emails: You will be given an email account that is used to send and receive messages from students to each other and their tutors. In contrast to the discussion topics, only the people sent the message can read it. The email programme for home PCs can be downloaded from http://webmail.uhi.ac.uk or you can login at this site via ‘webmail’ access. Emails will be used extensively to provide one-to-one contact between you and your tutor. It will also facilitate communication with other students and be used to give feedback. It is essential that you use the UHI email address provided. If you have any difficulty accessing your UHI email account you should contact your PAT in the first instance.

ETHICS

Throughout your course you will be asked to consider ethical aspects of scientific study and research. In Years 2, 3 and 4 you will receive specific instruction in ethical matters and you will be required to apply for ethics consent when you carry out some projects including the 3rd Year module; “Research Skills Project” and the Honours dissertation in the 4th Year.

https://www.uhi.ac.uk/en/research-enterprise/resource/ethics/

GENERAL ASSESSMENT PROCEDURES (Common to all Modules) In common with all universities, UHI has adopted common standards of marking and common rules and regulations concerning assessments and examinations. The rules are designed to ensure transparency and fairness and are as binding on tutors as they are on students. Please take the trouble to study this section carefully. Tutors are bound to follow the procedures as these are laid down and have very limited scope to allow any exceptions. Assessment is the way in which you demonstrate achievement of the learning outcomes associated with each module. There are different ways that you can demonstrate understanding e.g. essays, reports, oral presentations and exams. There are also two different types of assessment which you can expect to undertake. The first is know as formative assessment, which is designed to let you know how you are getting on with the modules and to help you prepare for the second type of assessment called summative assessment. Summative assessment counts towards your final module score.

1 Submission of Work

You will be given assignment instructions in good time. There are now a number of ways for students to submit assessments. These will be specified by your module tutor. For reports, lab reports, essays etc. you will normally be required to submit these using the virtual learning environment. The work will be marked through a process of double marking. You are asked to put your student number on all completed work. The first marker will provide feedback to you as quickly as possible with an indication as to whether the work is a ‘pass’, ‘fail’ or ‘borderline’. All marks are provisional until agreed by Second Marker and Exam Board. Tutors will aim to give you feedback within 15 working days. The UHI operates a dyslexia sticker scheme to ensure that the work of all students is assessed in a way which neither penalises nor compensates for dyslexic attributes.

A concise version of the marking guidelines is available on the UHI website along with the full guidance document, explaining how work should be assessed.

2 Module Results

Each module will have a pass mark of 40% (ulessotherwise stated). In addition, where modules are assessed using more than one assessment, students must attain a minimum mark of 30% for each part of the coursework (unless otherwise stated). A formal meeting, the Board of Examiners, makes the final decision on module results, progression from one level to the next, and on student awards. Formal results are notified after the Board of Examiners has met.

The Board of Examiners will include external examiners who are appointed for their expertise in relevant disciplines from out with UHI.

3 Appeals You can appeal against the result of a piece of work to the first marker in the first instance, thereafter if necessary, to the Programme Leader. The UHI Appeals Procedure will be followed.

4 Late Submissions

From time to time, students may experience difficulties which mean that they will be unable to submit a particular piece of work on time. In these cases students should make an application for mitigating circumstances to be taken into account.

Penalties for late submission of assessments

Up to 1 day late [ie up to 24hours after the submission time/date, if a time was specified, or by 23.59 hours on the day following the submission date if no time was specified.]

5% of final mark will be deducted e.g. 65 – 3 = 62

2-5 days late 10% of final mark will be deducted e.g. 6. – 6.5 = 58.5 (59 rounded)

6-10 days late 20% of final mark will be deducted e.g. 65 - 13 = 52

More than 10 days late Work will not be accepted and will be marked as 0

Penalties for late submission apply equally to full-time and part-time students. ‘Days’ refers to actual days, not working days.

5 Attendance

A full-time course requires a full-time commitment. Each module requires 200 hours of study. Classes will normally require about 30 hours of attendance at video conference lectures, and practicals. Students are expected to attend at least 2/3 of all classes. Tutors and PATs should be notified of any absence. Students who attend less than this may be advised not to proceed with the assessment for the module.

6 Mitigating Circumstances

Refer to appropriate section and appendix in the UHI Academic Standards and Quality Regulations https://www.uhi.ac.uk/en/about-uhi/governance/policies-and-regulations/regulations/regulations-2019-20/

All coursework must be submitted by the due date. No extensions either verbal or written will be granted. Work which is handed in later than the due date will have penalties applied unless mitigating circumstances are granted. The UHI regulations state: If by reason of absence, failure to submit work or poor performance, students fail programme modules; and it is established, to the satisfaction of the Board of Examiners, that this was due to proven illness or other circumstances found valid on production of evidence; the board shall use its discretion to ensure that the students are not disadvantaged (nor advantaged) as a result. It is important that as a student you make known to your PAT any longterm condition or any problems which may affect your study and assessment. This will allow the proper support to be put in place for you and give you the best chance of successfully completing the course. However, these longterm conditions or problems cannot be considered for mitigating circumstances because mitigating circumstances should be unexpected and occur during your course of study. However, you may unexpectedly suffer illness or other problems during the course which might prevent you from getting the mark that you think you are capable of. In that case you need to apply for mitigating circumstances. To help you with this there is a list of things below which would normally be considered and a list of circumstances which will not be considered. Circumstances which will be considered

➢ Illness or serious accident at the time of an assessment or in the period leading up to formal assessment.

➢ Death of a family member or close friend ➢ Severe unforeseen personal or psychological problems ➢ Unanticipated difficulties in child or adult care arrangements during a semester (where

you are the named carer) In addition for part time students

➢ Unforeseen and essential work commitments Circumstances which will not normally be considered valid

➢ Any ongoing situation known to you. ➢ Inadequate time management ➢ Moving house or holidays ➢ Misreading the assessment or exam timetable ➢ Computer/IT problems with students own equipment ➢ Normal work commitments on behalf of an employer

What to put in the application for mitigation circumstance (form available via UHI records at

http://www.studentjourney.uhi.ac.uk/)

➢ Details of the circumstance which you wish to be considered ➢ Details of how the circumstance affected you ➢ Which modules and assessments were affected by the circumstance ➢ How long the circumstance lasted

You need to include with your application independent evidence to support your claim. You might have a medical certificate or letter from a specialist or professional counsellor. If it is difficult for you to get evidence, your PAT or student counsellor may be able to provide a statement to support your claim. Whatever evidence you provide it must be from an independent source (you must cimplete the claim but someone else needs to provide the evidence to support the letter). You need to submit the claim of mitigation with the evidence to your PAT within 7 days of the submission date of the assessment. If you wish to claim mitigating circumstances for non-attendance at an exam then the claim must normally be made before the exam has taken place. If you think that you did less well than you could have due to mitigating circumstances or were unable to sit an exam due to unforeseen circumstances, then you need to submit a letter with the appropriate relevant evidence within seven days of the exam. All claims for mitigating circumstances must be submitted within two weeks of the end of the relevant semester. All claims for mitigation will be discussed by a panel. All panel discussions will be confidential and all letters and independent evidence will be kept securely.

Note that if you must apply for Mitigating Circumstances for each attempt. For example, if you submit mitigating circumstances for an attempt at an assessment, this is only valid for that attempt. You will then be expected to submit the assessment at the next opportunity i.e. the resit. You must submit a new mitigating circumstances for each attempt at an assessment.

7 Referencing

In all work you must observe the usual academic conventions. Please refer to the ‘Harvard System’ in the Handbook and on the Student Support Central site on Brightspace. A session is also included within the Study Aid Programme. References that are not in English cannot be taken into account unless a translation is available. Unless otherwise stated you will need to use the HARVARD system for references in your written work. There are other systems the most important of which is the NUMERIC system and you may be asked to use this system for chemistry assignments and legal writing.

The HARVARD referencing system Citing in the text The authors name and the year of publication are given in brackets in the text. However, if the authors name occurs naturally in the text, only the date need be included in brackets. Where only part of a document is required, the page numbers should follow the date and be included in the brackets. If there is no named originator/author, use “Anon”. Note that if there are more than two authors the citation follows the use of the first authors name with et al. added after the name e.g. (Robertson et al., 1980). The example presented below covers many of the common forms of referencing - Person-environment fit represents the congruence between characteristics of individuals, their needs and abilities, and the “supplies and demands of environment as expressed in role expectations and prerequisites” (Kahn, 197 9, p.78). Motivation is heightened by conditions that “pull” (Cummings and Schwab, 1973) individuals toward a particular behaviour (extrinsic incentives). In the third case, needs that exist within a person (intrinsic incentives) “push” him to behave in ways that will satisfy those needs. Baldwin (1979) has suggested that faculty vitality and institutional well-being can be enhanced by moving faculty members to different roles as their developmental needs (intrinsic incentives) change. Baldwin and Blackburn’s model of faculty career development (1981) assumes people move through initial phases in which……. Elements of a reference using the HARVARD system are – The details of a reference should be taken directly from the document itself in the form in which they appear on the title page. The elements should be cited in the following order- author (or editor, compiler etc. as appropriate) year title material type e.g. Journal, book, thesis, software, web source etc. edition (if not first) place of publication and publisher numeration e.g. volume number, issue number, pagination etc. (if part only) ISBN (International Standard Book Number) or ISSN (International Standard Serial Number) The arrangement of the REFERENCE section at the end of your written work is as follows - References are listed alphabetically by author (or originator such as an organization i.e. OECD) and subdivided by year and letter. Using the citations in the text as above, the reference list should look like this: BALDWIN, R.L., 1979. The faculty career process: continuity and change. Unpublished doctoral dissertation, University of Michigan.

