Student handbook 13 14

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2 DISC Student Handbook 2013/14

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Contents Welcome ................................................................................................................................................................. 3

Values And Expectations ......................................................................................................................................... 4

Who’s Who In DISC: Staff Roles And Responsibilities............................................................................................. 5

Who We Are, How To Find Information & How We Keep In Touch ....................................................................... 8

With You ................................................................................................................................................................. 8

Computing Facilities .......................................................................................................................................12

Student Administration .................................................................................................................................13

Student Voice & Representation ...................................................................................................................17

About Your Degree – Undergraduate Degrees ..............................................................................................20

About Your Degree – Taught Postgraduate Degrees .....................................................................................28

Assessment, Re-Assessment And Feedback ..................................................................................................33

Administration (Departmental Quality Procedures And Boards) ..................................................................46

Progress Reports / Transcripts .......................................................................................................................48

Getting The Most Out Of Your Course ...........................................................................................................49

Submitting, Presenting And Referencing Your Work.....................................................................................52

Good Academic Practice ................................................................................................................................56

Plagiarism, Cheating and Collusion ................................................................................................................63

Coursework Submission And Late Coursework Penalties .............................................................................69

Ethical Approval And Brunel Ethical Framework ...........................................................................................75

Mitigating Circumstances ..............................................................................................................................78

Special Requirements ....................................................................................................................................85

Personal Tutoring ...........................................................................................................................................89

Alumni ............................................................................................................................................................92

Appeals and Complaints ................................................................................................................................93


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Welcome

Welcome to the Department of Computer Science, part of the School of Information Systems, Computing

and Mathematics at Brunel University. We hope that you will enjoy learning with us and we will do our best

to help you get the most out of your course. This handbook is part of that effort; you should be aware of its

content at the outset and come back to it throughout your time with us.

As a University student, it is your responsibility to learn how our systems work, just as you take responsibility

for organising your own work patterns. You therefore need to know the various processes that are set out in

this handbook.

In the Computer Science department we rely heavily on computer-based resources in order to support your

learning. Information about your course and each of your modules will be provided on Blackboard, Brunel

University’s web-based learning system.

If there is anything you don’t understand in the handbook, or you cannot find the answer you are looking for,

contact the support team at [email protected] for quick and confidential advice. The team

will always be happy to help, whatever your query.

Good luck in your studies and don’t forget to enjoy yourselves.


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Values And Expectations

You will notice around the School buildings and laboratories, our Values and Expectations document (see

below)

We want the Department to be a place where all members – undergraduates, postgraduates, research

students and staff – have a clear and shared view of what it means to study, work, and collaborate as part of

an academic community. As part of this, we have developed and adopted a set of values (built on those of

the wider University and shown below) and set out examples of expectations for students and staff that

reflect these values. The aim is to use them as a way of reinforcing, and challenging, behaviours and

attitudes in order to make the department a supportive and professional environment where we

understand, and live up to, our responsibilities to each other. Using these values and expectations to guide

how you act will also help you to get into habits of behaviour that you should find very helpful in all aspects

of your life, including when you apply for and undertake a placement, seek volunteering opportunities, or

start work.

It is important that you read, understand and live up these values and expectations. Equally, it is important

that all staff do the same, so please let us know if we fail to do so at any point so we can put things right.


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Who’s Who In DISC: Staff Roles And Responsibilities

Up-to-date contact details for all members of staff in DISC can be found online at:

http://www.brunel.ac.uk/siscm/people-in-siscm

School Senior Management

Head of School

Professor David Gilbert

Room: SJ023a

Telephone: 018952 65602

[email protected]

Deputy Head of School

(Enterprise)

Dr Mark Lycett

Room: SJ128a

Telephone: 018952 65843

[email protected]


(Learning and Teaching)

Dr Matthias Maischak

Room: JC508

Telephone: 018952 65425

[email protected]

Head of Information Systems

and Computing

Professor Martin Shepperd

Room: SJ023b

Telephone: 018952 67188

[email protected]

Head of Mathematical

Sciences

Dr Steven Noble

Room: JC106

Telephone: 01895 265619

[email protected]


(Research)

Professor Xiaohui Liu

Room: SJ103

Telephone: 018952 65989

[email protected]

PA to Head of School

Teresa Czachowska

Room: SJ023

Telephone 018952 66373

[email protected]



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Support Team

Undergraduate Roles

Role Holder

Senior Tutor (and Head of the Personal Tutoring Team)

Tracy Hall

Personal Tutoring Team Fang Wang, Leanne Hunt and Philip Vaughan

Teaching & Learning Manager (Main Office) Leanne Hunt

Senior Student Advisor (Main Office) Philip Vaughan

Student Advisors (Main Office) Emma Batley – Level 1 and 3 Advisor Hayley Rose – Level 2 and MSc Advisor Daniel Ketchell – Front of House

Deputy School Manager and Head of IT Team (SJ033) Jeremy Baxter

Technical Support Team (SJ033) Matthew Baker – Deputy Head of IT Team Patricia Donaghy – Systems Programmer Jason Hobbs – Assistant Systems Programmer

Role Holder

Director of Undergraduate Studies Rob Macredie

Level 1 co-ordinator Allan Tucker

Level 2 co-ordinator Stephen Swift

Level 3 co-ordinator David Bell

Director of UG admissions Nayna Patel

UG Admissions Team Tim Cribbin

Final Year Projects Team Leader Simon Kent

Final Year Projects Team Alessio Malizia, Rob Macredie, Nayna Patel

Final Year Projects Administrator Emma Batley

Placement Director Jane Coughlan

Placement Administrator Hayley Rose

Ethics Co-ordinator Zidong Wang

Ethics Team Yongmin Li, Annette Payne and Lampros Stergioulas

Undergraduate Ethics Administrators Hayley Rose


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MSc TecProgramme Roles

Role Holder

Director of Postgraduate Studies Natasha Papazafeiropoulou

Dissertations Team Leader George Ghinea

Dissertations Team Simon Taylor and Steve Love

Dissertations Administrator Hayley Rose

PG Admissions Administrator Jaspal Bhamra

MSc in Business Systems Integration (with SAP Technology) Course Manager

Alan Serrano

MSc in Information Systems Management Course Manager

Laurence Brooks

MSc Advanced Computing Course Manager TBC

Ethics Co-ordinator Zidong Wang

Ethics Team Yongmin Li, Annette Payne and Lampros Stergioulas

Postgraduate Ethics Administrator Emma Batley


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Who We Are, How To Find Information & How We Keep In Touch

With You General Queries

If you have any queries about teaching and learning related issues, you should contact the Main Office in the

St John’s building. Staff here can deal with all your general enquiries about your study programme, progress

reports, access to Blackboard, examination and coursework results and reassessment procedures, and

examination arrangements for those students with special needs. They can also direct you to the

appropriate academic member of staff if your query requires this.

Mailing address: Department of Computer Science St John’s Building Brunel University Uxbridge UB8 3PH, UK. Office open: 9.00 - 17.00 Monday to Friday Location: SJ026a Telephone: 01895 265975 Fax: 01895 251686 Email: [email protected] Personal Tutoring The personal tutoring team offers additional pastoral support to all students in DISC and work in conjunction

with your assigned Personal Tutors. . Many queries can be answered by email or telephone, or you may

prefer to make an appointment to see one of the team in person. In an emergency you can call into the Main

Office (see above) and they will try to arrange for you to see someone straight away.

Mailing address: Department of Computer Science St John’s Building Brunel University Uxbridge UB8 3PH, UK. Telephone: 01895 265975 Fax: 01895 251686 Email: [email protected] Contacting A Member Of Academic Staff

Contact details for members of staff in DISC can be found online at the following address:


A listing of staff surgery hours (drop-in’s) can be found in the Contact Details section of the DISC Student

Zone on Blackboard. It is always best to email or telephone for an appointment to see a member of staff, to

ensure that the member of staff is available, and prepared for your meeting. As Lecturers will often have to

be working away from their offices (teaching, attending conferences, working with industry or doing research

for instance) it is always best to book an appointment first.

mailto:[email protected]




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Contacting Us Regarding Individual Modules

During the course of a module it is normally best to use the online discussion board for the module provided

on Blackboard (though individual module leaders may suggest other methods). After the module has finished

you will probably need to contact the module leader directly as they may not continue to monitor the online

discussion board (see ‘Contacting A Member Of Academic Staff ‘above).

Contacting The Final Year Project Team

The final year project team can be contacted for all enquiries regarding your final year project, including

processes and administration at [email protected]

Contacting The Dissertation Team

The dissertation team can be contacted for all enquiries regarding your final year project, including processes

and administration at [email protected]

Placements

There is a dedicated placement team within the Department who is responsible for the teaching and

assessment of the placement module. They can answer any queries you may have about undertaking a

placement, arranging placement visits and supporting you in your applications to companies.

Telephone: 01895 265975 Fax: 01895 251686 Email: [email protected]

The University also has a dedicated Placement Office which helps with CV writing; completing application

forms; interviews and assessment centres. It arranges employer presentations and workshops on various

aspects of the recruitment process.

Contact: Mohamed Rahman Telephone: 01895 265058 Email: [email protected] Careers Advice The placement & careers centre is very well resourced service with over 30 dedicated members of staff focused on helping students improve their employability. The dedicated Careers Consultant for the school is Raj Sidhu; he has a wealth of information, knowledge, advice and guidance to share having worked as a graduate recruitment consultant and IT sales professional. Raj has worked with many of the large IT recruiters and also smaller specialist companies for over 6 years as a careers consultant and he is always keen to share what he learns from them with you, both in person or during sessions in the curriculum, don’t wait, email Raj and visit the PCC to improve your chances of success. For more information including job hunting tips, CV templates, help with interviews, advice on assessment centres, and information about career choices email Raj or visit the PCC website at www.brunel.ac.uk/pcc Contact: Raj Sidhu Telephone: 01895 265761 Email: [email protected]




http://www.brunel.ac.uk/pcc



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Computing Support The Technical Support Office can provide help and advice relating to computing issues, such as access to the

computing labs, electronic coursework submissions, log-in difficulties and printing.

Office open: 9.00-16.00 Monday to Friday Location: SJ033 Email: [email protected] Contacting You The department may, on occasion, need to contact you. Formal correspondence (such as progress reports,

disciplinary letters or mitigating circumstances acknowledgement letters) will always be sent to your

registered home address, so please make sure that you always update this on e-Vision. Day to day

communication will generally be via Blackboard or your university email address. Make sure that you check

Blackboard for updates daily and that you check your university email account regularly.

We may occasionally text you urgent information, particularly for last minute information such as cancelled

lectures, or late changes to schedules or deadlines. Therefore it is vital that you keep your mobile number

up-to-date on e-Vision.

Finally, we have a Twitter account that we use to keep you up-to-date with more general information about

what is happening within the department. Come and follow us at BrunelDISC.

Help And Information Available Outside The Department The Student Centre provides help with administration and finance enquiries, accommodation information,

parking permits, student access ID cards and e-Vision.

Website: http://intranet.brunel.ac.uk/studentcentre/ Location: Bannerman Centre Telephone: 01895 268268 Email: [email protected] The Brunel online student handbook provides an introduction to Brunel student life and useful information

on university services, money matters, student support and personal development. It can be found online at

http://intra.brunel.ac.uk/Pages/ForStudents.aspx

The Union of Brunel Students offers help and advice on all aspects of student life including finances, welfare,

student representatives, and clubs / societies.

Website: http://www.brunelstudents.com/ Location: Hamilton Building Telephone: 01895 269269 Fax: 01895 269699 Email: [email protected]

Student Services provides information and support to students in areas such as academic skills, dyslexia assessment, counselling, placement and careers and student travel. Their website is at the following address: http://intranet.brunel.ac.uk/student_services/

Academic English Support programme provides free support for International, EU and Home students whose first language is not English. Courses and One-to-One consultations are provided throughout the year Regular attendance at courses and consultations helps students to develop their English language skills so that they can achieve their full academic potential.


http://intranet.brunel.ac.uk/studentcentre/

http://intra.brunel.ac.uk/Pages/ForStudents.aspx


http://intranet.brunel.ac.uk/student_services/


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Courses consist of once-weekly classes that last up to two hours. They include:

Academic Writing Academic Grammar and Vocabulary Dissertation Writing (spring term) Academic Speaking and Listening Professional English Pronunciation Social Conversation

One-to-One consultations Receive individual support for any aspect of your English related to your academic programme and job applications. This includes help with your written assignments, dissertation or thesis, presentations, CVs, job application letters and personal statements. Further Information and Registration To find out more about how you can improve your chances of academic success and to book a course place visit: http://www.brunel.ac.uk/international/current-students/insessional-english Brunel International is situated within the Russell Building and is available for students who may have particular issues relating to being in a new country. Specific information can be obtained by email ([email protected]) or by contacting: Telephone: 01895 265519 Student Services: [email protected] English Support and Modern Foreign Languages: [email protected] International Finance: [email protected] Immigration: [email protected] English Language Support English language support for international students is available from Brunel’s International Pathways and Language Centre. In-sessional Courses Improve your English language and academic skills by attending in-sessional courses. From October to March, these courses include Academic Writing, Academic Speaking, Academic Listening, Academic Reading, and Use of Academic English. From April onwards, the courses are Exam Preparation and Dissertation Writing. The courses are part of the services provided by Brunel University for international students, so you do not have to pay, and they can help you to improve the grades you are awarded on your degree programme. http://www.brunel.ac.uk/international/current-students/insessional-english/courses One–to-One Consultations You can book one-to-one consultations throughout the year with an in-sessional tutor to discuss any coursework such as your assignments and dissertation. Tutors can also help with identifying organisational and language problems in your writing and with finding appropriate solutions. It is strongly recommended that you read the full details, including how to make an on-line booking, at: http://www.brunel.ac.uk/international/current-students/insessional-english/academic-consultations Modern Foreign Languages The International Pathways and Language Centre offers free classes for Brunel students in Arabic, French, German, Italian, Japanese, Mandarin Chinese, Portuguese, Polish, Russian and Spanish. These classes are available at a variety of levels and are taught by qualified, native speakers. They provide a stimulating atmosphere in which to learn and practise foreign language skills including speaking, listening, reading and writing. A Certificate of Achievement is provided upon successful completion of the language course. http://www.brunel.ac.uk/international/current-students/foreign-languages

http://www.brunel.ac.uk/international/current-students/insessional-english


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Computing Facilities To find out more information about the facilities that are provided by the Computer Centre, please use the following link: https://moss.brunel.ac.uk/SiteDirectory/computercentre/Pages/Facilities.aspx New students to the University should also access the following web pages for crucial computer induction information: https://moss.brunel.ac.uk/SiteDirectory/computercentre/Pages/GettingStarted.aspx Please be aware that there will be different software available in Computer Centre work areas, and they may not have some of the software installed that you require. However, the School provides additional computing facilities which allows you to have access to computer labs that are for your use only and is installed with all relevant software. These labs are as follows: SJ123 - This lab is located on the first floor of St. Johns, and is available for use between 9am and 5pm during term time, unless teaching is in progress. H223 - This lab is located on the second floor of the Halsbury building, and is available for use between 9am and 5pm during term time, unless teaching is in progress. H213 - This lab is located on the second floor of the Halsbury building, and is available 24 hours a day during term time, unless teaching is in progress HW020 - This lab is located on the ground floor of the Heinz Wolff building, and is available for use between 9am and 5pm during term time, unless teaching is in progress. MA123 - This lab is located on the first floor of John Crank, and is available 24 hours a day, unless teaching is in progress. Further information about school computing facilities is available on Blackboard in the Student Zone.


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Student Administration Enrolment And e-Vision e-Vision is the University’s online student portal and will be the main point of contact for all administrative matters. As well as enabling you to complete the first step in becoming a registered student, the e-Vision student portal will contain information about your results, module selections and other important University information such as your computer account login. Throughout the year there will be mandatory administrative tasks, so it is important you log in to e-Vision and check for updates on a regular basis. Timetables The University endeavours to have all academic timetables available to students by the 1st of September each year, however, these can be subject to some changes. If this does occur, you will be contacted via your Brunel email address. Staff and students can view the most current version of the teaching timetable and general information about term dates, rooms, locations and related services, on-line through the Brunel Timetabling e-Portal, following the instructions detailed on the timetabling website Module Confirmation You will be required to check the accuracy of your modules and choose your option modules (for those students studying level three), via e-Vision. This will happen in March/April and you will be notified by email when you are to do this. It is your responsibility to check that you are fulfilling the credit requirements laid out in the programme specification for your course. Changing Modules In the case of optional modules, you may normally elect to change to another module but only within the first two weeks of the first term. You will need to email [email protected] to register your desire to change and include your student number and the module codes you wish to change from and too. If you do not formally register any changes you may not have a seat in the examination room or you may find out too late that your scheme of studies is invalid. It may be possible for you to take a module outside those approved for your scheme of studies. This will require special approval by the School Board. You should seek the advice of your Level Co-ordinator or the Director of Studies for your degree and complete a “Special Option Form” available in the Student Handbook section of the DISC - Student Zone on Blackboard. This will be processed and you will be informed if and when it has been approved. Don’t forget that foreign languages can be taken by private study. Changing Course Or Mode Of Study You must seek approval for any change you wish to make to your course or mode of study, even if the change is within the school (e.g. from Business Computing to Computer Science). Where another school is involved, both must authorise the change. You will need to discuss your desire to change with either your Level Co-ordinator or the Director of Studies for your degree. To change schools, the accepting school must complete an on-line Student Record Amendment Form before you are released to ensure you do not lose your place at Brunel.


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Changing your course or mode of study if you are an undergraduate student with a grant for fees will require the approval not only of the schools involved but also of your LEA. LEAs require you to notify them of such changes before starting your new course. No support can be guaranteed if the change of course occurs more than one year after commencing your original course. Please check the position with the Student Centre or your School Office. It is important that you let your LEA know as soon as possible in writing of any proposal to transfer course. If you wish to change from a four-year course involving placements to a three-year, full-time version, you will need to seek approval from the Placement Director, in the first instance. If they grant you your approval you need to email [email protected] to register your desire to change and include your student number and the course you wish to change from and too. Please see below for outlines of what changes are permitted and when:

Leave Of Absence If you wish to suspend your studies for a term or more, you should discuss your reasons with your tutor/Course Director and make a formal request by emailing [email protected]. Requests for leave of absence are not normally refused if you have good reason. For undergraduate students the University will inform your Student Loans Company of formally approved absences to protect your position with regard to financial support: you are not eligible for any financial support to cover periods of leave of absence. For students studying under a Tier 4 VISA it will also be necessary to inform the HOME OFFICE of the change to your status. For shorter periods of absence (e.g. for sickness) you should contact the [email protected] and inquire as to if it is necessary for you to notify the School in writing, enclosing a medical certificate. You can self-certify your illness for up to 7 days by using the form available in the DISC - Student Zone on Blackboard. Students should not be taking holiday during term time. Withdrawal Unfortunately, for a whole variety of reasons, students find it necessary to withdraw from there degree. The only way that this is possible is by first discussing your reasons with your tutor/Course Director and make a formal request by emailing [email protected]. If you do not do this you will still be considered a student and will be liable for all of the fees for that academic year.