BALDWIN, R.L. and BLACKBURN, R.T., 1981. The academic career as a developmental process: implications for higher education. Journal of Higher Education, 52 (6), pp. 598-614. ISSN: 0022-1546.

CUMMINGS, L. and SCHWAB, D., 1973. Performance in organizations: determinants and appraisals. Glenview, Illinois: Scott, Foresman. ISBN: 0673076271.

Kahn, R.L., 1979. Aging and social support. In: M. Riley, ed. Aging from birth to death. Boulder, Colorado: Westview Press.

Further examples of references from various sources using the HARVARD system –

Book: HAYES, John P. 1988. Computer Architecture and organization. 2nd ed. London: McGraw-Hill, ISBN: 0071004793.

Contribution to a book: CRAWFORD, M. 1990. Knowledge-based approaches to speech recognition. In: D.A. LINKENS and R.I. NICOLSON, eds. Trends in information technology. London: Peter Pereginus, pp 213-240. ISBN: 0863412319.

Journal article: GLENDINNING, J.I. and BROWKER, L.P. Feeding and breeding responses of five mice species to overwintering aggregations of the monarch butterfly. Journal of Animal Ecology, 59 (3), 1091-1112. ISSN: 0021-8790.

Thesis: RENCKEN, D.W. 1991. A quantitative model for adaptive task allocation in human-computer interfaces. D. Phil. Thesis, University of Oxford.

Report: HENNESSY, Peter. 1986. The great and the good: an enquiry into the British establishment. London: Policy Studies Institute. Research report no. 654.

Conference paper: MEIJERINK, D.T. et al. 1991. Towards a more effective parallel reservoir simulation. In: Proceedings Eleventh SPE Symposium on Research Simulation, Anaheim, California, February 17-20. Society of Petroleum Engineers. Abbreviations Abbreviations are sometimes used in texts citing references. Some of the meanings of the more commonly used abbreviations are as follows – et al. and other authors – used when there are more than two authors for a work f or ff and following – when used with page numbers ibid. in the same place – the same place as the previous reference by that same author idem the same – used instead of an authors name, when quoting two separate references by

the same author in one citation in press not yet published at the time of writing, but publication is/was imminent

infra see below – that is , it refers to something later on in the work loc.cit. in the place cited – similar to op. cit. op. cit. in the cited work – if only one work by an particular author is being cited in an

article, this is a shorthand way of referring to it many times p or pp page or pages passim throughout the work – it’s a way to avoid quoting lots of individual page numbers q.v. see which – it usually refers to some other chapter or section of the work you’re looking

at s.d. or n.d. no date of publication given in the work s.l. or n.p. no place of publication given in the work s.n. no publisher given in the work supra see above – that is, it refers to something earlier on in the work.

8 Cheating/Plagiarism

Please read the following very carefully and if you do not understand what is meant ask your PAT to explain it. See UHI Academic standards and Quality regulations Appendices As a student you should always:

➢ Complete your assignments by yourself, in your own words and using your own notes, figures or rough workings (except where group work specifically forms part of the assignment)

➢ Acknowledge fully any sources you use in the referencing style you have been asked to use. Check with your lecturers or PAT if you are ever in any doubt about the proper form of referencing to use.

➢ Try to make sure that no other student can copy your work – you are not allowed to let another student use your work even if they plead with you.

Plagiarism –or copying other people’s words and ideas without proper acknowledgement –is one of the most serious forms of academic cheating. It is theft. There are several things you can do which would be referred to as plagiarism. They apply to written, oral and electronic materials and are:

➢ Copying the exact words of another source without using quotation marks and/or without referencing the source

➢ Using the ideas of another without referencing the source (even when you do not directly quote their words)

➢ Copying another student’s work (current or previous) in written, word-processed or electronic form

If your course work is suspected of being plagiarised it may be submitted to the JISC plagiarism service. If you are found guilty of plagiarism your programme leader will decide what course of action to take. The following are options:

➢ A discussion with you to give you a clear understanding of appropriate working methods. ➢ A re-grading of your work ➢ Non-award of a grade for the assignment ➢ Non-award of a grade for the module ➢ If you are found guilty of excessive plagiarism you will be subject to disciplinary action

and it will be recorded on your academic record

If you have been found guilty of plagiarism and it has been referred to the Exam Board their recommendation might be:

➢ Non-award of a pass for your level of study ➢ Suspension from study ➢ Expulsion from UHI

Academic dishonesty can include:

➢ Knowingly providing answers to another student in written, word-processed or electronic form

➢ Deliberately falsifying evidence /data ➢ Submitting the same piece of work for different assignments ➢ Impersonation of a student during an examination ➢ Using unauthorised aids in examinations ➢ Fraudulent use (or purchase) of electronic material ➢ Bribery

If you are found guilty of academic dishonesty or plagiarism in an exam the invigilator will immediately remove any sources of evidence from you and pass your student ID to the Programme Leader for investigation at the end of the exam. In the case of other pieces of courswork and exams the outcome might be:

➢ No action taken and the grade for the work permitted to stand ➢ You might get a formal warning ➢ You might get your mark reduced for the examination ➢ A fail or no/grade might be awarded to you for the examination ➢ Evidence may be forwarded to the examination board for further action

You will be informed of the outcome in writing by your programme leader within 21 days of the end of the examination.

If you disagree with the proposed course of action, full recourse to the UHI appeals procedure can be undertaken. Until an outcome of the appeals procedure is known, you will not be given a grade.

9 Marking Schemes

Marks are awarded on the basis of the following criteria: Excellent Performance: Most of the relevant information/skills accurately deployed. Outstanding grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information and/or exceptional level of personal creative development demonstrated in pursuit of the assessed work’s objectives. Above Average Performance: Most of the relevant information/skills accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information and/or a high level of personal creative development demonstrated in pursuit of the assessed work’s objectives. Average Performance: Much of the relevant information/skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information and/or a high level of personal creative development demonstrated in pursuit of the assessed work’s objectives. Satisfactory Performance: No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice /information and/or a satisfactory level of personal creative development demonstrated intermittently in pursuit of the assessed work’s objectives. Unsatisfactory Performance: Major deficiencies or omissions in the information/ skills/theoretical/conceptual/practice elements. Little integration or creative ability demonstrated in pursuit of the assessed work’s objectives. Module teams will interpret these in the context of their own subject matter. Note: for further information on marking please refer to marking schedules contained in Appendix 1

10 Group Work

Some of the course work involves working and presenting in groups. In some cases an individual mark is awarded and in others the group members are given the same mark. The rationale behind this approach to assessment is related to the achievement of graduate key skills.

11 Library Facilities

You will be given a detailed exposition of the UHI Library with its online catalogue during the induction process.

The following notes are for guidance: Local Provision In the first instance, you should check the availability of resources at your local centre. If the material you require is in stock and is eligible for loan then it may be issued observing the UHI Library Service policies on borrowing entitlement, loan periods, recalls and overdues. UHI Network Provision If the resources are not held locally but are available at another library/learning resource centre, then your local centre can request the item required through inter-site loan. Alternatively, you can go direct to the centre in person and request access to the resource. The item can be returned to any of the UHI library/learning resource centres. External Information Providers If the resource is not available within the UHI network then application can be made to an external information provider, such as British Library Document Supply Centre (BLDSC), using established inter-library loan procedures. You may be charged for the cost of obtaining material by this means. Your local library staff will be able to inform you of the current inter-library loan fee. The paragraphs below cover the ILL & ISL policy statements. Inter-library Loans Policy UHI will participate in inter-library loans (ILL) to enhance the range of library/learning resources available to UHI students and staff. For the purposes of UHI, inter-library loans will refer to the exchange of resources between non-UHI partner libraries. All UHI academic partners will implement the same inter-library loans procedure. Inter-site Lending Policy UHI will facilitate resource lending between UHI library/learning resource centres to ensure that all academic partners' students and staff have access to the information and resources required to support course delivery and learning. All UHI academic partners will implement the same intersite lending procedure.

12 Personal Academic Tutor

Your Personal Academic Tutor (PAT) is a key person who will meet you for a one-to-one interview at least twice in the session (full-time students). He or she will also help you to progress your PDP record and will be able to assist you with your studies when needed.

13 Feedback on Assessment – Process and Methods

Feedback will be provided to students on submitted work often within two weeks but normally within 15 working days of submission. It should be noted that holiday periods may impact on this timescale from time to time. Feedback will be given based around the headings and weightings of the marking strategies presented in Appendix 1. These marking strategies will be made available to you along with each assessment. Feedback may be given on exam performance by appointment either in person (on-campus students) or over the telephone (off-campus students) the week after the exam board only. Further detailed feedback from such written comments may also be followed-up by student-tutor meetings arranged upon request, either in person or via the telephone.

14 Word Limit Protocol

Assessments will have a word limit set unless otherwise stated. This will be in line with the UHI guidance with regard to the level of the module and its overall assessment load. Work which significantly exceeds the set word count (ie by 10% or more) will normally be penalised by a deduction of a percentage of the mark achieved as follows (unless specified otherwise in the assessment brief):

There is not normally a penalty for submitting work significantly under the word count; work will be assessed as normal against the marking criteria and learning outcomes.

15 Progression (Please also see UHI Regulations)

Progression provisions apply to all full-time, sandwich and part-time programmes where the progression of students from one level to another is under consideration. References are made throughout the remainder of this section to the levels associated with the Scottish Credit and Qualifications Framework (SCQF). For continuing students there is an expectation that outstanding debt should be cleared before commencing a further year of study (for full-time and structured part-time students semester to semester progression within academic year should not be subject to such constraint).

Students must normally achieve all core modules in order to progress to the next SCQF level of study. Core modules must not normally be condoned. See core and option modules (6.8-6.12). Progression from SCQF Level 7 to SCQF Level 8

The requirement for progression from SCQF Level 7 to SCQF Level 8 is normally:a minimum of 40% in each of six modules or their equivalent (equating to 120 SCQF points of which a minimum of 100 must be at SCQF Level 7 or higher). Students failing to achieve the normal requirements for progression from Level 7 to Level 8 may nonetheless be permitted to progress, at the discretion of the board of examiners, while carrying forward up to 40 SCQF points. The board will take into account the extent and nature of the modules outstanding and decide, on all of the evidence available, whether the student has a reasonable chance of redeeming their position if progression is permitted. The board will consider the following factors:

a) core modules must normally be passed prior to progression b) prerequisites to core modules in the next level must normally be passed prior to

progression c) the requirement to satisfactorily complete any outstanding module(s) within a timescale

set by the board

Students failing to achieve the minimum requirements for passing in any optional module may be permitted by the board of examiners to take an alternative optional module as for the first time. In-programme assessments contributing to an award, or to progression, that are internally marked as fails, these will normally be resubmitted by a date fixed by the board of examiners. However, where prior agreement has been sought from the external examiners, a date prior to the meeting of the board of examiners can be fixed for the work to be resubmitted. The maximum mark that the student will be able to achieve for the module in question in such circumstances will be 40%. Progression from SCQF Level 8 to SCQF Level 9

The requirement for progression from SCQF Level 8 to SCQF Level 9 is normally a minimum of 40% in each of an additional six modules or their equivalent (equating to 240 SCQF points of which a minimum of 100 must be at SCQF Level 8 or higher).

Students failing to achieve the normal requirements for progression from Level 8 to Level 9 may nonetheless be permitted to progress, at the discretion of the board of examiners, while carrying forward up to 40 SCQF points. The board will take into account the extent and nature of the modules outstanding and decide, on all of the evidence available, whether the student has a reasonable chance of redeeming their position if progression is permitted. The board will consider the following factors:

a) core modules must normally be passed prior to progression

b) prerequisites to core modules in the next level must normally be passed prior to

progression

c) the requirement to satisfactorily complete any outstanding module(s) within a timescale set by the board

Students failing to achieve the minimum requirements for passing in any optional module may be permitted by the board of examiners to take an alternative optional module as for the first time. In reaching a decision, the board will have regard for the overall objectives of the level. Students may normally only take one such alternative optional module in each level.

In-programme assessments contributing to an award, or to progression, that are internally marked as fails, these will normally be resubmitted by a date fixed by the board of examiners. However, where prior agreement has been sought from the external examiners, a date prior to the meeting of the board of examiners can be fixed for the work to be resubmitted. The maximum mark that the student will be able to achieve for the module in question in such circumstances will be 40%.

Progression from SCQF Level 9 to SCQF Level 10 (Honours)

The requirement for progression from SCQF Level 9 to SCQF Level 10 is normally a minimum of 40% in each of an additional six modules or their equivalent (equating to 360 SCQF points of which a minimum of 100 must be at SCQF Level 9 or higher).

Students failing to achieve the normal requirements for progression from Level 9 to Level 10 may nonetheless be permitted to progress, at the discretion of the board of examiners, while carrying forward up to 40 SCQF points. The board will take into account the extent and nature of the modules outstanding and decide, on all of the evidence available, whether the student has a reasonable chance of redeeming their position if progression is permitted. The board will consider the following factors:

a) core modules must normally be passed prior to progression

b) prerequisites to core modules in the next level must normally be passed prior to progression Academic Standards and Quality Regulations 2018-19 Assessment and progression regulations (degree programmes)

c) the requirement to satisfactorily complete any outstanding module(s) within a timescale

set by the board Students failing to achieve the minimum requirements for passing in any optional module may be permitted by the board of examiners to take an alternative optional module as for the first time. In reaching a decision, the board will have regard for the overall objectives of the level. Students may normally only take one such alternative optional module in each level.

In-programme assessments contributing to an award, or to progression, that are internally marked as fails, these will normally be resubmitted by a date fixed by the board of examiners. However, where prior agreement has been sought from the external examiners, a date prior to the meeting of the board of examiners can be fixed for the work to be resubmitted. The maximum mark that the student will be able to achieve for the module in question in such circumstances will be 40%.

16 Final Awards

Certificate of Higher Education (CertHE)

The minimum requirements for the award of a Certificate of Higher Education are normally a minimum of 40% in each of six modules or their equivalent at Level 7 (equating to 120 SCQF points at SCQF Level 7 or higher).

Diploma of Higher Education (DipHE)

The minimum requirements for the award of a Diploma of Higher Education are normally:

a. satisfactory completion of Level 7 of the programme, or its equivalent b. a minimum of 40% in each of six modules or their equivalent at Level 8, and c. 240 SCQF points at SCQF Level 7 or higher, of which a minimum of 100 must be at SCQF Level 8 or higher.

Ordinary Degree

The minimum requirements for the award of an Ordinary Degree are normally: a. satisfactory completion of Levels 7 and 8 of the programme, or their equivalent b. a minimum of 40% in each of six modules or their equivalent at Level 9, and c. 360 SCQF points at SCQF Level 7 or higher, of which a minimum of 100 must be at SCQF Level 9 or higher.

Distinctions

Students may be recommended for the award of Certificate of Higher Education, Diploma of Higher Education or degree with distinction if they attain an average mark of 70% on the relevant level of programme. [NB double modules are counted as two instances of the same mark.]

Honours Degree

The minimum requirements for the award of a degree with honours are normally:

a. satisfactory completion of Levels 7, 8 and 9 of the programme, or their equivalent b. a minimum of 40% in each of six modules or their equivalent studied during Level 10, and c. 480 SCQF points at SCQF Level 7 or higher, of which a minimum of 200 must be at SCQF Levels 9 and 10, including at least 100 at Level 10.

Students failing in their first attempt to satisfy the board of examiners for the award of an honours degree may be re-assessed in up to two modules once only. The maximum mark that can be attained will be 40%. The reassessment must take place within the maximum registration period.

For all of the above awards, where credit has been achieved through prior completion for HN awards and recognised through RPL, SQA units at SCQF Level 6 that formally constitute part of a named award completed by the student may contribute to the SCQF Level 7 credit requirements. No other credit below SCQF Level 7 should be counted towards a university award (see section 16.19-16.21). Honours classification These regulations set out the minimum requirements normally expected of a student in each classification category. A board of examiners may exercise its discretion in making a classification decision where there are exceptional circumstances which may have affected a student’s performance, and which have not already been taken into account while marking their assessed work. Such discretion may only be applied to raise a student’s classification, not to lower it. Students will be awarded a first class honours degree if they achieve an average (mean) mark of 70% or more across all SCQF Level 10 credits. Students will be awarded an upper second class honours degree if they achieve an average (mean) mark between 60-69% across all SCQF Level 10 credits. Students will be awarded a lower second class honours degree if they achieve an average (mean) mark between 50-59% across all SCQF Level 10 credits. Students will be awarded a third class honours degree if they achieve an average (mean) mark between 40-49% across all SCQF Level 10 credits. Academic Standards and Quality Regulations 2018-19 Assessment and progression regulations (degree programmes)

Modules will be weighted according to their credit value, e.g. 40-credit modules will be counted as two instances of the same mark. If the student has completed more than 120 credits at Level 10, all module marks will be included in the mean mark calculation. If a student has completed only 100 credits at Level 10, the mean mark of all Level 9 modules will be calculated and included as the sixth mark.

Double counting of credit

Simultaneous double counting of credit for the same module towards degree awards is not permitted. Therefore, once credit has been counted towards one degree award, it cannot be used towards another degree award. In circumstances where exemptions cannot be granted, alternative modules should be selected on advice from the programme team. See Admissions regulations. NOTE –Intermediate awards will not normally be conferred if you are proceeding to a higher award. If you fail to achieve the minimum performance for an award you will be recommended for a lower award for which you have qualified.