Course Mode

Level 1 Any change permitted throughout the year Any change permitted throughout the year

Level 2 Change to major topic (BC/CS) permitted within the first two weeks of the academic year

Change of specialism permitted throughout the year

Any change permitted throughout the year in line with guidance given above

Level 3 Change to major topic (BC/CS) not permitted

Change to specialism permitted within the first two weeks of the academic year

N/A

MSc Change to degree permitted within the first two weeks of the academic year

Change to mode permitted within the first two weeks of the academic year


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Attendance Students are expected to attend all of their timetabled events and actively engage in their course and any additional requirements thereof. In at least one module at each level your attendance and academic engagement will be monitored throughout the year. If at any time the department is concerned, we will write to you and request that you respond with reasons for your lack of engagement. If after a number of attempts to contact you, you do not respond, we will take actions to withdraw you from the university. Those students on a Tier 4 VISA who do not engage will be reported to the HOME OFFICE which could result in your VISA being revoked.

Information On Tier 4 Of The Points Based Scheme From 22nd February 2010, UK educational establishments that act as sponsors of non-EU migrants under Tier 4, assume full compliance responsibilities. Tier 4 migrants include international fee paying applicants and students, and, in some rare cases, other individuals who are subject to immigration control in the UK, but who fall in to the lower fee paying category. In order to comply with the requirements of the UK Border Agency (HOME OFFICE), Brunel University, for all Tier 4 students, must:

Issue Certificates of Acceptance of Studies (CAS)

Maintain up-to-date contact details

Collect and store passport details and proof of eligibility to study in the UK

Notify HOME OFFICE of any applicable changes in course of study and/or study status that impact on

course end date or mode of attendance, i.e., periods of abeyance, withdrawal or continuation beyond

normal maximum programme duration

Monitor programme engagement

Report non-engagement to HOME OFFICE

Responsibility for these requirements will be shared between Brunel International, Registry, Schools and the students, as follows: Brunel International

Carry out Key Sponsor Licence administration activities

Issue CAS to applicants

Keep Tier 4 information up to date on applicants‟ records

Provide Batch processing service of visa applications for current Brunel students

Registry / Student Centre Ensure required data is on the student record prior to and during Registration

Report non-engagement and non-enrolment to HOME OFFICE

Provide technical support for monitoring and reporting processes

Issue CAS to current students to support visa extension applications

Report changes in a student’s course status to the HOME OFFICE

Withdraw /deregister a student who fails to attend

Provide information to students about sponsor and student obligations

Support the maintenance of up to date student contact information


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School or other academic unit Provide 10 engagement points (as approved by the Academic Registrar) for each applicable Tier 4 Brunel student and notify the students accordingly in writing for each UG and PGT programme of study Monitor all Tier 4 UG, PGT and PGR international students against the engagement points Follow up students who miss an engagement point Report individual student non-engagement to Registry Notify Registry in a timely manner to withdraw a student who fails to attend Inform students of monitoring and reporting requirements Provide Registry in a timely manner with any approved amendments to a student’s programme of study or mode of attendance

Student

Apply for and obtain a relevant visa in accordance with HOME OFFICE rules and regulations Register at Brunel on the CAS stipulated course at the designated time Re-enrol annually on the CAS stipulated course Comply with the engagement model as notified by your School Maintain current and accurate contact information including UK address, email and mobile phone records using the e-Vision portal Notify your school office of any non attendance in an appropriate time frame Explain any periods of absence, and submit evidence to support absences Report any relevant changes in circumstances that would be likely to affect your visa situation Provide amended or updated passport and visa documentation

Monitoring and Reporting All Brunel Tier 4 undergraduate and taught postgraduate students will be monitored against 10 engagement points per year defined by each School, the first of which will be registration or re-enrolment. The remaining 9 engagement points will be made up mainly of assignment submission dates or examinations, but examples of other engagement points include in-class tests, seminar attendance, tutor meetings or School Office attendance days. Students who fail to register (in year 1) or re-enrol (in subsequent years) within the permissible registration period will be reported to HOME OFFICE. Subsequent to registration or re-enrolment, students who miss a series of agreed engagement points within a reporting period will be reported to HOME OFFICE, following an attempt by the School or academic unit to contact the student in writing at their notified address. Summary IF YOU WISH TO MAKE ANY CHANGE TO YOUR COURSE YOU MUST SPEAK TO A MEMBER OF THE STUDENT SUPPORT TEAM IN THE MAIN OFFICE AND ASK THEM TO COMPLETE AN ON-LINE STUDENT RECORD AMENDMENT FORM.


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Student Voice & Representation

Student’s representation and their views are important to the School and University. Student Representation Within The School Representatives are elected by and from students registered on our undergraduate and postgraduate courses. Their contributions are valued greatly and we encourage them to enter fully into discussions at the appropriate meetings. Representatives are invited to the Staff-Student Liaison Committee, the Board of Studies and the School Board. Student representatives are also encouraged to raise any issues of concern to students directly with the undergraduate or postgraduate director (or level co-ordinator or course manager) informally between meetings. It may be that a problem can be resolved quickly without needing to wait until the next formal meeting. Below is an overview of the different meetings that student representatives will be expected to attend:

The Staff-Student Liaison Committee Staff-Student Liaison Committee meetings offer an opportunity for student representative to raise issues affecting students on their course with key members of staff (such as the UG and PG Directors and the Systems Manager). Examples of typical issues raised include the teaching and assessment on a module, the administration of a course (e.g. timetabling) and resource issues (e.g. access to labs). The meeting will typically be chaired by one of the student representatives. An agenda will be circulated in advance and minutes will be taken. In Computer Science there are usually around two meetings per term. The Student Advisor in the Main Office (SJ026) will liaise with the Student Representatives in organising these meetings.

The Board of Studies The function of a Board of Studies is to consider and make recommendations about academic matters such as syllabuses and schemes of studies. Thus, for example, any change to the method of assessment, delivery or content of a module in Computer Science would typically be proposed and discussed during a Board of Studies. The proceedings of the Board of Studies are formal and minutes are taken. Student representatives are expected to attend the Board of Studies but may be asked to leave during discussions of matters of “reserved business‟.

The School Board At the School Board matters relating to the academic policy and procedures of the School are discussed. Students may raise issues of concern, which could have been fed up from the Boards of Studies or the Staff-Student Liaison Committee.

Becoming A Student Representative Student representatives are needed for each level of each course (all Undergraduate and Postgraduate degrees). Student representatives need to propose themselves for election at the start of the academic year (details will be circulated by the UBS or call in to the Main Office in St John’s, SJ026 for more information). It is often not necessary to hold an actual election – if you put yourself forward you will usually be asked to be a student representative. Students serve as a student representative for one year (and can stand again the following year if they wish). Being a student representative benefits both you and your fellow students. You have the chance to improve aspects of your course and let your views be known. Being a student representative is also a good thing to be able to put on your CV. The Union of Brunel Students (UBS) offers training to all students who are representatives. Students who complete the training programme receive certificates recognising the skills that they have acquired. There are also regular meetings for student representatives to raise issues and acquire further information.


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Contacting Student Representatives The results of the election of student representatives will normally published by the UBS and then emailed to all students. If you ever need to know who the representative is for your particular level/course, then please check the Student Representatives area on Blackboard. Your student representatives should be contacting you regularly (by email, discussion boards on Blackboard or by attending your lectures) asking you if you want to raise any issues about your course and letting you know what they have been discussing at Departmental, School and University meetings. You may also use the discussion board on Blackboard to discuss any current issue you may have. Student Representation On Senate And Council Senate is the academic governing body of the University. Council is the body which is responsible for the University’s estate, all financial employment, health and safety, legal and statutory issues, and promoting equal opportunities. Council appoints the Vice-Chancellor and other senior staff and determines the strategic direction of the University. Senate and Council are the most important committees within the University, each meet four times a year. The Union of Brunel Students (UBS) has representation on both Senate and Council. Student representatives ensure that issues raised by students, or issues that affect students, are properly debated and recorded within the University. There are five student representatives on Senate, including the UBS President and others nominated by UBS. Council has one student representative (and named alternate) also appointed by UBS. You may wish to consider standing for election to these bodies. The Student Union The Union of Brunel Students offers help and advice on all aspects of student life including finances, welfare, student representatives, and clubs / societies. Their website is at the following address: http://www.brunelstudents.com/ Have Your Say The University believes that it has set in place procedures for ensuring that you receive good supervision and appropriate support and facilities for your studies. It is reliant on you using the feedback mechanisms in place at School and University levels to raise any issues of concern. We have listed below the many different ways for you to provide feedback on all the different aspects of your experiences at Brunel.

Level Evaluation Survey At the end of terms one and two you will be handed a Level evaluation Survey in one of the lectures. This short survey is your opportunity to feed back to the module leaders your views on their modules, the learning resources that are offered to you and your view of the level you are studying as a whole. You will be asked to complete the confidential form in your lecture and hand it back to the lecturer at the end. The results will then be calculated and senior members of academic staff will review the comments and make any alterations where necessary.


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NSS If you’re a final year student, no doubt you will have an opinion about your experience of studying at Brunel: the lecturers, the course content, the support, things you like and enjoy and things that frustrate you. The NSS gives you a chance to express your views on key aspects of your experience. It is an important way of gauging student perceptions at Brunel and other universities across the country. Brunel can also use the results to understand which areas work well and how it can make improvements to the experiences of the students who will follow you. If you are eligible to take part, you will be contacted by Ipsos MORI, the company that independently administers the NSS, with details of how to participate. We strongly encourage you to take part, make your voice heard and help make a difference for future students. We would like as many of our eligible students as possible to complete the survey so we can gain an accurate picture of your perceptions of life at Brunel. The survey is open for eight weeks and takes around five minutes of your time. All those who take part will be entered into a prize draw.

You can participate, and read more about the survey, at www.thestudentsurvey.com

The Postgraduate Taught Experience Survey The Postgraduate Taught Experience Survey (PTES) is a national survey including most UK universities and all subjects, in which students report on their experiences at university. All students on taught postgraduate programmes (home/EU and international) are eligible to participate. The survey is administered by the Higher Education Academy on behalf of the sector. Students will receive an email from the University to their Brunel account with full details of how to participate on-line and once completed you will be eligible to enter a prize draw to win such prizes as an IPAD or Amazon vouchers. Sector-wide reports on previous PTES exercises can be found at: http://www.heacademy.ac.uk/resources/detail/postgraduate/PTES-Reports We hope that the findings will help inform and drive Brunel’s enhancement efforts at postgraduate level. Suggestion box A suggestion box and slips have been provided for you in the main entrance of the St Johns building. We hope you will make use of these to highlight any issue that you do not think appropriate to raise in any other forum.

Any feedback that is gained from students will be fed back to you in certain lectures, with an overview of what actions we intend to/have taken.


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About Your Degree – Undergraduate Degrees

This section lists the degree programmes offered by Computer Science. It also gives an overview of what you will study for each degree programme and what you need to achieve in order to progress and get an award

(degree, diploma or certificate).

Senate Regulations Your studies at Brunel are governed by Senate Regulations. Should there be any apparent conflict of interpretation or omissions, Senate Regulations should take precedence. First degrees are governed by Senate Regulation 2 and matters relating to the assessment of taught courses are governed by Senate Regulation 4. Appeals against assessment are governed by Senate Regulation 12. The Senate Regulations can be found on-line at: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/ About Schemes Of Study For each level of each degree course there is a prescribed Scheme of Studies. This is a list of subject modules and assessment blocks which must be studied for that degree. A formal document showing the schemes of studies for undergraduate degrees offered by Computer Science in detail can be found at: https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx The modules and assessment blocks that make up the scheme of studies for your level of study should be accessible to you on Blackboard. If you cannot access one of your modules or assessment blocks on your scheme via Blackboard please contact [email protected] or come to the Main Office in St Johns immediately for assistance. Module And Assessment Blocks A syllabus is published for each module and assessment block. This describes the aims, credit value, and main topics studied/assessed, the learning outcomes you should achieve on it’s successful completion, who will teach/assess it and the teaching/assessment methods which will be used. The syllabus for each module/assessment block can be found at: https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx Each module also has its own Study Guide, which are made available to you on Blackboard. These documents give you more details about how the module will run and be assessed, including submission dates for coursework. Module/assessment blocks in ISC all begin with the prefix ‘CS’. The first number indicates the level of study. Some modules run across both terms while others are taught and assessed in only one term. First Degree Courses Run By Computer Science There are currently two undergraduate degree courses, for you to choose from and one which is not offered to new students but is being run until the final cohort of students graduate. Therefore, there can be no enrolment or transfer on to Information Systems. An undergraduate normally completes a degree course in three years of academic study (plus a further year on placement for sandwich students), to be extended only at the discretion of the appropriate Examining Board.

https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx



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First degree courses run by Information Systems leading to the Degree of Bachelor of Science:

Tailoring Your Degree Whichever degree you choose – Business Computing or Computer Science - we give you the choice to tailor your programme to suit you. Having developed a fundamental understanding of your subject at Level 1, in Level 2, you can choose to follow a Business Computing or Computer Science programme. At Level 3 you choose specific 'specialist' option modules, and can focus your final year project on the area of your choice, leading to a Business Computing or Computer Science degree ‘with your specialism’. For example if you choose the Computer Science route, with Artificial Intelligence (AI), and undertake a project in AI, you can be awarded a BSc Computer Science with Artificial Intelligence. At the end of both levels 1 and 2, we will contact you, via email, to ensure you are still undertaking the degree in the subject area that most interests you. You will then be given two weeks to contact us to action an on-line Student Record Amendment Form and change yourself on to the new degree. Please email us at [email protected] to implement this change.

Course Title Availability

Computer Science – Full-Time Computer Science – Thick Sandwich

To all students

Computer Science (Artificial Intelligence) – Full-Time Computer Science (Artificial Intelligence) – Thick Sandwich

To all students

Computer Science (Digital Media And Games) – Full-Time Computer Science (Digital Media And Games) – Thick Sandwich

To all students

Computer Science (Network Computing) – Full-Time Computer Science (Network Computing) – Thick Sandwich

To all students

Computer Science (Software Engineering) – Full-Time Computer Science (Software Engineering) – Thick Sandwich

To all students

Information Systems – Full-Time Information Systems – Thick Sandwich

Only to those already enrolled on the course

Information Systems (Business) – Full-Time Information Systems (Business) – Thick Sandwich


Information Systems (E-Commerce) – Full-Time Information Systems (E-Commerce) – Thick Sandwich


Information Systems (Human Computer Interaction) – Full-Time Information Systems (Human Computer Interaction) – Thick Sandwich


Information Systems (Social Web) – Full-Time Information Systems (Social Web) – Thick Sandwich


Business Computing – Full-Time Business Computing – Thick Sandwich

To all students

Business Computing (Human Computer Interaction) – Full-Time Business Computing (Human Computer Interaction) – Thick Sandwich

To all students

Business Computing (eBusiness) – Full-Time Business Computing (eBusiness) – Thick Sandwich

To all students

Business Computing (Social Media) – Full-Time Business Computing (Social Media) – Thick Sandwich

To all students


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Group Projects You will be expected to undertake Group Projects that will provide a spine for Levels 1 and 2. We expect groups to comprise 3-5 students and involve a task that integrates much of the other material studied in that year. Level 1 group projects will involve the development of Java code using programmable, small Finch robots as a basis. Practical applications and interaction with the robots play a fundamental role in the Level 1 Group Project. Activities will thus include requirements gathering, software development, context, communication, team working, project management and in Level 2 application of different research methods (e.g. market research, usability assessment, etc.). Each team will be supervised by a member of academic staff who will be allocated to you at the beginning of the year and whom you are expected to have regular contact with. This supervisor will also act as your Personal Tutor during for the academic year. Placement Year Students taking a placement year as part of their degree programme will normally start their placement after completing their second year of study. Students benefit greatly in terms of their personal and professional development for taking a year in industry related to their course. Whilst on placement, students will have an opportunity to apply the knowledge gained from their studies to practical problems in real-life situations, whilst developing both subject-specific and transferable skills and experience, which can enhance their employability and final year study after the placement year. Placements help students make an informed choice of career on graduation as they can “try out” a role without long term commitment. In a very competitive graduate job market, placements help students get graduate jobs as they have a year’s practical experience and a reference from their employer.

Computer Science/ Business Computing

Common Core

Computer Science

Business Computing

Level 1

Level 2

Computer Science

Business Computing

General

Business Computing -

Human Computer Interaction

Business Computing - e-Business

Business Computing -

Social Media

Computer Science -

Digital Media & Games

Computer Science - Software

Engineering

Computer Science -Artificial

Intelligence

Computer Science -Network

Computing

General

Specialist

Specialist

Level 3

Professional Placement


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Many placement employers use the placement to, in effect, interview potential employees, and offer placement students jobs on graduation. On average students who have done a placement get better degrees than students who have not done a sandwich placement. In the second year of study, students are prepared for the placement year and/or their career after graduation with a pre-placement module. This is open to all students irrespective of the mode of study (full-time/sandwich). Students registered for a three-year course may transfer onto a four-year sandwich course by contacting us at [email protected] to implement this change. Students registered for a sandwich course who wish to transfer to a full-time course must first seek approval from the Placement Director. You can contact the Placement Director by email at: [email protected] On a sandwich programme, there will be one or more modules associated with the placement learning. As the placement year progresses you will construct a personal portfolio of your year in industry that will allow you to reflect on your work-based learning and demonstrate achievement of the learning outcomes. All of the assessments are designed to enable you to provide evidence of this learning and facilitate reflection and self-evaluation. The grade/s you achieve in the module/s will contribute towards your final degree classification. The amount they contribute is explained in the programme specification for your degree. If you do not satisfactorily complete the requirements for your placement year, after any reassessment which you are permitted by the Board of Examiners, you are entitled to transfer to the variant of the same degree without a placement year. Whilst on placement you are fully entitled to access departmental and university resources and we will be staying in regular contact with yourself and your manager. For further information on the placement you can access all of the learning and support material on Blackboard. Alternatively, contact the Placement Office who are also able to help with CV writing; completing application

forms; interviews and assessment centres. It arranges employer presentations and workshops on various

aspects of the recruitment process.

Choosing An Optional Module At Level 3 In your degree programmes you have a choice of two optional modules at level 3. If you are registered for one of the specialist programmes, one of your optional modules must correspond to the specialism of your programme. You are then free to choose from any of the other optional modules. This implies that it is possible for two students to take identical sets of modules and graduate with different programme names. Normally you will be asked to choose your option by the end of March in the academic year before you join level 3. In making your choice of optional modules you may find it helpful to read the syllabus for the modules. The syllabus for each module can be found at: https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx You can also consult your personal tutor, who is also your Group Project Supervisor, about module selections. Optional module selections are made well in advance to allow the university to prepare accurate timetabling information for the next academic year. Note that changes will be allowed to module choices nearer the time, but only where the capacity of the allocated rooms for that module allows. This will operate on a strictly first-come-first-served basis until room capacity is met (note that no module changes are allowed after the first two weeks of term, regardless of capacity). To make enquiries about changing your optional module, email [email protected]




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Final Year Project A project is undertaken during the final year. It runs concurrently with the taught modules. The project is an extended investigation that is supervised by a member of academic staff and for which a written report is submitted and must be directly relevant to your chosen specialisation. The management of the final year project, including the allocation of supervisors, is done by the final year project team. You can contact the team by email at [email protected] Progression Normally you will be required to successfully complete each Level of your degree, before you will be allowed to progress – i.e., to commence the next Level. In order to satisfactorily complete each Level you must have: • No credit at Grade F; • No core modules or individual core assessments with a Grade below D-; • No more than 40 non-core credits in Grade Band E (E+, E, E-); If you fail to reach this minimum standard in your first attempt at all assessments, the Board of Examiners will advise you if you are entitled to one further attempt (a reassessment) - see the section on Assessment, Re-assessment and Feedback. Award requirements Rules found in Senate Regulation 2 govern the attribution of Honours, Ordinary and Interim degrees. These can be found at the following website address: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations The University applies two tests when awarding degrees: Test One determines the highest classification which can be awarded in Test Two, based on your profile of grades. Test One: minimum profile for an honour degree To be eligible to be recommended for an honours degree at a particular class, your profile must not exceed the maximum volumes of credit permitted at Grades below D-, as set out below:

No credit at Grade F is permitted in the profile for an honours degree.

Test Two: degree classification for an honours degree A profile of your grades and a grade-point average (GPA) is created using the grades you have received. The University sets out the requirements for all honours bachelors degrees in terms of combinations of profiles of grades and grade-point averages.

Class Maximum credit volume of core modules and modules containing core assessments below D-

Maximum (non-weighted) credit volume of non-core Grade Band E (E+,E,E-)

Maximum credit volume of Grade F

Level 2 Level 3 Level 2 + 3 Level 2 Level 3

1st 0 0 0 0 0 0

2.1 0 20 0 20 0 0

2.2 0 40 20 40 0 0

3rd 0 40 40 60 0 0



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To create your profile and GPA, your grades are weighted by the credit volume and Level of each module. The weightings by Level for your degree (including the weighting applied to any placement year) are set out in the Senate Regulations and programme specifications. For an honours degree, Level 2 credits (including any credits associated with placement years) are weighted to contribute 1/3 towards the outcome of your degree, whilst Level 3 credits contribute 2/3. Taking into account any restriction to classification determined in Test One, you are eligible for the highest class of degree for which you fulfil one or more of the following criteria in Test Two:

Specific Programme And Regulation Information For Students Starting Their Degrees Prior To 2009 Progression Boards of Examiners assess your performance after the completion of each level and, if necessary, following any re-assessment. For an honours degree, progression from one level to another normally requires 120 credits, including condoned failures. Students may be allowed to progress carrying up to 40 credits of failure (to be made up later). Students who achieve fewer than 80 credits but who are permitted reassessments will need to take what is known as a part-time year to make up their missing credits, before they are allowed to progress to the next level. After reassessment, if the candidate has not reached 120 credits taking into account possible condonations, the Board can:

(a) allow a fresh start (in the case of accepted mitigating circumstances) (b) transfer the candidate to an Ordinary degree (c) require the candidate to withdraw

Class

1st 2.1 2.2 3rd

Volume of grades (weighted) in Class or better

Minimum weighted GPA

At least 33% of grades (weighted) in Class or better

14.5 11.5 8.5 NA


13.5 10.5 7.5 NA


12.5 9.5 6.5 NA


11.5 8.5 5.5 NA


10.5 7.5 4.5 NA


NA NA NA 3.3


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Award Requirements Rules found in Senate Regulation 2 govern the attribution of Honours, Ordinary and Interim degrees. These can be seen on the website: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations In order to be considered for the award of any degree an undergraduate must have:

• followed an approved Scheme of Studies throughout • been awarded minimum credits as follows:

• 100 at Level 1, • 100 at Level 2, • 60 at Level 3, and • a further 40 at Levels 2 or 3 • obtained an overall weighted mark of at least 35%

An Honours Degree may be considered if the undergraduate has achieved all of the following:

• satisfied the conditions set out in Senate Regulations 2 • been awarded a minimum of 120 credits at levels 1, 2 and 3 • completed a Project of a standard commensurate with the degree being considered • obtained an overall weighted mark of at least 40%

Subject to the conditions set in Senate Regulations 2, the broad guidelines for Honours Degree recommendations are:

70% or over First Class 60% - 69% Second Class (Upper Division) 50% - 59% Second Class (Lower Division) 40% - 49% Third Class

The final average is calculated from the student’s level 2 and 3 averages, using a weighting of one third for level 2 and two thirds for level 3. The worst 20 credit mark is discounted from the level 2 and level 3 average calculations. Undergraduates who discontinue their studies at an intermediate stage, or who complete their course but do not fulfil the conditions set in Senate Regulation 2, are considered for the award of a Pass Degree or alternatively a Diploma in Higher Education (CertHE) or Diploma in Higher Education (DipHE) in the terms set out in Senate Regulation 2 and its associated regulations. As a guide, 120 credits are needed for the award of a CertHE and 240 credits are needed for the award of a DipHE. Other Awards If you do not successfully complete all the requirements for progression to the next Level of your programme, or all the requirements to receive the award for which you are aiming, you may still be eligible for an award in recognition of what you have achieved on the programme. You will normally only receive one award: the highest award for which you have met the requirements at the point that you leave the programme:

• The Certificate of Higher Education (CertHE) is normally available where you have successfully completed Level 1 of an honours degree programme. • The Diploma of Higher Education (DipHE) is normally available where you have successfully completed Levels 1 and 2 of an honours degree programme.

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations


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The minimum requirement for the satisfactory completion of a Level of undergraduate study for an honours degree is set out above (see 'Progression'). The programme specification for your degree will explain if these awards are available, and if there are any requirements relating to core assessments which must be met before you can receive a CertHE or DipHE.

• The ordinary bachelors degree is a version of the degree which has a smaller volume of credit and is not classified. If you have not met the requirements for progression to the next Level of the honours degree programme, you may be allowed to transfer to an ordinary degree programme. Alternatively, you may be awarded an ordinary degree if you fail an honours degree, but do fulfil the requirements for an ordinary degree (if available). Your programme specification will provide details.

Accreditation Of Prior Learning And Awards The University has policies on how accredited prior learning (APL) will be counted when considering the eligibility of students for awards. These are set out in Senate Regulation 2.25-2.37. The School will be able to confirm to you any modules from which you have been given exemption, whether the exemption is graded or ungraded and how this will be taken into account when making decisions about progression between Levels and about the award of degrees and other qualifications.


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About Your Degree – Taught Postgraduate Degrees

This section lists the degree programmes offered by Computer Science. It also gives an overview of what you will study for each degree programme and what you need to achieve in order to progress and get an award (degree, diploma or certificate). Your studies at Brunel are governed by Senate Regulations. Should there be

any apparent conflict of interpretation or omissions, Senate Regulations should take precedence. Senate Regulations Taught postgraduate degrees are governed by Senate Regulation 3. Matters relating to the assessment of taught courses are governed by Senate Regulation 4. Appeals against assessment are governed by Senate Regulation 12. The Senate Regulations can be found on-line at: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations Taught Postgraduate Courses Run By Computer Science Computer Science run a number of taught postgraduate degree courses, each with its own Scheme of Studies, detailing which modules are to be studied in each period. A taught postgraduate programme is normally completed within one year (Full Time) or two years (Part Time). Taught postgraduate programmes run by Computer Science leading to the Degree of Master of Science are:

MSc Advance Computing MSc in Business Systems Integration (with SAP Technology) MSc in Information Systems Management

About Schemes Of Study For each level of each degree course there is a prescribed Scheme of Studies. This is a list of subject modules which must be studied for that degree. The schemes of studies for taught postgraduate degrees offered by Computer Science are summarised later in this document. A formal document showing your Scheme of Studies in detail can be found at: https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx The modules that make up the scheme of studies for your level of study should be accessible to you on Blackboard. If you cannot access one of your modules on your scheme via Blackboard please contact [email protected] or come to the Main Office in St John’s immediately for assistance. Modules, Assessment Blocks and Study Blocks The regulations describe the assessments in your programme as being divided into 'assessment blocks'. Assessment block refers to an assessment, or discrete group of assessments, to which a credit-rating and Level have been assigned. Assessment blocks combined with the associated block of study and teaching (a study block in the Regulations) are commonly referred to as 'modules'. We will use the term module in the following as that is the term you will usually hear. Your degree is comprised of modules usually totalling 180 credits, including a dissertation which has a volume of 60 credits. The modules and their credit values will be set out in the programme specification for your degree, which is available from https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx Modules in ISC all begin with the prefix ‘CS’. The first number indicates the level of study (5 indicating Masters level). Most Masters modules in Computer Science are taught and assessed in one term. Each module is individually assessed and each student’s overall performance is periodically assessed by Examining Boards.





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Dissertation A dissertation is normally undertaken following the completion of the taught programme. The dissertation is an extended investigation that is supervised by a member of academic staff and for which a written report is submitted. The management of the dissertation, including the allocation of supervisors, is done by the Dissertation Team. You can contact the team by email at [email protected].

The following is only applicable to students starting their studies FROM

September 2013 Awarding Of Degrees Requirements for a pass at Masters Level Maximum volume of assessment blocks (excluding dissertation) permitted in the taught part

Grade Bands A, B and C

Grade Band D

Grade Bands E and F

With grade below C- in any core block or core element of assessment

(A++, A+, A, A-, B+, B, B-, C+, C, C-)

(D+, D, D-) (E+, E, E-, F)

Any 30 0 0

Minimum grade required in dissertation

C-

Requirements for a merit at Masters Level Maximum volume of assessment blocks (excluding dissertation) permitted in the taught part


Grade Band D

Grade Bands E and F


(A++, A+, A, A-, B+, B, B-, C+, C, C-)

(D+, D, D-) (E+, E, E-, F)

Any 0 0 0

In addition, at least one of the following Rules (a) to (e) must be met:

Requirements for distinction at Masters level Maximum volume of assessment blocks (excluding dissertation) permitted in the taught part

Volume of (weighted module) grades at B- or better in the taught part

GPA (grade point average) of weighted module grades in the taught part

Minimum grade in dissertation (all rules)

Rule (a) At least 33% At least 11.5 B-

Rule (b) At least 41% At least 10.5


Rule (d) At least 58% At least 8.5

Rule (e) At least 66% At least 7.5


Grade Band D

Grade Bands E and F


(A++, A+, A, A-, B+, B, B-, C+, C, C-)

(D+, D, D-) (E+, E, E-, F)

Any 0 0 0


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In addition, at least one of the following Rules (a) to (e) must be met:

Volume of (weighted module) grades at A- or better in the taught part

GPA (grade point average) of weighted module grades in the taught part

Minimum grade in dissertation (all rules)

Rule (a) At least 33% At least 14.5 A-



Rule (d) At least 58% At least 11.5

Rule (e) At least 66% At least 10.5

Where the credit value of the modules included in the profile for an individual Masters degree award is greater than 180, this is set out in the relevant Programme Specification. Where an award includes a module which has zero credits, the achievement required in that module for the successful completion of any award is set out in the relevant programme specification. If you do not successfully complete all the requirements to receive the award for which you are aiming, you may still be eligible for an award in recognition of what you have achieved on the programme. You will normally only receive one award: the highest award for which you have met the requirements at the point that you leave the programme. This could be either a:

Postgraduate Diploma (PGDip) Postgraduate Certificate (PGCert)

The programme specification will explain if these awards are available, and if there are any requirements relating to core assessments which must be met before you can receive either of the above awards. The normal requirements for a PGDip and PGCert are as follows: Requirements for a Postgraduate Diploma Maximum volume of assessment blocks (excluding dissertation) permitted in the taught part

Where it is permitted to include the dissertation in the profile for a Postgraduate Diploma award, this is set out in the relevant Programme Specification. Requirements for a Postgraduate Certificate Maximum volume of assessment blocks (excluding dissertation) permitted in the taught part


Grade Band D

Grade Bands E and F


(A++, A+, A, A-, B+, B, B-, C+, C, C-)

(D+, D, D-) (E+, E, E-, F)

Any 30 0 0


Grade Band D

Grade Bands E and F


(A++, A+, A, A-, B+, B, B-, C+, C, C-)

(D+, D, D-) (E+, E, E-, F)

Any 15 0 0


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The following is only applicable to students starting their studies BEFORE September 2013

Awarding Of Degrees Rules found in Senate Regulation 3 govern the award of taught postgraduate degrees. These can be found at: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations In order for a student to achieve a particular Masters-level award, a minimum grade profile (i.e. a total volume of credit at a certain grade) needs to be achieved. The normal grade profile table for a 180-credit Masters programme is shown below.

Requirements for a Master’s Degree:

Complete 120 taught credits. Complete a dissertation with a value of at least 60 credits Achieve a minimum of grade C in 60 taught credits AND achieve a grade of D or above in

the remaining 60 taught credits. Achieve a minimum of grade C for the dissertation.

Requirements for a Master’s Degree with Merit:

Complete 120 taught credits. Complete a dissertation with a value of at least 60 credits Achieve a minimum of grade B in 60 taught credits AND achieve a grade of C or above in the remaining 60 taught credits. Achieve a minimum of grade B for the dissertation.

Requirements for a Master’s Degree with Distinction:

Complete 120 taught credits. Complete a dissertation with a value of at least 60 credits Achieve a minimum of grade A in 60 taught credits AND achieve a grade of B or C or above in the remaining 60 taught credits, so long as no more than 30 taught credits are at grade C. Achieve a minimum of grade A for the dissertation.

A candidate who completes modules to the value of 60 credits, may be eligible for the award of Postgraduate Certificate in accordance with the above table. A candidate who completes modules to the value of 120 credits, may be eligible for the award of Postgraduate Diploma in accordance with the above table. A student who fails to achieve grade C in a module or modules may retrieve up to a maximum of 40 credits of assessment and may, at the discretion of the Board of Examiners, be permitted to retrieve up to a further 20 credits of assessment. A student who fails the dissertation may be permitted to revise and resubmit the dissertation on one occasion only. All re-assessments are capped at grade C.

Award Total credit volume

Minimum grade profile required in the taught part 120 credits (modules of 15 credits)

Minimum dissertation grade required within the overall profile (60 credits)

Masters degree with distinction

180 AAAA BBCC A

Masters degree with merit

180 BBBB CCCC B

Masters degree 180 CCCC DDDD C

Postgraduate Diploma

120 CCCC DDDD -

Postgraduate Certificate

60 CCDD -



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If you fail to reach this minimum standard in your first attempt at all assessments, the Board of Examiners will advise you if you are entitled to one further attempt (a reassessment) - see the section on Assessment, Re-assessment and Feedback. If you do not successfully complete all the requirements to receive the award for which you are aiming, you may still be eligible for an award in recognition of what you have achieved on the programme. You will normally only receive one award: the highest award for which you have met the requirements at the point that you leave the programme. This could be either a:

Postgraduate Diploma (PGDip) Postgraduate Certificate (PGCert)

The programme specification will explain if these awards are available, and if there are any requirements relating to core assessments which must be met before you can receive either of the above awards.


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Assessment, Re-Assessment And Feedback

This section of your handbook explains how your degree result will be calculated and the rules for reassessment. It is a summary of the most important parts of the full degree regulations (Senate Regulations

2, 3 and 4) which are available on the University's intranet site:

http://www.brunel.ac.uk/about/administration/rules/senateregs. Assessment Of Individual Modules The learning outcomes for a module and the assessment methods and relative weighting (between assessment components) are described in the module syllabus/assessment block and study guide. This can be accessed from Blackboard. Modules and assessment blocks may be assessed by coursework only, examination only or by a combination of coursework and examination. In modules with more than one assessment component you should consult the study guide and assessment information on Blackboard in order to understand how the final mark is calculated for the module. In general you should expect to pass ALL assessment components in order to pass the module. Coursework Full details of coursework tasks and coursework deadlines will be provided on Blackboard for each module. Procedures for submission of coursework and penalties for late coursework are covered elsewhere in detail in this handbook (see under Coursework Submissions and Late Penalties). The coursework section of the handbook explains coursework requirements, deadlines, procedures for submitting work in Computer Science, and the penalties that are applied for coursework that is not handed in on time. It is important that you plan your work and meet deadlines in order to avoid losing marks. Examinations Examinations usually take place from late April to May with resit examinations in late August and early September. All examination timetables are published on the web by the University (not the Department), see http://www.brunel.ac.uk/about/administration/exams. You will not be sent examination timetables in the post. It is your responsibility to check the web, ensure that you are aware of the examination periods and keep them free from all other commitments. The length of an examination for a given module will be specified in the study guide. You should also receive information about the rubric of the examination on either Blackboard or in lectures or classes for that module. The rubric defines how many questions are asked and how many must be answered. Attendance for Examinations

The dates of the examination period for each year are published on the web before the start of the academic year. You will not be sent examination timetables in the post. You MUST ensure that you are aware of the dates. You MUST NOT be away from the University during the examination period (except, of course, for cases of genuine illness). In particular, do not arrange holidays at this time. Any such arrangements you might already have made MUST be cancelled.

Conduct in Examinations

Regulations concerning conduct in examinations can be found at http://www.brunel.ac.uk/about/administration/exams .


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Seating Arrangements A list of candidates and assigned desk numbers for each exam will be posted on the student notice board in the St John’s Building a few days in advance of the exam and put on Blackboard. Make sure you know your seat number. (A similar list will be posted outside the exam room, but, with the number of students involved, it is far less stressful to know where you will be seated in advance.) When to Arrive You are advised to arrive at the examination room at least 40 minutes before the examination is scheduled to start. If you are late (you arrive on or after the published start time), you will not be allowed to enter the examination room. What to Bring You will need your student identity (ID) card (or, if you do not have this for some reason, another form of identity such as a driving licence). You may not smoke or eat during the examination, but you can bring along a bottle of water/soft drink. You are not permitted to keep personal belongings (such as coats or bags) at your desk: you must leave them at the front, side or back of the room. Use of Calculators in Examinations You may use a calculator in any CS examination. There are no specific restrictions on which type of calculator you can use, however, under no circumstances can you use a calculator function on a mobile phone (see below). You will need to note the make and model number of your calculator on the attendance sheet that you will be asked to complete at the start of the examination. There will not be any spare calculators available to borrow during examination, so you are therefore advised to ensure your calculator is working prior to the exam and to bring a spare battery with you if applicable. Use of PDAs or Mobile Phones in Examinations The use of PDAs, mobile phones, or any other hand-held devices which facilitate wireless communication, are not admissible in the exam room. Use of Revision Notes in Examinations Revision notes are not admissible in the exam room. The University considers taking unauthorised material into an examination (including revision notes and ipads etc) as attempted deception and as a form of cheating. It is not necessary, therefore, to be caught using revision notes in an examination to receive a penalty for cheating in an examination. Having the notes in the examination room is itself an offence. See the handbook section on plagiarism, cheating and collusion for more information. Class Tests And Presentations

In some modules you may be asked to sit class tests or give presentations. You will be notified when and where these will take place. It is important not to miss these tests or presentations as they form part of your assessment. If tests or presentations are missed it is not normally possible to take them at a later time, though always check with the module leader and personal tutoring team ([email protected]) if you have mitigating circumstances. All class tests will be held under official examination conditions.


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Group Work

Group work is an integral part of many of the modules which are taught in the department, the main aim of this is to prepare graduates for the kind of situation that they will encounter in the “real world” after graduation or even on Professional Placement. Indeed one might argue that an education system that only expects individual work is poor preparation – “the real world is not like that…” Students are expected to play their part in the group activities and to negotiate with one another over roles, contributions and responsibilities to see the project through. Having done so you are then expected to commit time and effort to making the group work. It is not for teaching staff then to nag and cajole you into action as all university students are expected to take adult responsibility. Every year a few students find it difficult to cooperate with their colleagues on group work. Students who do not cooperate, who fail to turn up to meetings arranged with their colleagues, who do not contribute their agreed preparation, who don’t even turn up to meetings arranged specifically to rescue a dysfunctional group, have only themselves to blame if their colleagues eventually give up on them or they fail to achieve their desired grade. Undergraduate Assessment The regulations describe the assessments in your programme as being divided into 'assessment blocks'. Assessment block refers to an assessment, or discreet group of assessments, to which a credit-rating and Level have been assigned. Assessment blocks (combined with the associated block of study and teaching – a study block in the Regulations) are, currently, commonly referred to as 'modules'. We will use the term module in the following as that is the term you will usually hear. Each Level of an honours degree is comprised of modules totalling 120 credits. (Where a variant of a degree is offered with an additional placement year, (commonly known as a 'sandwich programme') the placement year is comprised of an additional 120 credits, arranged in one or more modules). Each Level has a weighting when determining the outcome of a degree. The modules, their credit values and Levels, and the weighting of Levels for your degree will be set out in the programme specification for your degree, which is available from: https://moss.brunel.ac.uk/sitedirectory/documentarchive/Pages/default.aspx Grading And Marking Each assessment will be either graded or marked, as appropriate to the type of assessment in question. The following table indicates the relationship between marks, grades and the equivalent degree class.