17 Reading List Information

Depending on which degree the module descriptors originated from, books will be listed as core or essential, recommended and additional. In several instances there is no clear classification of book and in such instances your module tutor will identify the ‘core’ or ‘essential’ books to be accessed. In terms of definition the former classification of books are ones that you will be expected to purchase or at least have regular access to through your nearest library. On the other hand ‘recommended’ and ‘additional’ texts are those that would be ‘useful’ but ones that are not necessary to view in order to complete the module. Reading lists may change from year to year as will core books, so it is always best to check with your tutor first, prior to purchasing any books.

18 Laboratory Work

Laboratory Records and Reports It is vital (and mandatory) to keep an accurate Laboratory Day Book while you work. (In industry and in some academic institutions, these records are the property of your employer or institute; you may be allowed to keep a copy, but this is not always the case). You should record all essential experimental details, on which your Report is based, including amounts of materials, relevant equations, summaries of procedures, observations, measurements (including balance readings for magnetic determinations and weight loss studies, etc.) and product yields. From these, you will compile a report. The Report should ideally by TYPE WRITTEN on A4 paper. Put your student number, the experiment number and the date on the front page. The Laboratory Record for any experiment must be available and may be checked and assessed at any time.

If you make a statement based on the literature, you should quote the literature reference. Apparatus, Chemicals and Instruments Equipment not in the bench sets may be obtained from the technician; it must be returned at the end of the lab in clean state when it is no longer required. Hoarding of items will lead to a general shortage for everyone. Do not leave unwanted apparatus in or on the benches or in the fume cupboards overnight. This will be taken into account in the “tidiness” assessment. Most Starting Chemical required for each experiment are obtainable from the technicians; some may be in the freezer or on the benches; if in doubt ask. Other chemicals are also issued from the Service Room. Chemicals, even the common ones, are expensive nowadays; please don’t waste them – take only as much as you need. Take care not to contaminate the stock bottles and always re-seal any container from which you have taken chemicals. Never leave the caps off solvent bottles or reagent containers. Unless otherwise stated, we don’t recover organic solvents after use, but please remember that they MUST NOT BE PUT DOWN THE SINKS, instead, put them in the special containers provided. Please try not to remove standard reagents, solvents and stock solutions from their correct places on the shelves. If you find that a spectrometer or other instrument does not work properly, report the fact immediately to the lab staff so that we can have it repaired promptly. Please take care osensitive insruments.

19 Miscellaneous Advice & Student Information

Prepare before you come to lab. Plan your day and the sequence of steps that you wish to take. Make sure you have all the equipment ready for the next time you’ll come to lab. If you don’t know why you’re doing something, then you shouldn’t be doing it! Keep a good notebook. Do not write information on scrap paper – it is a waste of time. If you keep a really good notebook you can write your lab reports in a fraction of the time it would take otherwise. Learning is not a one-way street. If we have not made a point clear it is your responsibility to let us know. Ask questions. Ask why. There are no stupid questions except for the ones you didn’t ask because you were afraid of looking stupid. If you have any concerns regarding the course, content, behaviour, etc. then please make them known to us as early as possible. Feedback (both positive and negative) is welcome. No, it will not affect your grade.

20 You and Your Course

Students are kept informed through e-mail and the Student Support website on Brightspace of

a range of activities to enhance their learning experience. These activities range from weekly

seminars (often available through VC), trips and outings, the annual SERRM Conference, job

information and opportunities.

Funding and financial support for attendance at conferences and field trips is available through

the UHI Reid fund and the partner institution student association in some cases.

Each yearly cohort will have a class representative and may be asked to attend course

committee meetings to provide feedback on the student experience. Each year from each

partner will be encouraged to have a representative who can garner the opinions and thoughts

of their peers and feedback to the courses committee. All students will be encouraged to

express their student voice and feedback on their own experience both as a student of the UHI

and their individual academic partner.

If students undergo placements in industry, they may have to undertake a PGV prior to the

placement depending on the nature of the business. All partners have a robust student support

service and students are advised to consult the academic partner of their choice before

registering for the course to identify any additional support needs.

21 Health & Safety

YOU MUST ATTEND THE SAFETY TALK BEFORE YOU CAN COMMENCE WORK IN THE LABORATORY The laboratories are open at the times shown in the Timetable and on the notice boards; practical work must not be done at any other times when no staff is present.

Wear a lab coat and safety spectacles or goggles at all times (these will be provided). Do not wear contact lenses if you have any alternative. However, if you do have to wear contact lenses, please take particular care to wear goggles and tell the senior technician that you wear contact lenses. If you get corrosive liquids in your eye, it is essential to remove the contact lenses immediately; the necessary equipment is available in the service room.

Do not eat, drink or smoke whilst in the laboratory. No mobile phones allowed in lab either. Note the positions of the fire extinguishers, fire blankets, emergency sprays and first aid kits. Any accident involving personal injury, however trivial, must be reported to the member of staff in charge of the laboratory and to the chief technician. Before using any chemical, you should check its properties (flammability, toxicity, etc.) by reference to the Wall Charts and books on Hazardous Chemicals and the MSDS available from https://www.sigmaaldrich.com/united-kingdom.html. You can also consult a member of staff. Experiments using dangerous or noxious chemicals (HCI, Br2, HNO3, etc) must be carried out in a fume cupboard. After use clear the fume cupboards immediately.

Bunsen burners should be used in fume cupboards unless specific permission is given for their use elsewhere in the lab. Pay particular attention that there are no flammable chemicals in the fume cupboard you are using. Do not carry flammable solvents about the lab in open vessels such as beakers. Note carefully, before starting an experiment, any safety points pertinent to that experiment, e.g. do not put sodium residues or organic liquids down the drains, take care when pushing glass tubing or thermometers through holes in rubber bungs or corks, etc. Waste organic liquids and solvents should be put into the special containers provided. They must NOT be put down the drains.

DO NOT PIPETTE ANY SOLUTIONS BY MOUTH; use only the pipette fillers available.

Use vacuum desiccators only for the purpose recommended, and only in conjunction with adequate screening (ask first how to use them).

Don’t put chemicals in bottles other than those for which they are intended.

Don’t re-label bottles.

Clear up all the spillages immediately, (except mercury spillage, which must be reported to the technician immediately).

Get a lecturer to inspect any experiment which is to be left running overnight, and get him to leave a signed notice for the night security team, who will otherwise turn it off. Rubber tubing carrying water must be wired to the nozzles of taps and condensers.

Obtain the assistance of the laboratory technician or member of staff to separate jammed Quickfit apparatus.

Don’t leave clothing on the benches.

Don’t leave stools, retort stands, briefcases, etc. in the aisles.

Do not sit on the laboratory benches. Also, it is unwise to sit in front of an experiment involving a glass vessel containing a hot or corrosive liquid in case of breakage and subsequent splashing. Samples placed in the refrigerator must be well stoppered and clearly labelled with the sample identity and your name. Do not put solvents in the refrigerator. Fume cupboards. The proper way to use these is with the windows as far down as possible. As soon as you have finished any manipulation in a fume cupboard shut the windows. Make sure there is nothing to impede the closing of the windows. As soon as you have finished with a fume cupboard leave it ready for the next user. These are not storage areas.

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22 Fieldwork Kit List

So you have decided to study Environmental Science and are not sure what will be required of you. Do not worry as the UHI will guide you through the next four years but there are some things that you have to do for yourself and one of these things is to make sure that you have the correct equipment to keep you dry, warm and safe. As Environmental Science students you will spend some time outside and inevitably it may rain, snow or be very warm and sunny whichever of these the weather decides to do when you are on field trips it is your responsibility to ensure that you are warm and dry or cool enough not only to carry out any work required but for your own enjoyment. Field trips give you the student the opportunity to put in to practice what you have learned in the classroom and will help you with the understanding of the subject. They are also opportunities to complement the work you put in with reading about the various topics and techniques used in Environmental Science as well as species identification skills. BASIC CLOTHING You do not have to purchase the most expensive outdoor clothing that is available but what you do buyneeds to be appropriate for the conditions you are likely to experience. Therefore besides the everyday clothes you may wear there are some essentials that you will require.

Rogers, S. 2014 CLOTHING

➢ Walking boots and socks ➢ Fleece jacket ➢ Waterproof jacket ➢ Gaiters (optional) not shown

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➢ Gloves or mittens ➢ Hat ➢ Waterproof over-trousers ➢ Wellington Boots (not shown)

So when you are out you will be dry and warm and your feet will be protected inside your boots. Next we will look at some other pieces of equipment that will be useful.

Rogers, S. 2014

EQUIPMENT SAFETY ➢ Rucksack Emergency food ➢ Map and compass Insect repellent (seasonal) ➢ Head torch with spare batteries Whistle ➢ Spare gloves & Hat Mobile phone ➢ Watch First aid kit ➢ Spare socks Bivi bag ➢ Sunhat / sunglasses / sunscreen ➢ Trekking poles (optional) ➢ Note book and pencil ➢ Food and drink

Remember you will also need to carry food and drink and if you need to take medication take it with you. Some Rucksacks come with a water bladder fitted into a pocket these can be expensive and water bottles can be purchased for just a few pounds. You may need to take notes so a note book pencil or pen is useful. Weather writers can be purchased, around £30 (far left), but are not essential. Taking time to prepare for your field trip will ensure a better experience for you and your fellow students. The items listed here are basic kit and you should also consider taking sanitising hand gel or wipes, you will want to eat lunch after touching soil etc, so think about your own personal safety as well.