Indicative Mark Band

Degree class equivalent

Grade Grade Point

90 and above 1 A* 17

80-89 1 A+ 16

73-79 1 A 15

70-72 1 A- 14

68-69 2.1 B+ 13

63-67 2.1 B 12

60-62 2.1 B- 11

58-59 2.2 C+ 10

53-57 2.2 C 9

50-52 2.2 C- 8

48-49 3 D+ 7

43-47 3 D 6

40-42 3 D- 5

38-39 Fail E+ 4

33-37 Fail E 3

30-32 Fail E- 2

29 and below Fail F 1



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Panels and Boards of Examiners are responsible for all aspects of the assessment of your programme. The University has generic grade descriptors for its undergraduate awards. These describe at a general level the standards against which your work is assessed. These can be found below, however, more detailed descriptors related specifically to each module will normally be published on Blackboard or provided by the module leader. These generic grade descriptors are intended to be used as a tool throughout the assessment process (in assessment design, marking/grading, moderation, feedback, and appraisal) for any assessment set at each Undergraduate Level in the University. They are designed to show no disciplinary bias and are not intended to act as surrogate Level, award or award classification descriptors. The grade descriptors should be read in conjunction with the learning outcomes associated with the assessment and their interpretation should take into account the Level of study of which the assessment is a part (termed here “the current Level”).

Core Assessments Individual assessments, or whole modules, may be defined as core. A core assessment or core module is one which, if taken, must be passed at grade D- or better in order to be eligible for the award in question. An assessment or module may be core for one award and non-core for another award.

Grade A*

Clearly demonstrates a highly sophisticated, critical and thorough understanding of the topic. Provides clear evidence of originality and independence of thought and clearly demonstrates exceptional ability to develop a highly systematic and logical or insightful argument, solution or evaluation at the current Level. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Shows an exceptionally high level of clarity, focus and cogency in communication at the current Level.

Grade Band A (A+, A, A-)

Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of independence of thought and clearly demonstrates the ability to develop a highly systematic and logical or insightful argument, solution or evaluation at the current Level. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Shows a high level of clarity, focus and cogency in communication at the current Level.

Grade Band B (B+, B, B-)

Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Provides some evidence of independence of thought and clearly demonstrates the ability to develop a systematic and logical or insightful argument, solution or evaluation at the current Level. Demonstrates a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Shows clarity, focus and cogency in communication at the current Level.

Grade Band C (C+, C, C-)

Demonstrates a systematic and substantial understanding of the topic. Demonstrates the ability to develop a systematic argument or solution at the current Level. Demonstrates a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Provides evidence of clarity and focus in communication at the current Level.

Grade Band D (D+, D, D-)

Provides evidence of a systematic understanding of the key aspects of the topic. Demonstrates the ability to present a sufficiently structured argument or solution at the current Level. Demonstrates an acceptable degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at the current Level. Provides evidence of effective communication at the current Level.

Grade Band E (E+, E, E-)

Provides evidence of some understanding of key aspects of the topic and some ability to present an appropriate argument or solution at the current Level. Demonstrates some competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc at the current Level. Provides some evidence of effective communication at the current Level. However, there is also evidence of deficiencies which mean that the threshold standard (D-) has not been met.

Grade F Work that is unacceptable.


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You should consult the programme specification for your programme to make sure that you know which modules or individual assessments are core for your intended award. Please note that core does not mean the same as compulsory. A compulsory module is one which must be taken i.e. not optional) in order to satisfy the requirements for an award. Feedback On Your Work You will normally receive written feedback (including a provisional grade) for all coursework submissions by the date that the Module Leader states in the Study Guide, usually within 15 working days of the coursework deadline (or when you hand in the work in the case of late submissions). Feedback is provided electronically via Blackboard. If feedback is not provided in a timely way you should contact the module leader in the first instance. If it proves necessary then you should contact the level co-ordinator, Undergraduate Director, Postgraduate Director or Course Leader. You are also entitled to request additional oral feedback on your work should you need this. You should arrange an appointment with the module leader if you require such additional feedback. You will not receive written feedback on your examination performance. However, you are entitled to ask for oral feedback on your examination work. You should arrange an appointment with the module leader if you require such feedback. You will be informed of the final mark/grade for each module by means of a transcript which will be issued after the Examination Board has been held at the end of the Level (normally in June/July for taught modules). Undergraduate Reassessment Reassessment allows students who have not met the minimum requirements at a Level (at the first attempt) a further opportunity to meet at least the minimum requirements in certain situations. At Level 3, this may have the effect of giving you the opportunity to meet the minimum requirements for a degree after reassessment; or it may give you the opportunity to improve the class of your degree. A student can normally be reassessed on one occasion only in any assessment. The maximum grade you can receive in reassessment is D- for the relevant module. The assessment of Task 1 of the specialist Level 3 modules, which will be undertaken in Term 1, will be confirmed by the Panel of Examiners and, if necessary, the Board of Examiners will offer a reassessment of Task 1 in Term 2, subject to the re-assessment limitations of SR2. A student who fails to achieve grade D- in Task 1 at both the first and second attempt will not be eligible for any further assessment/re-assessment in the module (including Task 2). Students who have been confirmed as passing Task 1, at either first or second attempt, will also take Task 2. At Level 1 you are entitled to reassessment in the whole of, or any element of, modules totalling up to 60 credits if you have not met the minimum profile for progression to Level 2. If you would need reassessment in more than 60 credits at first assessment in Level 1 in order to meet the requirements for progression, you will not be entitled to reassessment and will be required to withdraw from the programme.

At Level 2 or Level 3, you are entitled to reassessment in the whole of, or any element of, modules totalling up to 40 credits in order to meet the minimum profile for progression or for final award. If you would need reassessment in more than 40 credits, in either Level 2 or 3, in order to meet the requirements for progression or final award, you will not be entitled to reassessment and will be required to withdraw from the programme. When determining the volume of credit which needs to be reassessed, the credit rating of the whole module affected counts towards the volume of credit to be assessed, even if you are not being reassessed in all the elements, or not all the elements are core assessments for your degree. Reassessment may take a number of forms, as determined by the Board of Examiners and the nature of the assessment task. This information will be provided to you by letter following the Board of Examiners meeting in June.


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If, after reassessment, you still do not meet the minimum requirement for satisfactory completion of a Level or for the award of a degree you will be required to withdraw from the programme. In these circumstances you may be eligible for a lower award (see 'Other Awards', below). Please note that the rules for reassessment are different in several ways from the above if you have mitigating circumstances, accepted by the Board of Examiners, for your performance in the original assessment. 'Mitigating circumstances' are explained further in the relevant section of this handbook. Timing Of Reassessment At any Level, if you are being reassessed in no more than 40 credits of assessment this reassessment will normally take place within the same academic year. The arrangements and timing for reassessment may vary for different assessments on your programme. At Level 1, if you are being reassessed in more than 40 and no more than 60 credits of assessment you will be expected to re-study the relevant parts of Level 1 on a part-time basis (for that year only) in the next academic year. You will therefore have to spend 2 academic years in Level 1 and will only be permitted to progress to Level 2 on meeting the minimum requirements for satisfactory completion of Level 1 (as described above). Students who have exceptionally been permitted to undertake more than 60 credits of re-assessment will be classified as a full time student. Specific Assessment And Re-Assessment Regulation Information For Students Starting Their Degrees Prior

To 2009 Undergraduate Assessment Each module in a programme is assessed for the award of credits. The pass mark for undergraduate modules is 40%. In order to pass a module you must demonstrate that you have met the learning outcomes of the module (as defined in the syllabus and study guide). Each module is assessed according to the following standard set of grade descriptors:

Band 1 80-100 Grade A

Exemplary work, which could be recommended as a comprehensive representation of the best that is expected of an undergraduate at this Level, produced across many aspects of the assessment.

70-79 Grade A

A consistently authoritative grasp of the concepts, methodology and content appropriate to the subject discipline, demonstrated through depth and confidence in understanding of issues underpinning the assessment tasks.

Band 2i 60-69 Grade B

Very good. A confident level of understanding at this Level based on an assured grasp of relevant concepts, methodology and content, demonstrated through evidence of significant skill in interpreting complex material articulated with a high level of competence.

Band 2ii 50-59 Grade C

Good. A coherent response at this Level to the requirements of the assessment tasks, demonstrated through evidence of accurate restatement and organization of relevant concepts and material.

Band 3 40-49 Grade D

Acceptable. A response that shows awareness of the requirements of the assessment tasks demonstrated through evidence of some reading and organization of relevant source material and of an attempt to draw relevant conclusions. Evidence of attainment of all learning outcomes described at threshold level.

Fail 30-39 Unsatisfactory. Work that does not show achievement of some learning outcomes described at threshold level, but which may demonstrate sufficient evidence to suggest that Band 3 is not wholly beyond the grasp of the student.

20-29 Unacceptable. Work that, in most regards does not demonstrate the achievement of learning outcomes described at threshold level.

0-19 Unacceptable. Work that, in all respects, does not demonstrate achievement of learning outcomes at threshold level.


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More detailed descriptors related specifically to each module will normally be published on Blackboard or provided by the module leader.

Where the overall mark for a module is 40% or above, the credit for that module will be awarded. The Board of Examiners may, at their discretion, condone modules up to 40 credits per level where the mark achieved is below 40%. This means that, while a fail mark is recorded, the credits are awarded and reassessment will not be required. Normally the Board of Examiners will only consider condonation for marks in the range 35-39 and where a student’s marks are otherwise good. A mark of less than 40% in the final year project cannot be condoned. Undergraduate Reassessment Students at level 1 or 2 who fail a module may be offered an opportunity to be reassessed in that module. Students will have the right to take reassessments if they have passed at least half of the credits for that level (i.e. 60 credits). Reassessments may also be offered for students with fewer than half of the required credits at the discretion of the Board of Examiners. Reassessments are not offered for level 3 modules except for where mitigating circumstances have been accepted by the Board of Examiners. It is also possible to have reassessment in the final year project if, but for the failure in the Level 3 project, the student would be eligible for the award of an honours degree, s/he will be entitled to reassessment in the project. Only one reassessment opportunity is allowed per module. Students will be informed if they need to be reassessed in any module via their progress report/transcript which is sent out after the meeting of the Board of Examiners in June/July. The assessment of Task 1 of the specialist Level 3 modules, which will be undertaken in Term 1, will be confirmed by the Panel of Examiners and, if necessary, the Board of Examiners will offer a reassessment of Task 1 in Term 2, subject to the re-assessment limitations of SR2. A student who fails to achieve grade D- in Task 1 at both the first and second attempt will not be eligible for any further assessment/re-assessment in the module (including Task 2). Students who have been confirmed as passing Task 1, at either first or second attempt, will also take Task 2. Timing Of Reassessment At any Level, if you are being reassessed in no more than 40 credits of assessment this reassessment will normally take place within the same academic year. The arrangements and timing for reassessment may vary for different assessments on your programme. At Level 1, if you are being reassessed in more than 40 and no more than 60 credits of assessment you will be expected to re-study the relevant parts of Level 1 on a part-time basis (for that year only) in the next academic year. You will therefore have to spend 2 academic years in Level 1 and will only be permitted to progress to Level 2 on meeting the minimum requirements for satisfactory completion of Level 1 (as described above). You will need to study what is proscribed for the module for that academic year. You will need to do all components of assessment, even if you passed some elements on the first attempt. The maximum mark that will be awarded will be 40% grade D. A candidate who fails to complete a reassessment in the time period specified by the Board of Examiners will be deemed to have failed that assessment. Students who have exceptionally been permitted to undertake more than 60 credits of re-assessment will be classified as a full time student.


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The following is only applicable to students starting their studies FROM September 2013

Postgraduate Assessment Grading and Marking Each assessment (other than those assessed on a pass/fail basis) will be either graded or marked, as appropriate to the type of assessment in question. The following table indicates the relationship between marks and grades.

Indicative Mark Band

Grade Grade Point

90 and above A++ 17

80-89 A+ 16

73-79 A 15

70-72 A- 14

68-69 B+ 13

63-67 B 12

60-62 B- 11

58-59 C+ 10

53-57 C 9

50-52 C- 8

48-49 D+ 7

43-47 D 6

40-42 D- 5

38-39 E+ 4

33-37 E 3

30-32 E- 2

29 and below F 1

Panels and Boards of Examiners are responsible for all aspects of the assessment of your programme. The University has generic grade band descriptors for its postgraduate awards. You should also ensure that you are familiar with any relevant subject-specific marking criteria for your programme, which can be found in the module Study Guides.

Core Assessments Individual assessments, or whole modules, may be defined as core. A core assessment or core module is one which, if taken, must be passed at grade C- or better in order for you to be eligible for the award in question. An assessment or module may be core for one award and non-core for another award. You should consult the programme specification for your programme to make sure that you know which modules or individual assessments are core for your intended award. Please note that core does not mean the same as compulsory. A compulsory module is one which must be taken (i.e., not optional) in order to satisfy the requirements for an award. Masters-Level Grade Descriptors

These generic grade descriptors are intended to be used as a tool throughout the assessment process (in assessment design, marking/grading, moderation, feedback and appraisal) for any assessment set at Masters Level in the University. They are designed to show no disciplinary bias and are not intended to act as surrogate award or award classification descriptors. The grade descriptors should be read in conjunction with the learning outcomes associated with the assessment. Grade A++ Work of exceptionally high quality, commensurate with publication in a highly esteemed peer-reviewed journal. Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides clear evidence of originality and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows exceptional clarity, focus and cogency in communication.


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Grade Band A (A+, A, A-) Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of originality of thought and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows excellent clarity, focus and cogency in communication. Grade Band B (B+, B, B-) Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Clearly demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows a high level of clarity, focus and cogency in communication. Grade Band C (C+, C, C-) Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Provides evidence of clarity, focus and cogency in communication. Grade Band D (D+, D, D-) Provides evidence of some critical understanding of the topic. Demonstrates some ability to develop a structured argument or evaluation. Demonstrates an acceptable degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise, but not at Masters Level. Provides evidence of effective communication. Grade Band E (E+, E, E-) Work that demonstrates significant weaknesses, but which provides strong evidence that Grade D is within the reach of the student. Grade F Work that is unacceptable.

Feedback Using Grades For each assessment at Masters Level, grades are assigned in terms of meeting the threshold requirement for the grade assigned. It is important to note that, for feedback purposes, staff are free to use qualifiers for grades (e.g., B+, B, B-) to indicate how far away from threshold a student’s performance is, but what is recorded in the student record system, and used in calculating the award, is the unqualified grade. Please note that a grade or mark can only tell you so much – the feedback commentary (e.g., how the work could be improved) is the most important and useful part of the feedback. Progression Requirements Any programme-specific progression requirements for individual programmes leading to awards are set out in the relevant programme specification. If you are undertaking a Level 4 programme element, you must meet the requirements for successful completion of the Level 4 programme element, as set out in the relevant programme specification, in order to progress to the Masters-level parts of the programme. However, Brunel Level 4 credit is not included in the profile or calculation used to determine your eligibility for a Masters degree award.

Reassessment

You will normally be entitled to reassessment on one occasion in Masters level taught part modules totalling up to a maximum of 60 credits if you:

1. fail to achieve at your first attempt at least a grade of C- in any taught part assessment block, including any modules designated ‘core’ under this Regulation; or fail to achieve a 'pass' in any 'pass'/'fail' modules; 2. fail to achieve at your first attempt at least a grade of C- in any element of assessment designated as 'core' under this Regulation; or fail to achieve a 'pass' in any 'pass'/'fail' element of assessment.


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If you do not achieve a grade of C- in your first attempt at a Masters level dissertation, you will be entitled to revise and resubmit such a dissertation on one occasion provided that you have achieved at least a grade of E- at the first attempt. Entitlement to reassessment in Brunel Level 4 assessment blocks is set out in the relevant programme specification.

The maximum grade which will be awarded in any Masters level module (including the dissertation) subject to reassessment is C- (the threshold grade).

If you achieve a lower standard in reassessment than in first assessment, the higher grade is counted when a Board of Examiners considers your eligibility for an award. If, after reassessment, you still do not meet the minimum requirement for the award of a masters degree you may be eligible for a lower award (see 'Other awards', below). Please note that the rules for reassessment are different in several ways from the above if you have mitigating circumstances, accepted by the Board of Examiners, for your performance in the original assessment. 'Mitigating circumstances' are explained further in the relevant section of this handbook.

Timing of reassessment – full-time students If you are studying full-time and are required to undertake up to 45 credits of reassessment in taught modules (ie not your dissertation), you will normally complete these within thirteen months of having started your masters-level study, if you are undertaking a one-year full-time programme leading to a masters degree. If you are required to undertake more than 45 credits of reassessment, the Board of Examiners will make a decision about the timing.

Accreditation of prior learning and awards (also known as ‘recognition of prior learning’) The University has policies on how accredited prior learning (APL) will be counted when considering your eligibility for awards. These are set out in Senate Regulation SR3.25 – 38. The School will be able to confirm to you any modules from which you have been given exemption, whether the exemption is graded or ungraded and how this will be taken into account when making decisions about the award.

The following is only applicable to students starting their studies BEFORE September 2013

Postgraduate Assessment Under Senate Regulation 3 (2006 onwards), assessment of taught postgraduate students is carried out using the grade descriptors listed at the end of this section. Students are awarded grades for modules and individual elements of assessment within modules based on how well they achieve the defined learning outcomes. The grade descriptors are in line with masters level definitions set out in the QAA Framework for Higher Education Qualifications.

You may have become used to receiving a percentage mark for your assessments in higher education and therefore a brief explanation of the grading system used at Brunel for all postgraduate programmes follows. It is important to recognise that in this grade-based assessment system, grades define thresholds of achievement against defined learning outcomes. It has been recognised that percentage marks have evolved to mean different levels of achievement across the disciplines nationally; thus any regulations which seek to ensure equity of standards across the University cannot make use of percentage marks as reference points. Therefore, the University defines a set of grade descriptors to be the primary reference point for academic standards. The definition of academic standards, to be used in assessing all student work across the University is therefore qualitative rather than quantitative. This system is also intended to promote the conscious exercise of academic judgement by academic staff, who can clearly explain why a piece of work has or has not, in their professional academic judgement, attained a given grade against the defined criteria.


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What this gives the student: A grade based on the quality of an assessment submission and graded according to how well the student has achieved a particular learning outcome or set of learning outcomes. The grade descriptors provide additional generic feedback for where the students’ assessment stands in the grading scheme. A grading scheme that produces a similar statistical distribution of awards to other grading/marking systems. An approximately similar grade distribution to other grading/marking systems. A module grade calculation mechanism and grade-based award profile requirement that together provide a robust and transparent recognition of their achievement of learning outcomes.

Feedback Using Grades For each assessment at Masters Level, grades are assigned in terms of meeting the threshold requirement for the grade assigned. It is important to note that, for feedback purposes, staff are free to use qualifiers for grades (e.g., B+, B, B-) to indicate how far away from threshold a student’s performance is, but what is recorded in the student record system, and used in calculating the award, is the unqualified grade. Please note that a grade or mark can only tell you so much – the feedback commentary (e.g., how the work could be improved) is the most important and useful part of the feedback. Module Grade Calculation At the module level, if a module has more than one assessment element (e.g., exam, essay, assignment) the overall grade for the module is determined by calculating a particular weighted combination of the grades in the individual elements of the module. This overall module grade is not intended to be a simple average of grades. The calculation is based on the principle that, for a given set of element weightings, the greater the disparity of element grades achieved the greater the influence of the lower grades on the overall module grade. Again, the principle of thresholds is crucial, as the system is intended to ensure that a student who has not consistently reached a threshold cannot attain that grade overall. For more information on the module grade calculation please visit: http://intranet.brunel.ac.uk/admin/registry/QS/modulegradecalculation.doc. Alternatively, you can download an Excel spreadsheet at: http://intranet.brunel.ac.uk/admin/registry/QS/GradesV102.xls which you can use to calculate module grades for any combination of elements, weightings and grades achieved. Masters-Level Grade Descriptors These generic grade descriptors are intended to be used as a tool throughout the assessment process (in assessment design, marking/grading, moderation, feedback and appraisal) for any assessment set at Masters Level in the University. They are designed to show no disciplinary bias and are not intended to act as surrogate award or award classification descriptors. The grade descriptors should be read in conjunction with the learning outcomes associated with the assessment.

Grade A* (Masters dissertations only) Work of exceptionally high quality, commensurate with publication in a highly esteemed peer-reviewed journal. Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides clear evidence of originality and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows exceptional clarity, focus and cogency in communication.

http://intranet.brunel.ac.uk/admin/registry/QS/modulegradecalculation.doc

http://intranet.brunel.ac.uk/admin/registry/QS/GradesV102.xls


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Grade A Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of originality of thought and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows excellent clarity, focus and cogency in communication. Grade B Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Clearly demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows a high level of clarity, focus and cogency in communication. Grade C Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Provides evidence of clarity, focus and cogency in communication. Grade D Provides evidence of some critical understanding of the topic. Demonstrates some ability to develop a structured argument or evaluation. Demonstrates an acceptable degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise, but not at Masters Level. Provides evidence of effective communication. Grade E Work that demonstrates significant weaknesses, but which provides strong evidence that Grade D is within the reach of the student. Grade F Work that is unacceptable. Postgraduate Reassessment A student who fails to achieve the taught part grade profile required for the award of a Masters degree may, as of right, retrieve up to a maximum of 40 credits of assessment and may, at the discretion of the Board of Examiners, be permitted to retrieve a further 20 credits of assessment. Only one reassessment opportunity is allowed per module. Students will be informed if they need to be reassessed in any module via their progress report/transcript which is sent out after the meeting of the Board of Examiners following completion of the taught programme. Students will be reassessed in the module the next time it runs, that is in the following academic year. You will need to study what is proscribed for the module for that academic year. You will need to do all components of assessment, even if you passed some elements on the first attempt. The maximum grade recordable for a module for which any assessment element involves a second attempt is grade C. A candidate who fails to complete a reassessment in the time period specified by the Board of Examiners will be deemed to have failed that assessment. Cheating, Collusion And Plagiarism Cheating, collusion and plagiarism are regarded very seriously by the University. Having identified a case of cheating, collusion or plagiarism, the Board of Examiners is obliged to make a report to the Vice Chancellor’s Representative (Academic) in the first instance. While the likely outcome for a first year undergraduate on the first occasion is a mark of zero for the module and a resit for credit only, students who repeat the offence are very likely to be expelled from the University. Cheating, collusion and plagiarism are covered in more detail later in this handbook (see under Plagiarism, Cheating and Collusion).


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The department will actively pursue the small number of students suspected of plagiarism and cheating in order to uphold the value of the work of the majority who do not cheat.


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Administration (Departmental Quality Procedures And Boards)

This section explains a little about how the Department operates to ensure that students are assessed and marked fairly.

Module Design All modules offered in Computer Science have been formally approved by the University. Any changes to learning outcomes, assessment method, teaching method or content also need to be formally approved by the University. Before the start of the academic year, the module leader prepares a Study Guide for the module and sets the assessment(s) and marking scheme. The Study Guide, assessment tasks and marking schemes are reviewed by another member of staff (the module reviewer). Assessments are checked to ensure that they assess the learning outcomes of the module and are appropriate to the level of study. Assessments at Level 2 and above are also reviewed by the External Examiner – an academic from another University, part of whose role is to check that our assessments and marking schemes are equivalent to others in the sector. For undergraduate programmes the level co-ordinator looks at study guides and assessments from across the level. They also take steps to ensure that several assessment deadlines at the same level do not occur on the same day. For postgraduate programmes this task is undertaken by the programme directors. Module Review (Panels) Once a module has been completed the module reviewer will complete a formal review of the module which will be presented to the Department at a Panel Meeting. The module reviewer will be given all the assessment data from the module and the results of the student satisfaction questionnaire. They will also look at the coursework and examination scripts themselves. Initially they will look at a random sample of 20% of assessments from each of the grade bands (A*-D-). They will also look at all cases of failed assessment. They will check for clerical errors and that work has been appropriately classified into the grade bands. If a large number of clerical errors are found, or if there are problems with the consistency of marking, a full check of all assessments will be implemented and if necessary work will be remarked. The module reviewer will write a report based on their findings. They will also present their findings to a Panel Meeting. The Panel Meeting is made up of all academic members of staff including the UG or PG Course Director, Level Co-ordinators (UG) or Programme Directors (PG) as well as the External Examiners. The function of the Panel is to review the delivery of a module and its assessment (both examination and coursework) in order to satisfy ourselves that the assessment is a fair reflection of your achievements. As a student you cannot question academic judgement, but at the Panel Meeting the academic members of staff question academic judgement on your behalf. Boards Of Examiners Examination Boards are conducted anonymously with respect to individual candidates. They are composed of the Head of Computer Science (or a designated deputy) together with all appropriate lecturing staff involved in the modules. External examiners attend all MSc Boards of Examiners meetings and level 2 and final level 3 Examination Boards for Undergraduates. The Vice Chancellor’s representative also attends the Final Exam Board, which determines the degree classifications recommended to Senate.


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The External Examiners, appointed by the University, play a crucial role in ensuring that the assessment is a fair reflection of your achievements. They ensure that the standards of the Department are comparable with similar programmes in other Higher Education establishments. Their academic judgement is used to review both your examination scripts and your coursework. They review a sample of all examination scripts and coursework which contribute to an award (examination scripts and/or coursework at level 2 and level 3 on the undergraduate programme, and all examination scripts and/or coursework on the postgraduate programme). They view work across the full range, that is, from A to F grades. They pay particular attention to those in the fail range; this is because the consequences of failure have a greater impact on results, particularly in the case of final year projects/PG dissertations, where failure means that an Honours degree (on the undergraduate programme) cannot be awarded. They also pay particular attention to those on the borderline of any category of award. After the Board of Examiners has taken place they are obliged to write a report to the University, and this is then forwarded to the Department. The Department then reviews its procedures in light of their comments, and may make suitable changes. Additional information about the workings of Panels and Boards of Examiners can be found in Senate Regulation 4 (http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations) Correction Of Mistakes It is inevitable that with large numbers of student assessments to deal with clerical errors are occasionally made. If a student believes that a mistake has been made with regards to their assessment results, we are always more than happy to check this for them. In the first instance it is usually best to make an appointment to see the module leader (giving them time to locate and check your results first). If the module leader is not available, a clerical check can be implemented by the administrators in the Main Office in St John‟s (SJ026). If an administrative or clerical error is discovered, we will of course correct this immediately. Sometimes no administrative or clerical error is found, but a student still feels in some way that they have been awarded the ‘wrong’ grade. Here the student’s own opinion differs from the academic judgement of the marker. In such cases students are encouraged to seek further clarification in their feedback from the module leader but to note that we will never change the mark or grade. As explained above, a student does not have the right to question academic judgement; instead this is done on their behalf by the Panel Meeting.




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Progress Reports / Transcripts

At the end of each Level, you will be issued a full progress report, or transcript. This section describes the transcript and information regarding your progression on your chosen degree programme.

Transcripts Every student receives a transcript at the end of the academic year, showing their performance in all modules which have been assessed during that period, results from any previous years and the decision from the Board of Examiners. Students will receive their transcripts following the Board of Examiners meetings. For Undergraduates this will be in June or July, after the examinations. For Postgraduates this will be in both June/ July and following the next available Board of Examiners held after the agreed deadline of the dissertation. Normally this will be around November. Students will also receive a transcript following any re-assessments they have undertaken in the September resit period. Transcripts will be posted to Undergraduates at their home address, and to the term time address for Postgraduate students, so please make sure that the University/Department has your current contact details. You can update these on E-vision at any time during your studies. Details of results and progression information can also be accessed through E-vision. Progression Information The “Progression Details” section of the transcript states whether you will be allowed to progress to the next level of your programme (in the case of undergraduate students) or continue with your programme (in the case of postgraduate students). In the event of the progression decision being deferred, the overall performance for the Level will not be shown and an appropriate comment will be included on the transcript. When a decision on progress has been reached a second, complete, transcript will be issued. Further information on how to decipher your transcript is available on the reverse of each sheet provided. Additional Copies Of Your Transcript Additional copies of official transcripts will be issued free of charge for all current students. However, past students or students requiring bulk copies should be charged £22 for 10 copies and are available from the Academic and Technical Support Office (SJ026) or by emailing [email protected].


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Getting The Most Out Of Your Course

This section explains what is expected of you with regards to attendance and participation. Attendance On Your Course Yes - you must attend! That is what the course is about - being together with other students and receiving tuition so that you gain a mutual understanding of the work. Remember, your regular presence in class actually contributes to the learning experience – it is helpful to other students, as well as the tutor and of course, to you. If you are working as a group on a piece of coursework, for a presentation or a short project, non-attendance will not only affect your work but also that of your classmates. So please attend all the classes that you should - and get the most out of your course. In some modules regular attendance directly contributes to the stated learning outcomes of the module. In such cases attendance will be recorded and failure to attend an adequate proportion of the sessions could lead to failure on the module. In at least one module at each level your attendance and academic engagement will be monitored throughout the year. If at any time the department is concerned, we will write to you and request that you respond with reasons for your lack of engagement. If after a number of attempts to contact you, you do not respond, we will take actions to withdraw you from the university. Those students on a Tier 4 VISA who do not engage will be reported to the HOME OFFICE which could result in your VISA being revoked. Absence Short absences - If you are absent for a few days with a minor illness you will not normally need to take any action except to catch up with the work that you have missed. If during the absence a test or lab, etc, was missed then you will need to complete a mitigating circumstances form and submit this with any certification you may have. Longer absences - If you are absent for a longer period for a more serious reason, you will need to discuss your absence with the Personal Tutoring Team upon your return and submit mitigating circumstances with certification (email [email protected]). Mitigating circumstances are brought to the attention of the Board of Examiners who will take them into consideration when assessing your performance on the course. If you have long-term health problems (e.g. recurrent severe migraines, diabetes) you must inform the Personal Tutoring Team and give documentary evidence if requested. If you need to be away from class then let your module leader know - in advance, if you can, and preferably seek permission first. Otherwise get in touch as soon as possible. How Much Time Are We Asking You To Give Us? Each module is made up of contact time (lectures, seminars, labs etc.) and time for personal study. The breakdown for each module is shown in the Study Guide.


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On average a module of 20 credits should correspond to about 200 hours of work, counting everything, contact hours, personal work, revision and examination. So that’s 1200 study hours in an academic year of about 30 weeks, or roughly 40 hours per week. Note that you will have a maximum of 72 contact hours per 20 credits module, usually much less, so the rest of the time you are on your own or with fellow students. Typically a large proportion of the time you spend on any one module will be for private study – reading, doing exercises, preparing coursework, preparing for examinations. You are encouraged to develop regular study patterns to prevent you leaving everything to the last minute. You may find it helpful to prepare your own weekly timetable for the activities you need to do to support your study on each module. Lectures Lecture sessions are of 50 minutes duration, from 5 past to 5 to the hour. It is expected that both the lecturer and YOU will be punctual. If you are late, please go quietly and rapidly into the lecture room to a seat without a word unless spoken to by the lecturer. Some members of staff will not allow you into the lecture room if you are more than a certain number of minutes late. As a matter of courtesy to both your fellow students and the lecturer, please TURN OFF your mobile phone BEFORE entering the lecture. And please remember lectures are an opportunity for learning, NOT occasions for chatting with friends and fellow students – you have plenty of opportunity for that outside of lectures! If you are noisy or disruptive during lectures you will normally be asked to leave for the benefit of other students who have gone there to learn. Lecturers generally post some summary notes on Blackboard. Please read the notes if they are provided before the lecture. You might have questions which will be answered during the lecture or that you can ask directly during lectures or seminars. The published notes are not intended to be a carbon copy of all that is covered in the lecture. You should also take notes in the lectures. Some lecturers give notes and/or solutions to problems that might be omitted in the published lecture notes, or changes/deviations from those notes. If you miss a lecture, make sure you copy up the notes from someone else because it is your responsibility to ensure that you have studied all the material in the syllabus. Students who skip large numbers of lectures almost invariably fail the examination. A superficial understanding of the material in a lecture is no guarantee for a deep enough knowledge of the material. You need to exercise your understanding by doing some work yourselves! It does not mean that you need to work alone. Quizzing yourself or friends is a powerful way to make progress and deepen your understanding of the material. Seminars And Classes To fully benefit from the close contact with a member of staff during seminars or classes, YOU SHOULD HAVE ATTEMPTED any questions given out before the session and done any other prior preparation required. Watching students deciphering lecture notes or exercises for the first time is a waste of your and staff time. Note that seminars are there for your benefit. Lab Classes In technical modules lab classes are vital in supporting your learning. You may think that you understand programming concepts, but you can never be sure until you try them out in a practical context. In lab classes there will be staff available to help you if you go wrong. Do not be afraid to ask for help, that is what we are there for.


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Staff Absence From Teaching Sessions Sometimes, due to unforeseen circumstances, staff may either be late to or are unable to attend a teaching session or meeting. When possible you will be contacted via email and/or text to let you know the situation at that time and what alternative arrangements are being put in to place. If you are still awaiting the arrival of a lecturer after 10 minutes of the timetabled start time, please either email [email protected] or phone 01895 265975 and we will make the necessary investigations for you. Blackboard Exercises And Quizzes In a number of modules there will be Blackboard exercises and quizzes available to support your learning. In some cases these exercises may contribute to the formal assessment of the module and in other cases they may be there purely to help you assess your own progress on the module. You should try to keep up to date with any exercises and quizzes. They are there to help you. Deadlines Ensure that you make a careful note of when your assessment deadlines are due. Try not to leave working on these tasks until the last minute – this is stressful for you and tends to lead to poor quality work. Remember that you may have several assessments (for different modules) due around the same time and that you will need to plan for this. Similarly don’t leave online submission of your work until close to the deadline. Computer crashes, problems with web server connections, etc. do occur, and you should therefore plan your submissions with this in mind. If you submit work late for reasons of this kind, you should understand that the Department will not consider this as a reasonable cause for the delay, as this was something that you should have planned for - but did not. Although it is possible to submit work late, this will be penalised in the marking (with capping applied) and may lead you to fail the task (this is explained further in the handbook section on coursework and late coursework). N.B. Take care when submitting your work electronically. It is your responsibility to ensure you know how to use the submission system and that you upload the correct file/s. We can only mark what you submit – if this is nothing, or an incorrect version of the files, your assessment could be affected. Effective Learning Week (Undergraduates Only) For Undergraduate students Effective Learning Week is a break from formal subject-specific teaching activities (lectures and seminars) and applies to all undergraduate modules in Computer Science. There is one Effective Learning Week in term 1 and one in term 2. During these weeks you should be revising what you have covered so far that term so that you can better understand what is still to come. The university also offers a number of very useful free sessions on topics such as essay and dissertation writing, exam technique and job applications (see http://www.brunel.ac.uk/life/study/library for further information). You are strongly encouraged to attend sessions relevant to your studies. Masters Dissertation Week (Postgraduates Only) For Postgraduate students the University will run a Masters Dissertation Week (provisionally planned for the week following the summer examination period). A number of free sessions will be available to support students undertaking dissertation work. See http://www.brunel.ac.uk/life/study/library for further information. You are strongly encouraged to attend sessions relevant to your studies.


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Submitting, Presenting And Referencing Your Work This section explains how to present your work and reference effectively to avoid any suspicion of plagiarism. Preparing Coursework For Electronic Submission Most coursework for submission in Computer Science will need to be prepared and submitted electronically (via Blackboard). Exceptions may include class tests or presentations where you will be given specific instructions by the module leader. File formats Unless otherwise indicated, the following file formats should be used for the following types of submission:

File naming conventions Unless otherwise stated, you should use your university registration number as the file name for files that you submit via Blackboard. Thus for a word file the naming convention would be <student number>.doc For example, a student whose registration number is 0123456, who was asked to submit a Word file, would name their file 0123456.doc. To avoid problems with Blackboard you are advised not to submit rtf files. Submitting multiple files via Blackboard Sometimes you may need to submit more than one file for a single coursework assignment, perhaps a written report together with a copy of your source code. Unless directed otherwise you should create a zip file containing all the required files (each named according to the conventions described above). The zip file should be named using the convention <student number>.zip For example, if a student with the registration number 0123456 was asked to submit a Word file of their report together with a text file with their code, they would submit a file called 0123456.zip containing two files: 0123456.doc and 0123456.txt. General layout conventions For advice on general layout conventions, see the following ISC template document in this handbook. The template can be used as the basis for producing your own coursework tasks as the key formatting conventions are already coded into the style of the document (see ISC template for more detail). More detailed requirements will be in place for the Final Year Project and Dissertation reports. Templates for these reports can be found in the Blackboard resources for these modules. The following three pages are a template for your coursework submissions

Document Type File type

Written report or essay Microsoft Word

Presentation Microsoft PowerPoint

Spreadsheet Microsoft Excel


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Coursework Template

CS1001: Introduction to ISC Task 1: Example Template Document Submission date: 10 December 2008

Student ID: 0765431


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Contents: Introduction .......................................................................................................................... 1 Font and Formatting ............................................................................................................ 1 Figures and Tables .............................................................................................................. 1 Figures .................................................................................................................................. 2 Tables .................................................................................................................................... 2 Naming files .......................................................................................................................... 2 Report styles ......................................................................................................................... 2 Format for references ........................................................................................................... 2 References ............................................................................................................................. 2


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Introduction This document is a template that you can use as a basis for most coursework submissions in the Computer Science subject area (modules starting CS). The main aim of following a template is to ensure (a) you provide the information needed to mark your work and (b) that your document is attractive and readable. Font and Formatting For main text use either 10 or 12 point font of any readable font size (Ariel or Times New Roman are both safe choices). Larger fonts can be used for titles. Paragraphs should be left justified (right is optional). New paragraphs should be indicated by a single blank line of text. Do not indent the start of a new paragraph. The title of the document, your student ID number and the page number must be shown on every page. The easiest way to do this is in the Header and Footer as shown in this template. Documents should be A4 unless specifically stated in the coursework instructions. Margins should be at least 2.5cm. Figures and Tables Figures Figures should be numbered (e.g. figure 1) and named. Figures should be referred to in the text. This is illustrated by figure 1 below.