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IF IN DOUBT ASK, AS THERE ARE NO SILLY QUESTIONS JUST SILLY ANSWERS.

23 External Examiners

In line with QAA guidance, UHI provides its degree students with information on the identity

and current status of the external examiners appointed to your modules and award. This is to

ensure that these arrangements are transparent, and to support student involvement in the

quality assurance of your course.

External examiners are a key element within UHI’s quality assurance system, and provide

essential feedback on the quality of our courses. You can get involved in this through your

student rep, or by becoming a student rep yourself.

External examiners are not responsible for marking individual student work. Further information

on the external examining system is included in the Regulations.

You should not make direct contact with external examiners via email but you can meet them

prior to each exam board when they will be happy to discuss your course. If you have any

comment on aspects of your course, you should use the normal feedback channels. If you wish

to make a complaint, or appeal against an assessment decision, you should use the relevant

procedure.

The current External Examiners are:

Tier 1 Exam Board

Environment Science Dr. Deirdre Rooney Dr. Sunny Bagga Askham Bryan College Coventry University Group Tier 2 Exam Board Dr. Andrew Gill Senior Lecturer in Aquatic Ecology School of Applied Science University of Cranfield College Road Cranfield MK43 0AL

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COURSE DESCRIPTOR

BSc (Hons) Environmental Science

Course Description

1. Course Aims and Objectives

The BSc (Hons) Environmental Science will give you an unparalleled opportunity to develop the

knowledge and skills to understand the processes that shape our natural environment. And you

won’t find a better classroom in which to study environmental science than the spectacular

landscapes of the Highlands and Islands of Scotland.

The Highlands and Islands region contains a wealth of diverse habitats, some of which are the best examples of their kind in the world. This degree in Environmental Science will help you to develop your scientific and analytical skills through course work in college labs and you will undertake a residential field module in most years, at locations throughout the Highlands, which will allow you to develop your field skills in these outstanding habitats.

2. Specific Aims

Once you have completed the BSc Environmental Science course you will possess the following

attributes:

➢ A command of processes and experimental techniques in a range of relevant science

disciplines.

➢ Effective critical and analytical skills.

➢ The capacity to articulate and synthesise their knowledge and understanding especially

in the context of scientific issues.

➢ The capacity to undertake complex, self-initiated tasks with high levels of self-

motivation.

➢ The ability to use convergent and divergent thinking in order to find innovative solutions

to self-directed projects.

➢ An approach to tasks and projects based on research and enquiry.

➢ Effective interpersonal and communication skills.

➢ Competence in the use of ICT.

3. Programme Level Outcomes

Objectives of Level 7 - Certificate of Higher Education in Environmental Sciences Students exiting with a Cert HE Environmental Sciences should have satisfied the following outcomes.

➢ Understand basic scientific principles.

➢ Apply basic scientific principles.

➢ Collect and record data from basic scientific experiments.

➢ Demonstrate basic use of ICT including production of reports of scientific experiments,

appropriate referencing to sources of information and presentation by VC.

➢ Ability to work in a safe and responsible manner in field and laboratory

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Objectives of Level 8 - Diploma of Higher Education in Environmental Sciences Students exiting with a Dip HE Environmental Sciences should have satisfied the following

outcomes.

➢ Understand complex scientific principles.

➢ Understand and apply complex scientific method.

➢ Ability to collect and record data from complex scientific experiments.

➢ Produce standardised reports on scientific experimentation and literature review using

full Harvard referencing techniques.

➢ Demonstrate knowledge and understanding of safety and hazard issues in the

workplace.

Objectives of Level 8 - BSc Environmental Science Students exiting with the BSc Environmental Science should have satisfied the following

outcomes.

➢ Demonstrate knowledge of material and an understanding of a range of concepts and

issues in the scientific field.

➢ Show proficiency in collecting, assessing, evaluating and analysing data from a variety of

sources.

➢ Demonstrate ability to design and implement a natural science project.

➢ Demonstrate ability to integrate research management skills to the design and

implementation of a natural science project.

Objectives of Level 9 - BSc Hons Environmental Sciences Students exiting with the BSc Hons Environmental Sciences should have satisfied the following

outcomes.

➢ Ability to produce an original piece of scientific research

➢ Undertake an integrated case study which demonstrates synthesis and critical analytical

knowledge of subjects across the range of natural science subjects.

➢ Application of research methods to original work.

➢ Ability to design, execute and evaluate outcomes of projects.

4. Personal Development Planning and Personal and Professional Capabilities

Personal development planning helps a student identify where they are on their career path,

where they would like to go and identifies what you need to do to get there. Even if you don’t

have a specific career in mind PDP can help identify the options open.

BSc Environmental Science embeds key transferable skills into the curriculum. Surveys of

employers have shown that they favour graduates who can offer relevant capabilities since they

know that they will be able to adjust quickly to new demands.

Key transferable skills are collectively known as personal and professional capabilities

[PPCs]/graduate key skills. The aims in developing these PPCs are

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➢ Develop students as self-motivated learners with strong powers of initiative, critical

thinking and independent learning.

➢ Facilitate development of students as reflective professionals and lifelong learners.

➢ Equip students for the challenge of adapting to the workplace culture, including

potential entrepreneurial activity.

➢ Involve the student in articulating as well as demonstrating PPC achievement to develop

self-confidence and ‘transferability in the workplace’

There are 5 broad areas of PPC:

Managing and developing oneself; Critical and creative thinking; Presentation; Working with

others; Dealing with values.

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MODULE INFORMATION

Environmental Science Degree Modules - Semester 1

Cert HE (SCQF 7)

Year 1

Dip HE (SCQF 8)

Year 2

BSc (SCQF 9)

Year 3

BSc Hons (SCQF 10)

Year 4

Principles of Biology

Freshwater Environments

Field Course

Dissertation

Fundamental Chemistry

Environmental Conservation

Introduction to Data Modelling

Engaging with External Agencies

Science Lab Skills and Ecological Principles: Biodiversity

& ID Skills

Environmental Processes

Climate Change Sustainable Energy & Waste Minimisation

Environmental Science Degree Modules - Semester 2

Cert HE (SCQF 7)

Year 1

Dip HE (SCQF 8)

Year 2

BSc (SCQF 9)

Year 3

BSc Hons (SCQF 10)

Year 4

Science Lab Skills and Ecological Principles: Biodiversity

& ID Skills

Marine Environments

Research Skills Project

Dissertation

Collecting & Analysing of Data

Intro to Geographic Information Systems

Environmental Monitoring

Science & Society

Introduction to Global Environmental Issues

Practical Skills on Field Ecology

Option:

Strategic Environmental Monitoring

or

Microbial Ecology

Option:

Conservation of Biodiversity

Climate and Marine Resource Modelling

Conservatin of Biodiversity

Advanced Monitoring Techniques

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The following tables show the information about the delivery of each module.

Key:

Lab/Field - Contains laboratory or field work Online - Module available to students who do not attend a campus or VC VC - Has video conference lectures/tutorials C - Module is core to Degree named in column RO - Recommended option

SCQF Level 7: Semester 1

Module Details Delivery

Un

it N

am

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Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Fundamental Chemistry 1 UF107177

Anthony Luke 1 X X

Principles of Biology UC107730

Susanne McLaren 1 X

Science Lab Skills UC907189

Susanne McLaren 1

and 2

X X

Ecological Principles & ID Skills UC107731

Stuart Downie 1

and 2*

X X

*Two field trips

38

SCQF Level 7: Semester 2

Module Details Delivery U

nit

Nam

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Science Lab Skills UC907189

Susanne McLaren 1

and 2

X X

Ecological Principles & ID Skills UC107731

Stuart Downie 1

and 2*

X X

Collecting & Analysing Data UG307153

Eddie Graham

2 X X

Ecological Principles & ID Skills UC107731

Stuart Downie 2* X X

Introduction to Global Environmental Issues

Eddie Graham

2 X

*Two field trips

39

SCQF Level 8: Semester 1

Module Details Delivery U

nit

Nam

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Environmental Processes UC108484

Dave Braidwood 1 X X

Environmental Conservation UD408474

Matthew Curran 1 X

Freshwater Environments UC108485

Murray Stark 1 X X

SCQF Level 8: Semester 2

Module Details Delivery

Un

it N

am

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Practical Skills in Field Ecology UC108486