Figure 1: A student

Tables Tables should be numbered (e.g. table 1) and named. Tables should be referred to in the text. This is illustrated by Table 1 below.

Table 1: Standard file formats accepted in ISC

Report styles In many modules you may be given specific guidance on the style of report that is required. This will apply particularly to the dissertation / final year project, where there will be special requirements in addition to what it shown in this template. Make sure that you check and follow any specific requirements for each of your modules. Using styles in Microsoft Word This example document has been prepared using a template with particular styles set up (see format/styles and formatting). To get the most out of this when using this as a template you should use the drop down style menus to format parts of the document. For example the title above has been formatted by selecting “Heading 2, Section Heading” from the style menu. This automatically generates all the features required of the heading (font size, bold, keep-with-next). It also allows for the automatic generation of a table of contents based on the headings used in the document (using insert/reference/index and tables).

Document Type File type

Written report or essay Microsoft Word

Presentation Microsoft PowerPoint

Spreadsheet Microsoft Excel


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GOOD ACADEMIC PRACTICE Introduction

Good academic practice involves completing your academic work independently, honestly and in an appropriate academic style, while referencing and acknowledging the sources you use. This guidance will explain in more detail what Good Academic Practice means and the consequences of not engaging in it.

Your Responsibilities It is important that you:

1. Read the University guidance on academic practice 2. Read the guidance on referencing and other academic conventions issued by your School and always

follow these conventions 3. If you are unsure, ask for help and clarification at an early stage. See ‘sources of help’

Students are sometimes tempted to try to gain an unfair advantage in their assessments. This is known as

academic misconduct, and one of the most common forms is plagiarism.

What is plagiarism?

Plagiarism is defined as “To take and use as one’s own the thoughts, writings or inventions of another”

(Oxford English Dictionary). It has two elements:

1. taking another’s work; and

2. using the work as your own.

If you take another’s work but do not use it as your own – because you reference it correctly – it is not

plagiarism. If you follow the guidance in this section, you should avoid plagiarism.

Why should I reference?

At university, you need to show your understanding of the existing body of knowledge in your subject. It is vital that you know how to reference this material correctly.

You'll need to engage with a variety of other ideas and texts, and make sure you acknowledge where these ideas have come from, by telling the reader what these texts (your sources) are.

This is important in order to:

Give credit to the people who came up with the arguments you're using and responding to Demonstrate that you have engaged with a topic

Enable readers to follow up a topic by investigating your source material Avoid accusations of plagiarism

What should I reference?

Referencing involves clearly acknowledging your use of, and directing your reader to, your sources:

When you quote directly from another person’s work you must put the copied text inside quotation marks and reference the source

When you paraphrase or summarise another person’s work, you must reference the source

When you refer to another person’s ideas or theories, you must reference the source(s), unless you are sure that they are common knowledge

When you copy a diagram, graph or table from someone else's work, reference the source


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How should I reference?

There are a number of different standard referencing systems (e.g., Harvard, APA, MLA, IEEE, Vancouver) and

you should always follow the referencing advice given by your School. You can also consult the Library’s web

pages on referencing: www.brunel.ac.uk/services/library/learning/referencing

The Library also provides access to “Cite Them Right” to help you with citing and referencing correctly:

http://www.citethemrightonline.com/ and

https://intranet.brunel.ac.uk/library/electronic/citethemright.html

However all referencing systems follow the following rules:

Each reference must appear in two places.

1. in the actual text of your assignment each time it is used (these are called in-text citations)

2. in full in the reference list* or bibliography# at the end of your assignment.

*A reference list contains the full details of in-text citations

#A bibliography (in the Harvard system) may also list works you have read as background material, but have

not used directly (and therefore have no in-text citation). A bibliography in other referencing systems reflects

both in-text citations and background material. You should ensure you apply the correct format for the

referencing system you are using.

The in-text citations essentially are pointers to entries in the reference list and are usually highly

abbreviated. Depending on the referencing system used, in-text citations vary in format.

Referencing Tips

1. Give yourself plenty of time to research and write your work. This will avoid last minute ‘panic’ plagiarism

2. Keep a record all the books and articles you find as you find them - always complete your references as you write your assignment, rather than filling in missing references at the end

3. Follow carefully any guidelines provided by your tutors or in course material 4. Put yourself in the place of the reader and ask yourself: do I have all the information they need to

find that source again? 5. Always cite the sources used in your assignments – both direct quotes and ideas you have

paraphrased or summarised. This is the basis of 'good academic practice'.

Summary Checklist of Information for References

Book Chapter

from Book E-book Electronic

journal article

Journal article Internet site Newspaper

article

Author

Year of publication

Title of article or chapter

Title of publication

Issue info e.g. volume

Place of publication

http://www.citethemrightonline.com/

https://intranet.brunel.ac.uk/library/electronic/citethemright.html


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Publisher

Edition

Page nos.

URL

Date accessed

Extract from: Pears and Shields “Cite Then Right: the Essential Referencing Guide” (8th edn) p.13 Published by Palagrave 2010

Final checks for avoiding plagiarism

Follow this checklist before submitting your assignment:

1. Are all the sources you have used acknowledged consistently using an established referencing system (e.g., Harvard, APA)?

2. Are all the sources that appear in your reference list cited in the correct places within your work? 3. Have you, to the best of your knowledge, used your own words throughout? Is it clear where all direct

quotes start and finish? 4. Has the wording of all direct quotes been copied accurately? 5. Is it clear, in every case, where your paraphrasing of a source text starts and finishes?

Academic Misconduct

Students are sometimes tempted to gain an unfair advantage in their assessments. This is known as academic misconduct, and the most common form of misconduct is plagiarism. However, there are other forms of academic misconduct that are just as serious, and carry the same penalties if proven:

Collusion includes helping another student to cheat e.g. by letting them copy your work, in part or in whole. Cheating in Examinations includes taking unauthorised materials into the exam room or allowing someone else to sit your exam for you. Having the notes in the examination room or elsewhere with the intention of referring to them during the examination is itself an offence. Falsification may include the falsification of results, mitigating circumstances, a doctor’s certificate or any other document to gain an unfair advantage. Contract Cheating occurs when a student gets someone else to complete an assignment for them and then

hands it in as their own work e.g. by posting an assignment on an essay mill website.

Impersonation consists of a substitute taking the place of a student in an examination or other form of

assessment.

What happens if you are accused of academic misconduct

Where a School suspects academic misconduct they will in the first instance write to you or ask you to meet with them to discuss the allegations, and you will be asked to a respond to those allegations. If they do not accept your explanation, your case will be referred to the Vice-Chancellor’s Representative or to a Disciplinary Panel to determine whether or not you are guilty of a disciplinary offence. The Advice and Representation Centre http://brunelstudents.com/Advice/ can assist you in understanding the disciplinary procedures and in writing your statement.

http://brunelstudents.com/Advice/


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What happens if you are found guilty of academic misconduct

If found guilty of an academic offence, there is a range of penalties that might be applied. This includes expulsion from the University. Full details of the disciplinary process and the range of penalties can be found in Senate Regulation 6 : http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/new-sr6-april-2013-onwards-student-misconduct-and-professional-suitability

Where to get help

If you have concerns about your ability to reference correctly, or any personal issues that may be affecting your academic performance (however complex they may appear), seek help promptly.

In the first instance you are advised to speak to your personal tutor in your School.

However, you can also get help from the sources shown below:

The Academic Skills Service (ASK) is based on the ground floor of the library and you can attend workshops, access drop-in advice services and access resources to help you improve your learning at university. Find out more at: http://www.brunel.ac.uk/library/ask

The Counselling Service offers free appointments, arranged either by going to the Counselling Reception, opposite the Medical Centre (drop in without an appointment between 2 - 3pm Mon-Fri), or by phoning 01895 265070. Find out more at: http://www.brunel.ac.uk/life/welfare/counselling-service

The International Pathways and Language Centre (IPLC) provides international students, and those for whom English is not their first language, with English support through a range of courses and one-to-one tutorials. Find out more at: http://www.brunel.ac.uk/international/iplc

The Subject Liaison Librarian for your School will be happy to help you find the information and resources you need to support your work. You can also drop in to Ask A Librarian at the Pod, Ground Floor, Library for 1-2-1 advice, on weekday afternoons. Find out more at: www.brunel.ac.uk/library

The Graduate School provides skills training, online access to research skills training courses and a Saturday school for part-time research students. Find out more at: http://www.brunel.ac.uk/services/graduate-school

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/new-sr6-april-2013-onwards-student-misconduct-and-professional-suitability

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/new-sr6-april-2013-onwards-student-misconduct-and-professional-suitability

http://www.brunel.ac.uk/library/ask

http://www.brunel.ac.uk/life/welfare/counselling-service

http://www.brunel.ac.uk/international/iplc

http://www.brunel.ac.uk/library

http://www.brunel.ac.uk/services/graduate-school


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Harvard Citation and Referencing: Quick Guide

TYPE REFERENCE IN-TEXT CITATION

Books with 1 author

Greetham, B. (2001) How to write better essays. Basingstoke: Palgrave.

Greetham (2001, p. 5) or (Greetham, 2001, p. 5) (this applies to all)

Books with 2-3 authors

Henderson, P. and Salmon, H. (2001) Social exclusion and community development. London: Community Development Foundation.

(Henderson and Smith, 2001, p.89)

Books with more than 3 authors

Blaxter, L., Hughes, C. and Tight, M. (1996) How to research. Berkshire: Open University Press.

(Blaxter et al, 1996, p. 100)

Books with later editions

Banks, S. (2006) Ethics and values in social work 3rd edn. Basingstoke: Palgrave.

(Banks, 2006, p. 3)

Edited Books

Jeffs, T. and Smith, M. (eds) (1987) Youth work. Basingstoke: Palgrave Macmillan.

(Jeffs and Smith, 1987)

Classical Texts

Carroll, L. (1984) Alice’s adventures in wonderland. London: Gollancz. (Original work published 1863).

(Carroll, 1863/1984)

E- Books

Larkey, S. (2007) Practical sensory programmes for students with autism spectrum disorders. University of Wales Institute Cardiff E-Content Collection. Available at: www.netlibrary.com [Accessed: 28 November 2008].

(Larkey, 2007, p.20)

Chapter in a book

Manning, N. (1998). „Social needs, social problems and social welfare‟. In Alcock, P., Erskine, A. and May, M. (eds) The student’s companion to social policy. Oxford: Blackwell, pp. 31-36.

(Manning, 1998, p.32)

Journal article

Lillis, T. and Turner, J. (2001) Student writing in Higher Education: Contemporary confusion, traditional concerns. Teaching in Higher Education 6 (1), pp. 57-68.

(Lillis & Turner, 2001, p.57)

Online journal article

Imel, S. (1998) Using adult learning principles in adult basic and literacy education. Educational Resources Information Centre Ohio, USA [Online]. Available at: http://ericacve.org/docs/pab00008.htm [Accessed: 26/11/08].

(Imel, 1998, p. # if you have it)


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Newspaper

Bloom, A. (2008) „Pupils behave better now than for 20 years‟, Times education supplement, 28 November, p.1. Or if the author is unknown TES (2008) „Pupils behave better now than for 20 years‟, Times education supplement, 28 November 2008, p.1. If no date is given put (n.d.) or (no date) in place of the year

(Bloom, 2008, p.1) If author is unknown: (TES, November 2008, p.1)

Online Newspaper

Lipsett, A. (2008) „More teachers facing discipline for bad behaviour outside school‟, The Guardian (28 November) [Online]. Available at: http://www.guardian.co.uk/education/2008/nov/28/teacher-bad-behaviour-schools [Accessed: 28 November 2008].

(Lipsett, 2008, p.2) If author is unknown: (The Guardian, 2008, p.2)

Blog

Lucas, C. (2011) How palm oil jeopardises global efforts to reduce emissions. Guardian Environment Blog, 1 June [Online]. Available at: http://www.guardian.co.uk/environment/blog/2011/jun/01/palm-oil-global-emissions [Accessed: 10 June 2011].

(Lucas, 2011)

Website

National Literacy Trust (2011) Policy. Available at: http://www.literacytrust.org.uk/policy [Accessed: 7 January 2011].

(National Literacy Trust, 2011)

Film

The boy in the striped pyjamas (2008) Directed by Michael Herman [Film]. London: BBC Films.

(The boy in the striped pyjamas, 2008)

DVD/Video

The Matrix reloaded (2003) Directed by A. and L. Wachowski [DVD]. Los Angeles: Warner Brothers Inc.

(The Matrix reloaded, 2003)

Television/ Radio Programme

The culture show (2008) BBC 2 Television, 28 November.

(The culture show, 2008)

Podcast

BBC Radio 4 (2008) You and yours: disability-programme highlights [Podcast]. 5 December. Available at: http://www.bbc.co.uk/radio/podcasts/directory/ station/radio4/ [Accessed: 5 December 2008].

(You and yours, 2008)

Lecture

Huyton, J. (2007) Critical thinking [Lecture presented to BA Community Education]. 14 March.

(Huyton, 2007)

Image

MacMillan, I. (1969) The Beatles: Abbey road [Photograph]

(Abbey road, 1969)

Image (Online)

Magritte, R. (1928) The empty mask [Oil on canvas] National museum of Wales: online gallery [Online]. Available at: http://www.museumwales.ac.uk/en/art/ online/?action=show_item&item=1264 [Accessed: 3 December 2009].

(The empty mask, 1928)

Map

Ordnance Survey (2008) Chester and North Wales, sheet 106, 1:50000. Southampton: Ordnance Survey (Landranger series).

(Ordnance Survey, 2008)


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FAQs Q: Do I have to reference everything? A: Yes, unless it is ‘common knowledge’. Common knowledge is facts, dates and information that are known by ‘an educated public’. For example, John F. Kennedy was assassinated in 1963 – this is common knowledge. Each academic discipline has its own common knowledge, and what can be considered common knowledge depends on a number of things, including level of experience with the subject. You should ALWAYS talk to your tutor, lecturer or supervisor about whether a piece of information can be considered common knowledge. If in doubt, reference it. Q: Do the references in the text always have to go in brackets? A: No, as long as the citation clearly refers to the relevant information you can put this in a way that works best for the sentence. Some examples are: Smith (2002) argues … In a recent study (Smith, 2002) … Smith conducted his first study in 2002. He found that … Much work followed (Smith, 2002; Jones, 2002; Nash, 2004; Bo, 2005) Q: Who do I speak to if I have any queries with referencing? A: Your personal tutor will be able to answer any queries you may have on referencing

Email

Smith, J. (2008) Email to John Stephens, 3 August.

(Smith, 2008)

Interview

Blair, A. (2003) Interviewed by Jeremy Paxman for Newsnight BBC Two Television, 2 February.

(Blair, 2003)

Works by authors in the same year or with similar names

Moon, J. (1999a) Reflection in learning and professional development. London: Kogan Page. Moon, J (1999b) Learning journals: a handbook for academics, students and professional development. London: Kogan Page.

(Moon, 1999a) (Moon, 1999b)


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Plagiarism, Cheating and Collusion

Please read this section carefully. It contains information which may affect your future studies and career. You are deemed to have familiarised yourself with this section from the start of your studies at Brunel

University. Academic Misconduct Students are sometimes tempted to gain an unfair advantage in their assessments. This is known as academic misconduct, and the most common form of misconduct is plagiarism. Plagiarism Plagiarism is defined as “To take and use as one’s own the thoughts, writings or inventions of another” (Oxford English Dictionary). It has two elements:

1. taking another’s work; and 2. using the work as your own.

If you take another’s work but do not use it as your own – because you reference it correctly – it is not plagiarism. If you follow the guidance in this booklet, you should avoid plagiarism. However, there are other forms of academic misconduct that are just as serious, and carry the same penalties if proven: Collusion includes helping another student to cheat e.g. by letting them copy your work, in part or in whole. Cheating in Examinations includes taking unauthorised materials into the exam room or allowing someone else to sit your exam for you. Having the notes in the examination room or elsewhere with the intention of referring to them during the examination is itself an offence. Falsification may include the falsification of results, mitigating circumstances, a doctor’s certificate or any other document to gain an unfair advantage. Contract Cheating occurs when a student gets someone else to complete an assignment for them and then hands it in as their own work e.g. by posting an assignment on an essay mill website. Impersonation consists of a substitute taking the place of a student in an examination or other form of assessment. What happens if you are accused of academic misconduct Where a School suspects academic misconduct they will in the first instance write to you or ask you to meet with them to discuss the allegations, and you will be asked to a respond to those allegations. If they do not accept your explanation, your case will be referred to the Vice-Chancellor’s Representative or to a Disciplinary Panel to determine whether or not you are guilty of a disciplinary offence. The Advice and Representation Centre http://brunelstudents.com/arc can assist you in understanding the disciplinary procedures and in writing your statement.

What happens if you are found guilty of academic misconduct If found guilty of an academic offence, there is a range of penalties that might be applied. This includes expulsion from the University.


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Full details of the disciplinary process and the range of penalties can be found in Senate Regulation 6: http://dev.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations Where to get help If you have concerns about your ability to reference correctly, or any personal issues that may be affecting your academic performance (however complex they may appear), seek help promptly. In the first instance you are advised to speak to your personal tutor in your School. However, you can also get help from the sources shown below:

• The Academic Skills Service (ASK) is based on the ground floor of the library and you can attend workshops, access drop-in advice services and access resources to help you improve your learning at university. Find out more at: http://www.brunel.ac.uk/library/ask • The Counselling Service offers free appointments, arranged either by going to the Counselling Reception, opposite the Medical Centre (drop in without an appointment between 2 - 3pm Mon-Fri), or by phoning 01895 265070. Find out more at: http://intranet/brunel.ac.uk/counselling • The International Pathways and Language Centre (IPLC) provides international students with English support through a range of courses and one-to-one tutorials. Find out more at: http://www.brunel.ac.uk/international/englishcourses/currentstudents • The Subject Area Librarian for your School will be happy to answer any questions that you have and help you find the information you need. Find out more at: http://www.brunel.ac.uk/library • The Graduate School provides skills training, online access to research skills training courses and a Saturday school for part-time research students. Find out more at: http://intranet.brunel.ac.uk/graduateschool/

Additional information is also available here: http://intranet.brunel.ac.uk/registry/QS/Intro%20students.shtml Plagiarism From Published And Unpublished Sources And From The Internet The rest of this guidance is divided into three sections.

• Guidance about plagiarism and what you should do to follow correct academic practice; • Guidance about collaboration and collusion between students • Guidance about types of cheating in examinations.

What Is Plagiarism? Plagiarism is passing off ideas words, illustrations, ideas or other materials created by someone else as being one’s own ideas or words and may take any number of forms in academic work. For the avoidance of doubt, this can apply to words, illustrations, ideas or other materials found in published and unpublished sources, and to words, illustrations, ideas or other materials found on the internet.

Plagiarism may take the form of positive assertion, for example if you claimed “I once described foxhunting as ‘the unspeakable in full pursuit of the uneatable’”, when the phrase was written and published by Oscar Wilde. More commonly, plagiarism occurs where a student omits to acknowledge properly a source of words, illustrations, ideas or other materials.

Obviously, in student assignments and examinations, truly original ideas will be rare. You will, for the most part, be presenting opinions derived from teachers, textbook writers and others.

http://dev.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations

http://www.brunel.ac.uk/library/ask

http://www.brunel.ac.uk/international/englishcourses/currentstudents

http://www.brunel.ac.uk/library

http://intranet.brunel.ac.uk/graduateschool/

http://intranet.brunel.ac.uk/registry/QS/Intro%20students.shtml


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It is therefore not plagiarism to write an assignment which begins “in answering this question I cannot do better than to quote in full the view presented by Jones in his book ‘Standard Answers to Common Essay Questions’, who writes “…” and ends: “Thus Mr Jones has given us an excellent answer to this very interesting question”. Of course, such an assignment will fail, but on other grounds because we are seeking your own words and your ideas, not Jones’s. More specifically, we are looking to see why you may agree or disagree with published commentaries on the points raised in assessment questions and/or whether you may come up with any novel ideas and/or criticisms on the subject area to be analysed. Plagiarism would include (but is not restricted to) the following scenarios:

1. Simply copying out Jones’s answer verbatim without any acknowledgement. This is the most obvious case;

2. Using substantial extracts of Jones’s answer but transposing the order of paragraphs here and there, omitting odd sentences and making cosmetic changes, usually to linking words or phrases, without any acknowledgement of the source. This form of plagiarism is more common. It might also include presenting Jones’s original footnote references to his/her sources as if they were your own sources, without giving Jones due recognition;

3. Rewriting Jones‟ answer entirely in your own words, but preserving essentially intact both the sequence and structure of his argument, without acknowledging Jones as being the source of the material;

4. All (or any) of the above, and not acknowledging Jones (in the text and/or in the footnotes/endnotes) as the source, but listing Jones’s work in the bibliography. Simply listing a source in your bibliography without indicating clearly in your assignment which material from that source is used in your assignment (and where it is used) is NOT sufficient acknowledgement of the source and DOES constitute plagiarism.

Plagiarism From Several Sources: “Shuffling The Deck” It is not uncommon to find out that an assignment has been written from several books, articles, etc, on the desk in front of the writer. What she or he has done is to lift a paragraph from one, then a paragraph from another and so on, all without acknowledgement of their source, and linking them with a few words or his or her won. This also constitutes plagiarism. Plagiarism And The Internet The University considers that there is no difference between the use of material without proper acknowledgement from printed sources and the use of material obtained through the internet in the same manner. Any student who acquires an assignment written entirely, or in part, by another person for the purposes of submitting it as their own work is guilty of a very serious form of plagiarism. This includes, but is not limited to, the submission of assignments purchased, or otherwise obtained, through websites. How Can I Avoid Plagiarism?

1. If you wish to use quotations, quote phrases from book or journals in order to analyse them, and quote writers if they express particularly well what you want to say, or if they are making a controversial point that you wish to take up. Generally, quotations should be quite short and should not be merely a vehicle for getting across information, e.g. the facts of the case, which you can quite easily, if less elegantly, put into your own words. You do not need to avoid direct quotation entirely.


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Quotations are an integral part of most essay writing. However, it is good academic practice that they should be used judiciously and not so frequently so as to render the assessment into a disjointed piece of work, characterised by excessively short paragraphs.

2. Make your notes, transcribe quotations that you may wish to use, and note clearly what is transcribed and where you found it. Close the books before you begin to write your answer and only open them to copy quotations or check doubtful points

3. Always attribute direct quotations and enclose them within quotation marks. Always give a full reference (including page number) for all quotations. Merely referring to the source in the bibliography at the end of the essay is not sufficient. If you quote from other sources you must ensure that you indicate this clearly by the use of quotation marks and by noting precisely the source of the quotation, at the beginning or end of the extract. 4. Always attribute all ideas that are neither your own nor in common currency. Give a full reference for all such ideas, following the referencing guidance provided by the School. Once again, merely referring to the source in the bibliography at the end of the essay is not sufficient.

• It is absolutely vital that the marker(s) of your work know precisely where any material that you have copied starts and ends, and where you have copied the material from. • It is entirely your responsibility to ensure that you make these absolutely clear. Markers MUST NOT be left in a situation where they are unsure whether particular ideas and/or words are yours or are copied from somewhere else. Failure to adhere to this advice may leave you open to an allegation of plagiarism

5. When you paraphrase and attribute the source of an idea in your essay, each new aspect or continuation of that idea – as may occur in consecutive sentences – must be accurately referenced. It is not sufficient to note the source of several linked ideas, say, just once in a paragraph at the end or beginning, as it is impossible for the reader to discern which are your source’s ideas and which are yours. 6. Factual information such as “3,000 people die on roads worldwide each day” always has a source. You should always cite the original full reference for each fact, AND if you accessed the fact in a secondary source rather than the original this should also be cited in full. Facts without stated sources are unsupported assertions and constitute poor scholarship. Where you have accessed them in a secondary source without proper acknowledgement, this, at best, constitutes poor scholarship. Where you also include unattributed commentary made by the secondary source on the facts you cite, this may constitute plagiarism.

As should be becoming clear, following this guidance will help you to follow good academic practice to

write more successful assignments, and not only help you to avoid plagiarism.

DETAILED REFERENCING GUIDANCE IS TO BE FOUND IN THIS HANDBOOK ON PAGES 55-61 Turnitin®UK

Turnitin®UK is an electronic, "text-matching" service used by the University to assist in the identification of plagiarised work submitted for assessment. This process generates what is known as an Originality Report but this alone will not be advanced as the only grounds for suspecting that a piece of work is plagiarised or, indeed, as conclusive evidence against an accusation of plagiarism.

The University expects all students to comply with the requirements of submitting work to Turnitin®UK; this includes agreeing with Turnitin®UK that it can be electronically checked for matches with existing sources and that an Originality Report can be generated.


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Work submitted to Turnitin, for the purpose of receiving an Originality Report, is automatically added to the Turnitin database. Any work submitted will be matched against numerous online sources, web pages and other student papers and the Originality Report will indicate the percentage of the submitted text that matches with the sources. All final submissions to Turnitin will remain on the Turnitin database. Work held on the Turnitin®UK database may be used for the purpose of detecting future plagiarism and in any investigation of a suspected academic offence. Turnitin®UK has a Privacy Pledge and a Usage Policy. The University advises that students should familiarise themselves with the contents of these. For further information concerning the use of Turnitin®UK please contact the Head of Registry at [email protected]. Collaboration And Collusion Co Operation Between Students We do not wish to discourage you from collaborating in the preparation of assignments and in revision for examinations. It is a valuable part of your education to discuss specific assignments with other students and it is quite common for small groups of students to pool their ideas. However, it should equally be clear that to copy from another student’s assignment, whether already marked or not, is plagiarism and is wholly unacceptable. Collusion And The Limits Of Collaboration It will not be surprising if the members of a group which studies together produce answers which are broadly similar. However, if two or more student assignments are found to be substantially identical, the possibility of collusion between the students concerned will be investigated. You are responsible for safeguarding the confidentiality of your work prior to submission. If you fail to safeguard the confidentiality of your work, you may be considered to have colluded with another student. As a guide to what is, and is not, legitimate collaboration with other students, the following points should be understood:

a. Do not read each other’s assignments. Do not read out your assignments to each other, either in draft or in final form except with a view to ensuring that your English is correct. Where it is suggested that your English needs amendment, do not show that part of your assignment to the listener(s); b. Do not circulate or exchange assignments before submission. You must absolutely ensure that you do not show your assignment to any other student before submission; c. Do not progress from discussion how a question might be answered to making a common assignment plan that you will use; d. Do not ask another student to type your assignment on his or her work processor it can lead to different students’ work being conflated.

Permitted Kinds Of Collaboration

The University has adopted the following rules with regard to the assessment of group or collaborative work (Senate Regulation 4.6): Where a programme makes provision for a student to prepare and submit work in collaboration with other students, each collaborator must be able separately to provide the evidence needed for an assessment to be made of his or her individual contribution and achievement.


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Where a programme includes formal group work, you will be advised where you are expected to work in a group and how you are expected to present your individual contribution to the assessment. Cheating In Examinations You will note, above, that the University considers taking unauthorised material into an examination (including revision notes or unauthorised equipment), or secreting it where it may be referred to during the examination, as attempted deception and as a form of cheating. It is not necessary, therefore, to be caught using revision notes in an examination to receive a penalty for cheating in an examination. Having the notes in the examination room or elsewhere with the intention of referring to them during the examination is itself an offence. Examination invigilators are required to carry out checks during examinations to ensure that no cheating is taking place. This includes checking the identity of all candidates, and ensuring that there are no concealed documents that students could use to cheat. Guidelines on student conduct in examinations can be found here: http://intranet.brunel.ac.uk/registry/exams/new/stucon.shtml Penalties The disciplinary penalties are shown the Senate Regulations 6.89 and 6.103 and reflect the seriousness with which the University deems academic offences. In the academic year 2008/9 and 2009/10 a number of students were expelled for committing serious academic offences. A larger number received lesser penalties that nevertheless affected their overall performance on their programme and, in some cases, affected the final classification of their degree. Committing an offence may also delay your graduation, which could result in the loss of a job offer, as well as the disappointment of family and friends at not seeing you graduate with the rest of your cohort.

http://intranet.brunel.ac.uk/registry/exams/new/stucon.shtml


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Coursework Submission And Late Coursework Penalties

Formal coursework assignments form part of your assessment. You need to ensure that you meet the required deadlines. Failure to do so will cause you to lose grades. This section talks about coursework

deadlines, the procedure for handing in work within Computer Science and the penalties for handing in work late.

Coursework Submission Deadlines and Submission Procedures Submission deadlines are the latest time/dates for submission without late penalty and earlier submissions are welcomed and encouraged – it is good practice, and is psychologically beneficial to you, to submit coursework before the specified deadline day. All coursework deadlines (date and time) will be published normally not later than 2 weeks after the start of the relevant term by via the Module Study Guides Any necessary changes to the published deadlines will be notified to students as soon as possible. For each formal coursework assessment, you will be given the method for submission, which will be one of: Electronic Submission in Blackboard You will be given guidance in submitting your coursework via Blackboard, the Brunel e-learning system. The start date/time of your submission (which can take some time for large submissions) logged in Blackboard will be treated as the submission date/time. You will normally only be permitted to submit one version of your coursework via Blackboard. If you find that you have submitted the wrong file you should contact the Main Office in St Johns (SJ026) or email [email protected], for advice. It may be possible to reset your submission to allow you to submit the correct file. However, note that in this case it will be the time of the submission of the final file, not the original file, which will be treated as the submission date/time. Electronic submissions of coursework are due before 23:59 on the advertised day of submission.

YOU MUST REMEMBER TO PRESS THE SUBMIT BUTTON ON BLACKBOARD AFTER YOU HAVE UPLOADED YOUR ASSIGNMENT OR IT WILL NOT REGISTER YOUR SUBMISSION

Electronic submissions by email will not be accepted under any circumstances. Physical submission in person or by post Physical submission is only allowed where this is specifically stated in the Study Guide and this will normally be in addition to the electronic copy submitted via Blackboard. In cases where a hard copy submission is required, formal coursework submissions must be made to the Academic and Technical Support Office in St Johns so that all submissions can be properly logged. You may submit your work to the Academic and Technical Support Office either in person or by post (NOT by email). Any coursework submitted at the Main Office should be accompanied by a completed Coursework Submission form (available from the Main Office and in the DISC Student Zone on Blackboard). You will be given a copy of this form as your proof of coursework submission. Any coursework not submitted to the Main Office will be deemed to have not been submitted – this is a strict University policy.


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If submitting by post you must obtain a certificate of posting, which you must take to the Main Office as soon as possible in order to prove date of posting – which will be treated as the submission date. If you do not produce the certificate of posting, then the stamped post date will be treated as the submission date. The postal address to be used in all cases is: Main Office, Computer Science, St John’s Building, Brunel University, Uxbridge, UB8 3PH. If You Cannot Submit Your Work on Time If you cannot submit your work on time because of unforeseen circumstances, you must submit a completed Mitigating Circumstances Form together with supporting evidence to the Main Office of St Johns, ideally by the deadline and in any case no later than 7 days after the deadline – see section on Mitigating Circumstances for submission procedure. If you do not submit a Mitigating Circumstances form to the Main Office within 7 days of the submission deadline (unless not practicable), the standard late penalties will be applied to your submitted work. If you do submit a Mitigating Circumstances Form with supporting evidence, this will be considered by the Chair of the Mitigating Circumstances Panel (or their nominee) who will decide one of the following:

that the MCs are not significant and decide that the normal late penalty should apply;

that the MCs are accepted and define a revised submission deadline for you;

that your MCs are serious/long term, suspend the late penalty requirements for your submission and require you to be counselled concerning your learning and assessment work plan. You will be notified of the decision as soon as possible via an email to your University email address. Coursework Late Penalties The following late penalty structure applies to all full-time and part-time taught-programme students in the University. The penalty takes the form of a cap, which is applied after assessment of the work. (Please note that some assessments may contain a learning outcome related to the ability to submit work strictly to a deadline and is therefore part of the academic assessment of such learning outcomes. In such cases, the relevant modular/assessment block outline and coursework specification will define how a failure to submit to the given deadline will contribute to the marking/grading in the academic assessment of the coursework. Irrespective of the academic assessment of timeliness, the standard late penalty structure defined below will still apply after the academic assessment is completed.) A working day is here defined as Monday to Friday at any time of year, with the exception of UK national holidays (if submission cannot be made in person to the submission point or through Blackboard Learn, submission must be made by post). An absolute cut-off date may be specified by Schools for all coursework submissions in the School such that for any work submitted after that date, regardless of mitigating circumstances, no guarantee is given that the submitted work will be assessed in time to be presented to the relevant Panel and Board of Examiners. UG Late Penalties (including projects) The following caps to be uniformly applied, in the absence of relevant mitigating circumstances accepted by the BoE: Up to 1 working day late Mark capped at 70% Grade A- Up to 2 working days late Mark capped at 60% Grade B- Up to 5 working days late Mark capped at 50% Grade C- Up to 10 working days late Mark capped at 40% Grade D- Up to 15 working days late Mark capped at 30% Grade E- More than 15 working days late Mark capped at 0% NS (non-submission)


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Penalty for late submission of capped re-assessments at any time of year (Please note that this section does not apply if you are undertaking a further uncapped attempt due to accepted mitigating circumstances, in which case the policy described in the above sections applies) If you do not submit work for a capped re-assessment by the deadline notified to you, you will fail the re-assessment and it will be recorded as grade ‘NS’ (non-submission). Late submission of Final Year Project Reports Late formal submissions of undergraduate Final Year Project reports will be treated in exactly the same way as other assessed undergraduate coursework as defined above. It is therefore vital that you schedule your project work, monitor your progress and ensure that your supervisor is kept abreast of any (particularly technical) problems that arise. You should, of course, schedule sufficient time before the deadline for addressing formatting and printing problems which may occur. If, however, you are unable to submit your report on time you must submit a Mitigating Circumstances Form, even if the unforeseen circumstance was known by your supervisor (your supervisor may be able to supply supporting evidence). PGT Late Penalties (except dissertations) The following applies to all full-time and part-time taught postgraduate programme students commencing their studies from 1st September 2013 onwards: The penalty takes the form of a cap, which is applied after assessment of the work. The following caps will be uniformly applied, in the absence of accepted relevant mitigating circumstances: Up to 1 working day late Mark capped at 70% Grade A- Up to 2 working days late Mark capped at 60% Grade B- Up to 5 working days late Mark capped at 50% Grade C- Up to 10 working days late Mark capped at 40% Grade D- Up to 15 working days late Mark capped at 30% Grade E- More than 15 working days late Mark capped at 0% Grade NS (non-submission) Penalty for late submission of capped re-assessments at any time of year (Please note that this section does not apply if you are undertaking a further uncapped attempt due to accepted mitigating circumstances, in which case the policy described in the above sections applies) If you do not submit work for a capped re-assessment by the deadline notified to you, you will fail the re-assessment and it will be recorded as grade ‘NS’ (non-submission). PGT Late Penalties (except dissertations) The following applies to all full-time and part-time taught postgraduate programme students commencing their studies before 1 September 2013: The following caps to be uniformly applied, in the absence of relevant mitigating circumstances accepted by the BoE: Up to 2 working days late Grade capped at B

Up to 5 working days late Grade capped at C Up to 10 working days late Grade capped at D Up to 15 working days late Grade capped at E More than 15 working days late Grade capped at F


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Penalty for late submission of capped re-assessments at any time of year (Please note that this section does not apply if you are undertaking a further uncapped attempt due to accepted mitigating circumstances, in which case the policy described in the above sections applies) If you do not submit work for a capped re-assessment by the deadline notified to you, you will fail the re-assessment and it will be recorded as grade ‘NS’ (non-submission). Late Submission of Masters Dissertations Masters Dissertations Late Submissions: The following University policy applies to all Postgraduate Taught Programme students first registering from 1st September 2013 onwards, irrespective of their mode of study All postgraduate taught masters students are required to submit their dissertations by the submission deadline published by their School which shall be set out in the programme specification or other programme documentation provided to the student. For one-year full-time students commencing studies in September, all standard dissertation submission deadlines shall be before the Friday of the 52nd week of the academic year of study. For full-time students starting at other times of year all standard dissertation submission deadlines shall be not more than 52 weeks after the commencement of study. Revision of Dissertation Submission Deadlines Revision of standard dissertation submission deadlines may apply in both of the following situations: a) In cases where a one-year full-time student is entitled to in-session reassessment relating to the taught part of the programme, the Board of Examiners may extend the standard submission deadline for the student’s dissertation by a period of no more than 4 weeks. b) In cases where mitigating circumstances which relate to the dissertation are submitted by any masters

student and are accepted on behalf of the Mitigating Circumstances Panel by the Chair, the period of

extension to the standard submission deadline will not normally exceed 4 weeks from the date of the original

deadline. Such a decision made by the Chair must be reported, as usual, to the Mitigating Circumstances

Panel and to the Board of Examiners. Where the specific circumstances of the student may require a period

of extension in excess of 4 weeks, the student’s submission shall be considered by the Mitigating

Circumstances Panel.

A Board of Examiners should be held within 2 calendar months of the normal dissertation submission deadline for the programme to consider recommendations for degrees and other awards and shall consider the profiles, including the dissertations, of students with and without revised dissertation deadlines. Any masters student who fails to submit by the standard submission deadline (or revised submission deadline as in a or b above) will be assigned a Grade NS (non-submission) for the dissertation and will not be entitled to resubmit. Masters Dissertations Late Submissions: The following University policy applies to all Postgraduate Taught Programme students first registering after the 1st September 2011 and before 1st September 2013, irrespective of their mode of study All postgraduate taught masters students are required to submit their dissertations by the submission deadline published by their School which shall be set out in the programme specification or other programme documentation provided to the student. For one-year full-time students commencing studies in September, all standard dissertation submission deadlines shall be before the Friday of the 52nd week of the academic year of study. For full-time students starting at other times of year all standard dissertation submission deadlines shall be not more than 52 weeks after the commencement of study.