Paula Sime

2* X X

Introduction to Geographic Information Systems UL708476

Margaret Carlisle 2* X X

Marine Environments UF708409

Murray Stark 2* X X

*Combined Residential - 5 days – which incorporates work for all three modules

40

SCQF Level 9: Semester 1

Module Details Delivery Degrees U

nit

Nam

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

En

vir

on

men

tal

Scie

nce

Arc

ha

eo

log

y a

nd

En

vir

on

men

tal

Stu

die

s

Su

sta

inab

le

Develo

pm

en

t

Ap

plied

Scie

nc

e

Climate Change UF809760

Edward Graham 1 X X RO RO C

Inroduction to Data Modelling UC909675

Andrew Duncan 1 X

C

Field Course XXXXXXXX

Pete Gilbert 1* X X C

*Residential, 5 days at North Highland College

SCQF Level 9: Semester 2

Module Details Delivery Degrees

Un

it N

am

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

En

vir

on

men

tal

Scie

nce

Arc

ha

eo

log

y a

nd

En

vir

on

men

tal

Stu

die

s

Su

sta

inab

le

Develo

pm

en

t

Ap

plied

Scie

nc

e

Microbial Ecology UC509621

Paula Sime 2 X X X C

Research Skills & Project UL709708

Jackie Bibby 2 X X C C*

C

Assessment of the Environmenal Impacts of Development UF809761

Anthony Luke 2 X X C C

Environmental Monitoring UC109506

Kenny Boyd

2*

X

X

*Residential, 5 days at North Highland College

41

SCQF Level 10: Semester 1

Module Details Delivery

Un

it N

am

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Dissertation UF810840

Elizabeth Barron-Majerik

1 and 2

X X

Engaging with External Agencies UL710831

Murray Stark 1 X

Sustainable Energy & Waste Minimisation UH210214

Jim Chalmers 1 X X

SCQF Level 10: Semester 2

Module Details Delivery

Un

it N

am

e &

Co

de

Mo

du

le L

ead

er

Sem

este

r

Lab

/ F

ield

On

lin

e

VC

Dissertation UF810840

Eddie Graham

1 and

2 X X

Science & Society UC910726

Murray Stark 2 X

Conservation of Biodiversity UC110838

Roxane Andersen 2 X

Recent Advances in Bioscience 2 UC910774

Kenny Boyd 2 X

Climate and Marine Resource Modelling

Philippe Gleizon 2 X

Advanced Monitoring Techniqes

Pete Gilbert 2 X

42

Module Summaries

The following are excerpts from the module descriptors. Full module descriptors can be found through the UHI web pages, and from individual module shells in Brightspace.

Level 7

Principles of Biology This module aims to introduce students to Biological systems and to develop their knowledge and understanding of the structure, growth and development of plants and animals. Fundamental Chemistry This module aims to provide a fundamental knowledge of the principles of general chemistry to understand major environmental processes. Science Lab Skills This module aims to introduce students to a range of scientific investigations in a laboratory to a stipulated standard using safe laboratory practices and to interpret and present the data obtained. This will include biological, chemical and physical practicals. Collecting and Analysing Data This module introduces the student to the practices of the research process, including

• Developing and formulating a research question

• Gathering, analysing and interpreting data with a view to answering the research question

• Presentation of results in the appropriate format

It introduces simple concepts of probability and probability distribution functions. The importance of understanding the process required to achieve the answer to the research question is a central theme of the module as is ensuring that the findings are presented in a way that is accessible to a specified audience. The module may utilise student’s experiences of research where possible and tailor the process to the student’s specialism. This will enable students to understand the research process from the point of view of their own subject specialism but will foster the understanding of the research process more generally. Ecological Principles: Biodiversity and ID Skills This course is intended to be an elementary introduction to ecology, illustrated by the study of terrestrial environments; it will present ecology as a scientific discipline on which further environmental studies can be based, providing background to the understanding of environmental problems. The residential field course will explore systematics through the identification and classification of animals and plants, and provide examples of ecological processes in action that will furnish the basis for the individual field studies. Level 8 Environmental Conservation This module aims to provide an introduction the breadth of topics within environmental conservation. Students will become familiar with the development of environmental ethics, establishing priorities for conservation value, and with species and habitat management

43

techniques. They will learn to apply ecological theory to practical problems of habitat degradation and develop skills and insights relevant to the rehabilitation or creation of habitats. Freshwater Environments Freshwater environments and habitats are one of the key and important biomes globally and nationally. Freshwater and many freshwater environments are fundamentally important to man and biodiversity, but are also under pressure and threats with increasing demand on clean water and water for life. This module is intended to introduce the student to the varied and dynamic nature of freshwater environments and ecosystems. The threats posed both historically, presently, and in the future for freshwater environments will be explored both globally and in a national context. It is important that the course gives a good grounding in the physical, chemical and biological properties of freshwater systems. In Scotland freshwater environments are an important resource not only for biodiversity, but also economically. This module will explore how the aquatic environment is managed for conservation to maintain biodiversity. The legislation and policies to maintain or improve ecological status to meet requirements of EU directives such as the Water Framework Directive will be detailed. The management of freshwater fisheries will also be explored because of the key role it plays not only for maintaining fish species but in the conservation and monitoring of freshwater ecosystems and habitats as a whole. Environmental Processes This module introduces a range of environmental processes. Elemental cycling is covered long with a focus on the planets carbon cycle and its importance for terrestrial, aquatic and marine environments. Geological and geomorphological processes are also studied along with how they interact with biological systems to form soils and other resources. Marine Environments This module gives many students the first opportunity to examine and develop an understanding of the marine environment. The module aims to develop an awareness of the diversity of marine life and the variety of marine habitats. The module should develop skills in identification of marine organisms and an understanding of marine ecosystems. A brief understanding and exploration of marine science will be necessary to underpin the marine biology. Threats to marine biodiversity will be explored, and why there is a need to manage and conserve some key marine species and ecosystems. Introduction to GIS

This module aims to introduce students to the practical use of one freely available GIS software, namely QGIS.

Successful students should then be able to: 1. use GIS in all future modules (whichever Programme they are on – Environmental

Science, Sustainable Development or Archaeology) 2. interact successfully with GIS professionals 3. move onto more detailed study of the subject (level 9 option – Remote Sensing

Principles and Practice) 4. be able to say that they are familiar with and have used a GIS when applying for

employment or workplace experience

Practical Skills in Field Ecology This module aims to provide the student with knowledge, understanding and practical experience of ecological field investigations, including data analysis, enabling them to carry out practical fieldwork during the course of their studies and as a basis for the development of further skills, where required by a chosen career.

44

Level 9

Environmental Monitoring Practical observations and experimentation continue to be key components in the development of Environmental Science. Here an integrated approach will be used to develop practical skills based around observation, recording and sampling along with laboratory skills utilising a range of traditional and state-of-the art instrumentation. The recording of observations and the analysis of data will be an important part of the module along with the communication of results. Climate Change The aim of the module is to develop the student’s knowledge and understanding of how the Earth’s climate system works, how the climate has changed in the past (on both geological and human timescales), and how it is now being changed by human activity due to the phenomenon of global warming. Students will learn about scenarios of climate in the future, including ways (from individual to global scales) of mitigating and adapting to future climate change. Students will gain the historical perspective necessary to assess our recent changes in climate and the scientific basis to analyse and critically assess policy issues related to global warming. Introduction to Data Science and Modelling With modern scientific laboratories producing greater volumes of data, scientists needs to be more aware of data and its analysis than previously. The Introduction to Data Science and Modelling module will introduce some concepts around data (including storage and cleaning), how to explore data, decide on the appropriate analysis and document the processes used. Field Course The field course provides an opportunity for students to undertake a practical, in-depth investigation of environmental issues related to the Highlands of Scotland. Themes covered using the field course will include ecology, climatology, geomorphology and environmental management. Microbial Ecology Microorganisms represent the vast majority of the genetic and metabolic diversity on the planet, underpin our ecosystems, and regulate global biogeochemical cycles. They have evolved to occupy almost every conceivable ecological niche and energy-generating mechanism, and in doing so, they have engaged in a wide range of ecological interactions with each other and with higher forms of life. This module will provide students with an insight into this fascinating world, providing them with opportunities to explore the relationships between human society and the microbial world, and how technological advances in genome sequencing has opened up an exciting new era in microbial ecology. Research Skills Project This module gives students the opportunity to develop planning, performance, analytical and reporting skills related to practical scientific inquiry. It includes setting hypotheses: the development of a research plan: writing of research proposals; time management; experimental design; practical skills specific to the area of study; scientific method including the recording and analysis of results. Assessment of the Environmental Impact of Development Human development results in a range of environmental impacts, and this module will consider how these impacts are assessed. It will focus on project based Environmental Impact Assessment (EIA), and Strategic Environmental Assessment (SEA) of policies, plans and programmes. The relationship between

45

these will be investigated along with their legislative backgrounds, their operation and structure. Case studies will be used to assess their effectiveness in achieving the goal of sustainable development.

Level 4 - SCQF 10

Dissertation The dissertation will give the students the opportunity to undertake in-depth investigation into a relevant topic of personal interest Engaging with External Agencies This module allows students to further pursue a subject area relevant to their current or future professional development whilst developing their employability. Students will achieve this by undertaking either a placement or a project for a relevant external business or organisation.. Sustainable Energy and Waste Minimisation The module introduces the range of renewable energy options, particularly with regard to the Highlands & Islands of Scotland, and enters into technical background to permit comparisons between them and assessment of their potential contribution. The module also describes the background to the situation in the UK and Europe with regard to waste and the strategies adopted to deal with this. Science & Society The aim of this module is to provide the student with the knowledge, skills and confidence to communicate science effectively and to critically evaluate the attempts of others. In order to do this effectively, it will also provide the student with a basic background to the history and philosophy of science, investigate situations where the results of scientific research have been miscommunicated and the consequences of such, and investigate how science is influencing society (and vice versa) in the present day. The changing approach of man to his environment is discussed, with reference to philosophical and historical context. Conservation of Biodiversity Development of field ID skills and experience of meeting with conservation practitioners. Guest lectures from experienced professionals in conservation (including interaction on discussion board etc) will enable students to gain direct insight into conservation practice and develop contacts with organisations who are likely to be future employers. There will also be an opportunity to learn about the type and range of environmental careers available to students on completion of their degree. Recent Advances in Biosciences 2 Keeping up to date with recent advances in your scientific areas is a key part of the training of any scientist. This module will help students develop their own understanding of the research process by learning about current issues at the forefront of a range of bioscience topics including drug discovery, peatland ecology, marine ecology and chemical ecology, from those involved in this research. Research active staff will provide a background to their own research and related research carried out by others. The scientific concepts underpinning three current issues will be developed each year, giving students the chance to develop in depth knowledge in key areas. The issues students investigate will be draw on active research at UHI centres. Students will be given an introduction to new areas of research and then with tutor guidance, will research selected recent advances, prepare written reports and give an oral presentation.

46

Advanced Monitoring Techniques Students will be introduced to modern monitoring techniques applied in environmental science. These will include satellite monitoring, the use of remotely controlled vehicles (both underwater vehicles and drones), wave buoys, marine platforms, ADCP, AWAC, sonar. The principles behind the use of these technologies will be covered as will the practicalities of deploying them. The collection and analysis of data will also a key part of the module. Maritime Archaeology & Heritage of Northern Scotland Maritime Archaeology and heritage of the North aims to show the range of approaches and methods used in Maritime Archaeology today with particular emphasis on recent developments and applications in the UHI Region. Students should leave this module with a thorough grounding in the theory and method of how and when to apply archaeology around seas, rivers, lochs and intertidal environments, and the main practical and management issues arising from such applications. Social Enterprise & the Big Society This module aims to make students understand the value base that underpins the social economy and its practical application in social enterprises. The module will explore the role and functions of social enterprises in the wider economy as well as their business structures and practices. Climate and Marine Resource Modelling Students will be introduced to modern modelling techniques as they are applied to modelling the climate and renewable energy resources. You will learn how to implement and operate climate and weather models, assess the quality of the model results and perform high level analysis, giving you an understanding of the strengths and limitations of climate models.Models for predicting marine energy resources (wave and tidal) are key to the development of the offshore renewable energy sector. The module will give a good insight on the different type of marine models, modelling approach and result analysis. Models for predicting tidal and wave environments will also be used to exemplify their utility in the development of this sector.

47

APPENDIX 1: MARKING STRATEGIES Marking strategies for your work will be given to you by the Module Leader. Essays and exams will normally be marked using Marking Strategies shown. Each one corresponds to the four different levels (years) of study. Other marking strategies may be employed for some types of assessment. These will be available on blackboard. Module Level : SCQF 7

Student I.D. Year: Module level: SCQF 7

Assignment: Module Tutor:

Working days late: Module Mark: 0.0 Grade: No Value

85-100 (1st Class) 70-84.9 (1st Class) 60-69.9 (2nd Upper) 50-59.9 (2nd) 40-49.9 (3rd) 20-39.9 (Fail) 0-19.9 (Fail)

0.10 weighting

0.20 weighting

0.20 weighting

0.20 weighting

0.20 weighting

0.1 weighting

Relevance of Argument

Interpretation of the

question/ Critical and

creative thinking

Conclusions

Structure and

presentation

Reading & Referencing

Knowledge &

Understanding

Interpretation is

inappropriate or rationale

for work inadequately

demonstrated. More

independent thought

required

Failure to fully address the

question. Requires more

independent thought

Excellent use of

references and command

of the literature with a

flawless standard of

referencing throughout.

Wide range of relevant

reading, which is very well

referenced.

A solid base of reading

which is relevant and

clearly referenced

Limited range of reading

which is referenced

accurately for the most

part..

Reading largely restricted

to recommended texts and/

or referencing mostly

inaccurate.

Reading is scant and / or

irrelevant and references

inadequate

Fails to grasp the question.

Precisely focused

discussion.

Comprehensive, concise,

very well balanced

argument

Appropriate selection of

content/ theory in key

areas. Clear identification

of the issues.

Largely relevant in key

areas although with some

omissions or extraneous

material

Some relevance, but some

parts omitted/diverted by

extraneous material.

Rigorous coverage of all

appropriate content.

An exceptional level of

insight and understanding.

Many examples of critical

/creative thinking

demonstrated.

Several examples of

creativity, originality,

imagination, insight.

Interpretation is largely

convincing, some critical

and/or creative thinking

apparent .

Interpretation may be less

convincing, or the focus is

unclear. Limited

independent thought..

Disorganised ideas,

presentation inadequate.

Has some relevance but

misses vital

material/includes much

tangential material

Essentially irrelevant

Exceptional synthesis of

material to demonstrate a

complete mastery of all

necessary theory/

concepts/ideas.

Clear evidence of a

comprehensive grasp of all

main theory/

concepts/ideas

Sound grasp of main

points of theory / concepts

/ ideas

Some level of

understanding of theory

and key concepts, but

application limited.

Evidence of general

understanding of concepts,

but inaccuracy/ confusion

apparent.

Some, but mainly a

tenuous, grasp of

theory/concepts/ ideas

No evidence of learning/

understanding of theory /

concepts

Student Name:

TUTOR COMMENTS (note that marks/grade are provisional until ratified by exam board):

Limited evidence of

reflection. Conclusions

weak or unclear.

Conclusions largely

lacking, insubstantial or

unsupported.

Key points largely ignored,

lacks interpretation of

evidence.

Own ideas are fully

integrated with concepts,

theories and literature.

Extremely rigorous

handling of evidence.

Conclusions point to

evidence of innovative self-

directed study and careful

evaluation.

Relevant conclusions well

argued.

Basic conclusions drawn,

supported by evidence in

essay.

No evidence of relevant

reading, references

lacking.

Final submission date:

Module:

Exceptionally well

presented, laid out and

illustrated, excellent

linkage of ideas,

demonstrates innovative

methods of presentation.

An attractively presented

piece of work, logical

development of the topic

throughout, language is

concise and appropriate.

Well presented, clear

structure, shows evidence

of care with syntax and

grammar. Logical,

coherent and lucid

Mostly logical and coherent

and with some attention to

presentation.

Meaning apparent, but

language not fluent,

grammar and/or spelling

poor. Some signs of logical

structure.

Presentation has many

inaccuracies in style/

spelling. Confused or

illogical thinking.

48

Module Level : SCQF 8

Student I.D. Year: Module level: SCQF 8

Assignment: Module Tutor:

Working days late: 0 Module Mark: 0.0 Grade: No Value

85-100 (1st Class) 70-84.9 (1st Class) 60-69.9 (2nd Upper) 50-59.9 (2nd) 40-49.9 (3rd) 20-39.9 (Fail) 0-19.9 (Fail)

0.10 weighting

0.20 weighting

0.20 weighting

0.15 weighting

0.20 weighting

0.15 weighting

Precisely focused

discussion.

Comprehensive, concise,

very well balanced

argument

Appropriate selection of

content/ theory in key

areas. Clear identification

of the issues.

Some relevance, but

some parts

omitted/diverted by

extraneous material.

Interpretation is

inappropriate or rationale

for work inadequately

demonstrated. More

independent thought

required

Sound grasp of main

points of theory / concepts

/ ideas

Some level of

understanding of theory

and key concepts, but

application limited.

Failure to fully address

the question. Requires

more independent

thought

Evidence of general

understanding of

concepts, but inaccuracy/

confusion apparent.

Some, but mainly a

tenuous, grasp of

theory/concepts/ ideas

Interpretation may be less

convincing, or the focus

is unclear. Limited

independent thought..

Meaning apparent, but

language not fluent,

grammar and/or spelling

poor. Some signs of

logical structure.

Presentation has many

inaccuracies in style/

spelling. Confused or

illogical thinking.

Disorganised ideas,

presentation inadequate.

Essentially irrelevant

Fails to grasp the

question.

An exceptional level of

insight and

understanding. Many

examples of critical

/creative thinking

demonstrated.

Several examples of

creativity, originality,

imagination, insight.

Interpretation is largely

convincing, some critical

and/or creative thinking

apparent .

Exceptional synthesis of

material to demonstrate a

complete mastery of all

necessary theory/

concepts/ideas.

Clear evidence of a

comprehensive grasp of

all main theory/

concepts/ideas

Reading is scant and / or

irrelevant and references

inadequate

No evidence of relevant

reading, references

lacking.

Exceptionally well

presented, laid out and

illustrated, excellent

linkage of ideas,

demonstrates innovative

methods of presentation.

An attractively presented

piece of work, logical

development of the topic

throughout, language is

concise and appropriate.

No evidence of learning/

understanding of theory /

concepts

Rigorous coverage of all

appropriate content.

Largely relevant in key

areas although with

some omissions or

extraneous material

Has some relevance but

misses vital

material/includes much

tangential material

Well presented, clear

structure, shows evidence

of care with syntax and

grammar. Logical,

coherent and lucid

Mostly logical and

coherent and with some

attention to presentation.

Excellent use of

references and

command of the literature

with a flawless standard

of referencing

throughout.

Wide range of relevant

reading, which is very

well referenced.

A solid base of reading

which is relevant and

clearly referenced

Limited range of reading

which is referenced

accurately for the most

part..

Key points largely

ignored, lacks

interpretation of

evidence.

Own ideas are fully

integrated with concepts,

theories and literature.

Extremely rigorous

handling of evidence.

Conclusions point to

evidence of innovative

self-directed study and

careful evaluation.

Relevant conclusions well

argued.

Basic conclusions drawn,

supported by evidence in

essay.

Reading largely restricted

to recommended texts

and/ or referencing

mostly inaccurate.

Student Name:

TUTOR COMMENTS (note that marks/grade are provisional until ratified by exam board):

Structure and

presentation

Conclusions

Knowledge &

Understanding

Reading & Referencing

Final submission date:

Module:

Interpretation of the

question/ Critical and

creative thinking

Relevance of Argument

Limited evidence of

reflection. Conclusions

weak or unclear.

Conclusions largely

lacking, insubstantial or

unsupported.

49

Module Level : SCQF 9

Student I.D. Year: Module level: SCQF 9

Assignment: Module Tutor:

Working days late: Module Mark: 0.0 Grade: No Value

85-100 (1st Class) 70-84.9 (1st Class) 60-69.9 (2nd Upper) 50-59.9 (2nd) 40-49.9 (3rd) 20-39.9 (Fail) 0-19.9 (Fail)

0.15 weighting

0.20 weighting

0.20 weighting

0.15 weighting

0.15 weighting

0.15 weighting

Precisely focused

discussion.

Comprehensive, concise,

very well balanced

argument

Appropriate selection of

content/ theory in key

areas. Clear identification

of the issues.

Some relevance, but

some parts

omitted/diverted by

extraneous material.

Interpretation is

inappropriate or rationale

for work inadequately

demonstrated. More

independent thought

required

Sound grasp of main

points of theory / concepts

/ ideas

Some level of

understanding of theory

and key concepts, but

application limited.

Failure to fully address

the question. Requires

more independent

thought

Evidence of general

understanding of

concepts, but inaccuracy/

confusion apparent.

Some, but mainly a

tenuous, grasp of

theory/concepts/ ideas

Interpretation may be less

convincing, or the focus

is unclear. Limited

independent thought..

Meaning apparent, but

language not fluent,

grammar and/or spelling

poor. Some signs of

logical structure.

Presentation has many

inaccuracies in style/

spelling. Confused or

illogical thinking.

Disorganised ideas,

presentation inadequate.

Essentially irrelevant

Fails to grasp the

question.

An exceptional level of

insight and

understanding. Many

examples of critical

/creative thinking

demonstrated.

Several examples of

creativity, originality,

imagination, insight.

Interpretation is largely

convincing, some critical

and/or creative thinking

apparent .

Exceptional synthesis of

material to demonstrate a

complete mastery of all

necessary theory/

concepts/ideas.

Clear evidence of a

comprehensive grasp of

all main theory/

concepts/ideas

Reading is scant and / or

irrelevant and references

inadequate

No evidence of relevant

reading, references

lacking.

Exceptionally well

presented, laid out and

illustrated, excellent

linkage of ideas,

demonstrates innovative

methods of presentation.

An attractively presented

piece of work, logical

development of the topic

throughout, language is

concise and appropriate.

No evidence of learning/

understanding of theory /

concepts

Rigorous coverage of all

appropriate content.

Largely relevant in key

areas although with

some omissions or

extraneous material

Has some relevance but

misses vital

material/includes much

tangential material

Well presented, clear

structure, shows evidence

of care with syntax and

grammar. Logical,

coherent and lucid

Mostly logical and

coherent and with some

attention to presentation.

Excellent use of

references and

command of the literature

with a flawless standard

of referencing

throughout.

Wide range of relevant

reading, which is very

well referenced.

A solid base of reading

which is relevant and

clearly referenced

Limited range of reading

which is referenced

accurately for the most

part..

Key points largely

ignored, lacks

interpretation of

evidence.

Own ideas are fully

integrated with concepts,

theories and literature.

Extremely rigorous

handling of evidence.

Conclusions point to

evidence of innovative

self-directed study and

careful evaluation.

Relevant conclusions well

argued.

Basic conclusions drawn,

supported by evidence in

essay.

Reading largely restricted

to recommended texts

and/ or referencing

mostly inaccurate.

Student Name:

TUTOR COMMENTS (note that marks/grade are provisional until ratified by exam board):

Structure and

presentation

Conclusions

Knowledge &

Understanding

Reading & Referencing

Final submission date:

Module:

Interpretation of the

question/ Critical and

creative thinking

Relevance of Argument

Limited evidence of

reflection. Conclusions

weak or unclear.

Conclusions largely

lacking, insubstantial or

unsupported.

50

Module Level : SCQF 10

Student I.D. Year: Module level: SCQF 10

Assignment: Module Tutor:

Working days late: Module Mark: 0.0 Grade: No Value

85-100 (1st Class) 70-84.9 (1st Class) 60-69.9 (2nd Upper) 50-59.9 (2nd) 40-49.9 (3rd) 20-39.9 (Fail) 0-19.9 (Fail)

0.15 weighting

0.20 weighting

0.20 weighting

0.15 weighting

0.15 weighting

0.15 weighting

Several examples of

creativity, originality,

imagination, insight.

Interpretation is largely

convincing, some critical

and/or creative thinking

apparent .

Interpretation may be less

convincing, or the focus

is unclear. Limited

independent thought..

Rigorous coverage of all

appropriate content.

Appropriate selection of

content/ theory in key

areas. Clear identification

of the issues.

Largely relevant in key

areas although with

some omissions or

extraneous material

Some relevance, but

some parts

omitted/diverted by

extraneous material.

Has some relevance but

misses vital

material/includes much

tangential material

Essentially irrelevant

Interpretation is

inappropriate or rationale

for work inadequately

demonstrated. More

independent thought

required

Failure to fully address

the question. Requires

more independent

thought

Fails to grasp the

question.

Reading largely restricted

to recommended texts

and/ or referencing

mostly inaccurate.

Evidence of general

understanding of

concepts, but inaccuracy/

confusion apparent.

Some level of

understanding of theory

and key concepts, but

application limited.

Sound grasp of main

points of theory / concepts

/ ideas

Disorganised ideas,

presentation inadequate.

Clear evidence of a

comprehensive grasp of

all main theory/

concepts/ideas

Wide range of relevant

reading, which is very

well referenced.

A solid base of reading

which is relevant and

clearly referenced

Relevant conclusions well

argued.

Basic conclusions drawn,

supported by evidence in

essay.

Limited evidence of

reflection. Conclusions

weak or unclear.

No evidence of learning/

understanding of theory /

concepts

Some, but mainly a

tenuous, grasp of

theory/concepts/ ideas

Reading is scant and / or

irrelevant and references

inadequate

No evidence of relevant

reading, references

lacking.

Well presented, clear

structure, shows evidence

of care with syntax and

grammar. Logical,

coherent and lucid

Mostly logical and

coherent and with some

attention to presentation.

Limited range of reading

which is referenced

accurately for the most

part..

Student Name:

Knowledge &

Understanding

Reading & Referencing

Own ideas are fully

integrated with concepts,

theories and literature.

Extremely rigorous

handling of evidence.

Exceptional synthesis of

material to demonstrate a

complete mastery of all

necessary theory/

concepts/ideas.

Excellent use of

references and

command of the literature

with a flawless standard

of referencing

throughout.

Precisely focused

discussion.

Comprehensive, concise,

very well balanced

argument

An exceptional level of

insight and

understanding. Many

examples of critical

/creative thinking

demonstrated.

TUTOR COMMENTS (note that marks/grade are provisional until ratified by exam board):

Structure and

presentation

ConclusionsConclusions largely

lacking, insubstantial or

unsupported.

Key points largely

ignored, lacks

interpretation of

evidence.

Exceptionally well

presented, laid out and

illustrated, excellent

linkage of ideas,

demonstrates innovative

methods of presentation.

An attractively presented

piece of work, logical

development of the topic

throughout, language is

concise and appropriate.

Conclusions point to

evidence of innovative

self-directed study and

careful evaluation.

Final submission date:

Module:

Interpretation of the

question/ Critical and

creative thinking

Relevance of Argument

Meaning apparent, but

language not fluent,

grammar and/or spelling

poor. Some signs of

logical structure.

Presentation has many

inaccuracies in style/

spelling. Confused or

illogical thinking.

51

Appendix 2: Assessment Plans

52

53

ALWAYS REMEMBER

1. We are here to help 2. You have to take responsibility for your own learning 3. If you have a problem with the course contact your Personal

Academic Tutor 4. If you have a problem with an individual module contact the

lecturer 5. Hand in work on time 6. Only put your student number on all work to be handed in and not

your name

MOST OF ALL ENJOY YOUR TIME STUDYING

You will find it hard work but it will be rewarding