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Revision of Dissertation Submission Deadlines Revision of standard dissertation submission deadlines may apply in both of the following situations: a) In cases where a one-year full-time student is entitled to in-session reassessment relating to the taught

part of the programme, the Board of Examiners may extend the standard submission deadline for the

student’s dissertation by a period of no more than 4 weeks.

b) In cases where mitigating circumstances which relate to the dissertation are submitted by any masters student and are accepted on behalf of the Mitigating Circumstances Panel by the Chair, the period of extension to the standard submission deadline will not normally exceed 4 weeks from the date of the original deadline. Such a decision made by the Chair must be reported, as usual, to the Mitigating Circumstances Panel and to the Board of Examiners. Where the specific circumstances of the student may require a period of extension in excess of 4 weeks, the student’s submission shall be considered by the Mitigating Circumstances Panel. A Board of Examiners should be held within 2 calendar months of the normal dissertation submission deadline for the programme to consider recommendations for degrees and other awards and shall consider the profiles, including the dissertations, of students with and without revised dissertation deadlines. Any masters student who fails to submit by the standard submission deadline (or revised submission deadline as in a or b above) will be assigned a grade F for the dissertation. It will then be at the discretion of the next Board of Examiners whether they are permitted to resubmit (for a capped grade C) by a final re-submission deadline defined by the Board. Masters Dissertations Late Submissions: The following University policy applies to all Postgraduate Taught Programme students registering between 1 September 2007 and before 31 August 2011, irrespective of their mode of study. All PGT students are expected to submit their dissertations by the last working day of the last calendar month of their normal period of registration – the normal submission deadline. The Board of Examiners, where retrievals are required of a student, may vary the normal submission deadline for that student’s dissertation. Students who do not submit by the normal submission deadline will not normally be considered by the Board of Examiners meeting following the normal deadline and will be required to:

re-enrol

pay a 4 month dissertation extension fee (equal to a 1 year continuation fee)

submit by the last working day of the 4th calendar month following the normal deadline – the extended submission deadline. Students will have full access to facilities and supervision during this time. Their submission will normally be considered (uncapped) by the Board of Examiners following the extended deadline. Students who fail to submit by the extended submission deadline will be awarded a grade F for the dissertation; it will then be at the discretion of the next BoE whether they are permitted to resubmit (for a capped grade C) by a final re-submission deadline defined by the Board of Examiners. Significant mitigating circumstances submitted during both the normal and extended dissertation periods will be used to decide upon appropriate periods of abeyance (in 1 month blocks) which will provide time-outs and resulting delays to deadlines for a student. The PGT Award Board of Examiners should be held within 2 calendar months of the normal submission deadline for the programme. The period between the (normal) extended deadline and the following Board of Examiners will be determined by other factors.


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A working day is here defined as Monday to Friday at any time of year, with the exception of days when the University is closed (if submission cannot be made in person to the submission point or through Blackboard, submission must be made by post). The absolute cut-off date for all coursework submissions is 25th April 2014 such that for any work submitted after that date, regardless of mitigating circumstances, no guarantee is given that the submitted work will be assessed in time to be presented to the relevant Panel and Board of Examiners. If You Cannot Submit Your Work Because You Are Excluded From University Systems The University may on occasion exclude students from accessing University computer systems (such as Blackboard). This can occur because a student has broken Brunel University’s Acceptable Use Policy or because there are outstanding fees on a student’s account with the University. If you are banned from accessing University systems because of a breach of the Acceptable Use Policy, you will not be able to submit coursework during the period of the ban. You will need to submit your work as soon as the period of the ban is finished. You will not be able to claim mitigating circumstances for any resulting lateness penalties because the ban will be deemed to have been due to your own actions. If you are excluded from University systems because there are outstanding fees due to the University you should speak to the Main Office in St John’s regarding your coursework submissions at the earliest possible opportunity. Although the Department will not be able to mark any work while fees are outstanding, it may be able (at the discretion of the UG or PG director) to hold your coursework and log a submission date for you. This coursework will be held by the department until any fee issues have been resolved and the work can be marked. In order to do this you will need to speak to the Main Office; coursework submissions will not be accepted through Reception.


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Ethical Approval And Brunel Ethical Framework

This section explains Brunel’s ethical framework in terms of policy.

Gaining Ethical Approval For full details on the current process of submitting an application for ethical approval please see the Ethics area on Blackboard. If you have any queries, please contact the Ethics Team at the following email address: [email protected]

BRUNEL ETHICAL FRAMEWORK

Core Principles, Values And Standards

Brunel University’s Mission Statement is to advance knowledge and understanding, and provide society with

confident, talented and versatile graduates.

The University expects all staff and students, along with all other stakeholders, to act in accordance with the

values and principles and standards in the endeavour to meet the aspirations of the Mission Statement, and

to assume personal and collective responsibility for assuring that these are embedded within the culture of

the University.

Core Ethical Principles

In the endeavour to achieve its mission, the University is determined to honour a set of core values based

upon the fundamental ethical principles of:

respect for the innate humanity, uniqueness and dignity of others in their identity and their ideas and;

freedom of speech, thought, and intellectual inquiry and;

enabling all staff and students to reach their full potential

as underpinned by the European Convention of Human Rights.

The Core Values Of The University Are:

all in an atmosphere of inclusiveness and an environment in which these ambitions can be achieved.

Quality We provide excellence in education and research to meet current and future challenges.

Ideas We foster creativity, innovation and a spirit of discovery.

Integrity We act with integrity and treat each other with dignity and respect.

Clarity We promote openness and clarity of purpose.

Empowerment We encourage, support and empower individuals and groups to achieve collective goals.

Community We have a shared responsibility for developing our University and believe that all individuals and groups contribute to our success.

Partnerships We value external partnerships and collaborations that enrich the University and the wider community.

Sustainability We believe that planned sustainable development is key to the University's future.


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In addition, the University seeks in all its endeavours to value pluralism and diversity, to actively assist in

managing the work/life balance of its employees and to be universally transparent in its decision-making.

Core Standards Of Professional Conduct

The University is committed to highest standards of professional conduct, as determined by the Nolan Principles of

- Selflessness - Integrity - Objectivity - Accountability - Openness - Honesty - Leadership

Application

These core principles, values and standards should be addressed in all circumstances and in all activities of

the University.

The University and its governing body are committed to entering into, and maintaining, ethical practice with

all staff, students, and all other stakeholders on a reciprocal basis.

All members of the University bear a responsibility to follow the Ethical Framework. Where issues are not

explicitly expressed in the Framework, members should use it as a guide and act accordingly.

This Framework should inform the drafting and implementation of all University codes.

The Framework was produced by the Ethical Framework Working Group and all constituencies of the

University were consulted during the process. The University is committed to engaging in regular reviews of

the Framework to ensure that it maintains the highest standards in all its activities and relationships, subject

to annual review.

FROM POLICY TO PRACTICE

Principles

In all relationships the University, its members and stakeholders will: • treat people fairly and with respect; • act with tolerance towards cultural, racial, ideological and religious differences; • ensure confidentiality of personal information and ensure that records are appropriately maintained and up-to-date; • not accept or encourage inducements; • strive for environmentally friendly policies; • support intellectual and academic freedom; • respect the intellectual property rights of others; • strive to act positively and to promote basic human rights in relation to people, businesses and organisations;

In all relationships the University, its members will:

• respond to complaints professionally and seriously; • fulfil its responsibilities to all staff, students, partners, clients and local communities; • strive to seek funding from ethically suitable sources; • undertake ethical research that seeks to enhance the human condition;


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In all relationships the University will:

• communicate its policies to all staff, students, partners, clients and local communities, where appropriate; • facilitate representation of trade union members by their unions; • exert appropriate financial control;

Employees The University values and respects its staff. It seeks to meet the needs of employees at all times.

The University will: • provide clear and fair terms of employment; • provide a clear and transparent remuneration policy, which is fair and suitable across the University; • ensure fair and equal opportunities for all staff; • provide an environment that is clean, safe and fit for purpose; • not tolerate harassment or intimidating behaviour towards any member of staff; • be open and honest with employees; • encourage staff to develop skills.

Students The University values and respects its students. It seeks to meet the needs of students at all times.

The University will: • provide inclusive quality teaching and learning opportunities that will provide inclusive teaching and access; • provide fair, transparent, anonymous and timely assessment where appropriate; • provide appropriate resources to enable learning; • provide assistance and respect in regard to disability; • provide students with fair and appropriate support, both in terms of academic and personal welfare.

Stakeholders The University values and respects its stakeholders. It seeks to meet the needs of these groups.

The University will: • ensure that all public material is appropriately maintained and accurate; • seek to provide standards of agreed service at all times; • ensure that reports, training and other services provided are of high quality.

Local Communities The University values and respects its local communities. It seeks to meet the needs of these communities.

The University will: • strive to be sensitive to community needs; • demonstrate sensitivity to conflict between the University and local communities, and between students and local communities; • embed itself in local initiatives where appropriate; • encourage local students to apply to the University; • strive to protect, and enhance the local environment.

The University advocates ethical working practice and requires no less of its members and those associated with its activities.


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Mitigating Circumstances

Assessment is an integral part of the teaching and learning experience in higher education. Sometimes, for

good reason and through no fault of your own, you may not be able to undertake or complete an assessment at the appropriate time. Sometimes, your academic performance in an assessment may be significantly

affected by unforeseen events, such that you are not able to demonstrate your true abilities in the assessment. If this happens to you, you should submit a Mitigating Circumstances Form to your School (see section 5). This will allow the University to ensure that appropriate decisions are taken fairly. PLEASE READ

this guidance and follow the procedures – ignorance of the mitigating circumstances guidance and procedures is NOT an acceptable mitigating circumstance!

The University's policies on students with mitigating circumstances are set out in detail in Senate Regulations

SR4.30-4.51. Overview A mitigating circumstance is defined by the University as: “a serious or significant event, and its consequences, which have significantly impaired the academic performance of a student in one or more assessed activities possibly over more than one term. Mitigating circumstances may include medical matters or events directly affecting someone other than the student…” (SR4.31) When the University looks at any claim of mitigating circumstances from you, it will act on the following principles:

You are responsible for informing your School of any circumstances that you want to be taken into account. You must do this by submitting a Mitigating Circumstances Form (see section 5), in advance if possible, but certainly no later than seven days after the deadline or exam or other assessment event;

If you submit a Mitigating Circumstances Form late (more than 7 days after the assessment date) it must be accompanied by an explanation for its lateness, otherwise your claim will be rejected;

Appropriate supporting evidence must also be submitted with the form (or separately if there is a delay in obtaining the evidence). Without supporting evidence, your claim of mitigating circumstances will normally be rejected;

All information provided by you will be regarded as confidential (i.e., strictly restricted to those who need to know in order to reach a decision).

All cases will be formally and carefully considered, but not all will be accepted. Some circumstances are clearly beyond the control of students, but some are not. For example, the normal pressures and challenges of student life are unlikely to be accepted as mitigating circumstances. Likewise, if a student could reasonably have foreseen the circumstances, they are unlikely to be accepted.

Examples Below are some examples of typical circumstances that would be accepted, some that might be accepted, and some that would not normally be accepted: Examples of circumstances which would normally be accepted (with evidence):

Bereavement involving a relative or friend to whom you were close

Serious illness or accident resulting in your hospitalisation, or other medical emergency

Serious infectious disease

Childbirth, or pregnancy complications leading to your hospitalisation.

Jury service


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Examples of circumstances which might be accepted (with evidence): • Planned medical operation (if the School is notified before the deadline or assessment event)

• Planned hospital tests (if the School is notified before the deadline or assessment event) • Victim of crime (with Police crime reference number) • Significant accident, injury, acute ailment or condition requiring medical or other professional

attention • Private or public transport failure leading to delays of more than one hour

Examples of circumstances that would NOT normally be accepted as mitigating circumstances:

Illness in the family (unless it’s a dependant) • Exam nerves • Feeling generally anxious, depressed or stressed (where this is not a diagnosis of a mental health

condition) • Clash of study or assessment with paid employment • Minor accidents or injuries • Minor conditions (e.g. cold, cough, throat infection) • Childcare problems that could have been anticipated • Pregnancy • Day-to-day domestic problems • Mistaking a deadline, misreading an exam timetable or other time management problems (including

alarm not going off) • Attending a wedding • Religious festivals or similar commitments • Private or public transport failure leading to delays of less than 1 hour • General financial problems • Legal problems (unless required to attend Court on the day of an examination or assessment) • Planned absence due to holidays • Accommodation changes • Notes destroyed or stolen (unless supported by a fire or police report) • Last minute computing equipment problems (discs, machines, printers, viruses) • Handing-in problems, including failure by a third party to submit work on your behalf • Weather (unless severe conditions) • Ignorance of the Regulations or examination/assessment arrangements. • More than one assessment due in at the same time

If your circumstances are in this last group of examples (circumstances that would NOT normally be accepted) but you still want to submit a claim, you should discuss this with either a Student Advisor in the Teaching & Learning Office first. PLEASE NOTE: It is always advisable to discuss problems affecting your studies or assessment with us as soon as you are aware of them – it may well be that we can agree arrangements with you to deal with the problem more effectively and in good time, without having to resort to the mitigating circumstances process (which is often concerned with remedial action after the event). Supporting Evidence (see also section on Students with disabilities or chronic medical conditions) You should include supporting documentary evidence (e.g. a medical certificate giving the nature and duration of an illness and its treatment) with your Mitigating Circumstances Form. If you fail to provide supporting evidence in reasonable detail your claim may not be accepted. Supporting evidence you submit should confirm the following:

• The nature of the circumstances • When and for how long you were affected by the circumstances • How the circumstances were likely to affect/have affected your ability to study or perform properly in

assessments


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Depending on the nature of the supporting evidence, it may only be able to confirm some and not all of the above points – for example a death certificate will only confirm the nature and timing of the circumstances, whereas a letter from a health professional might be able to give information (a professional opinion) on all of the above points. Please note that the University normally expects you to submit original documents in support of your request for Mitigating Circumstances. If you cannot do this immediately, you may submit a copy of the document(s) concerned, with the original(s) to follow, either by post or by taking it/them in person to your School. Any documents sent by post will be returned as soon as possible. Any decision made by your School based on copied documents will be preliminary, and subject to receipt of original documents (and verification, where necessary). Failure to supply original documents within a reasonable period of time may result in your request being rejected. Please note that the University has seen a number of instances where students have submitted falsified documents in support of mitigating circumstances. It takes such incidents very seriously and has resolved to report all such cases to the police. It has further resolved that all students suspected of submitting falsified documents should be subject to disciplinary action as per Senate Regulation 6. This could result in expulsion from the University and the loss of some or all credit. Examples of acceptable documentary evidence

• Bereavement - copy of death certificate • Travel delays - letter from transport company • Legal – letter from police, lawyer or Court • Medical - letter or medical certificate from hospital, GP or the University Health Centre (but see 3.1

below) See also under Submitting mitigating circumstances. Self-certification of Illness If your mitigating circumstances are based, in whole or in part on illnesses which have lasted for up to 7 days, you do not need to submit a medical certificate/doctor’s note. Instead, you should complete a Student Self-certification of Illness Form (available from <insert School Office> and at <web address>) which covers up to the first 7 days of illness and submit this form with your Mitigating Circumstances Form. For the first 7 days of an illness, your self-certification will have equal status to a doctor’s note. Please note that the Student Self-certification of Illness Form requires you to sign the following declaration:

I declare that the above information is true and accurate to the best of my knowledge. I understand that to give false information could result in disciplinary action against me in accordance with Senate Regulation 6.

Medical supporting evidence PLEASE NOTE: a note or letter from a doctor simply stating the fact that you have been to see them is not useful supporting evidence.

In order to allow the University to properly consider your case, a note or letter from a GP or other doctor would include: a diagnosis, details of treatment or referral, dates of illness or condition, and ideally a professional opinion on how your illness or condition would have affected your ability to study or perform properly in assessments. Please follow the protocol below: For illnesses that lasted for up to 7 days: please complete a Self-Certification of Illness form as described in section 3.1 above and submit it along with your Mitigating Circumstances Form – please do not request a medical note from the University Medical Centre.


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For illnesses which have lasted (continuously) for more than 7 days (or your doctor is of the opinion that it will): please request a medical certificate/note from your doctor at the time of your visit to the doctor and submit it along with a Student Self-Certification of Illness form (for the first 7 days) and your Mitigating Circumstances Form. Please note that your doctor will be unable to issue a certificate if you were not seen by them during your illness. For significant, ongoing medical conditions that are being monitored or treated by the University Medical Centre: please complete a Medical Disclosure Form which will give permission for the University Medical Centre to share information with the Mitigating Circumstances Panel. This form is available from The Medical Centre and, once completed, must be submitted with your Mitigating Circumstances Form. Please do not take the Medical Disclosure Form to the University Medical Centre – it will be refused. For significant, ongoing medical conditions that are being monitored or treated by a doctor not in the University Medical Centre: please ask your doctor to write a letter setting out:

• The condition • The symptoms • When the condition arose or was diagnosed • The impact on your ability to study or complete the assessment(s) on time • Whether any acute episode is associated with the condition and whether you have suffered an acute

episode during the time the claim refers to. Students with disabilities or chronic medical conditions If you have a disability or a chronic medical condition and feel that this affects your studies, you are encouraged to contact the Disability and Dyslexia Service (DDS) as soon as you arrive at University in order to arrange support. This support is designed to enable you to meet deadlines, and ensure your condition does not affect your performance. Being a disabled student (including having a chronic medical condition) in itself is very unlikely to be accepted as a mitigating circumstance, as the likely impact on your studies is foreseeable as soon as the disability is known. However, there may be additional circumstances that affect your performance or prevent you from completing an assessment on time. Some examples are:

• A change in circumstances which means that the support you already get no longer meets your needs (such as an unforeseen worsening of symptoms, or an acute flare-up)

• A delay in setting up support • A recent diagnosis of a condition where there is not enough time to set up support • A course of treatment which has had unforeseen side effects that affect your studies.

Please remember that it is your responsibility to inform the University about a disability or chronic medical condition in a timely manner such that reasonable adjustments can be agreed and implemented for you – mitigating circumstances can only come into play when things go wrong unexpectedly. Supporting evidence for students with disabilities or chronic medical conditions If the circumstance relates to a medical condition, mental health condition or late diagnosis, the evidence must state the following:

• The condition • The symptoms • When the condition arose or was diagnosed • The impact on your ability to study or complete the assessment(s) on time • Whether any acute episode is associated with the condition and • Whether it was known to your medical practitioner • Whether you have suffered an acute episode during the time the claim refers to.


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The evidence should be a letter from a GP, the University Medical Centre (but see 3.2.3 above) or a hospital; in the case of a late diagnosis for a specific learning difficulty, such as dyslexia, a diagnostic report is required. The Disability and Dyslexia Service may also be able to write a supporting letter. If the circumstance relates to problems with your support you should follow the guidance in section 3 above. The Disability and Dyslexia Service may be able to write a supporting letter. Submitting mitigating circumstances The responsibility for notifying the Mitigating Circumstances Panel and Board of Examiners of possible mitigating circumstances lies with you, the student:

• All mitigating circumstances submissions must be made in written form to St John’s Main Office, no later than 7 days after the assessment event or assessment submission deadline to which it pertains. All submissions must be made using the Mitigating Circumstances Form available from St John’s Main Office and on the DISC Student Zone on Blackboard.

• Please ensure, in filling in the form, that you are clear about the nature of your circumstances, when

and for how long they affected you, how your ability to study or perform well in assessments was affected and specify which assessments were affected.

• If your Mitigating Circumstances Form is submitted late and you do not provide a satisfactory explanation for the lateness it will NOT be accepted.

• All mitigating circumstances submissions should, wherever possible, be supported by documentary

evidence (see section 3) which can be verified by the University through contact with a third party. The University may routinely confirm the authenticity of documents submitted as evidence of mitigating circumstances by contacting directly the organisation which issued the document concerned. You should indicate in your submission any conditions of confidentiality which you ask to be observed by the University in making such enquiries.

• If your mitigating circumstances are related to illness or other medical condition, please read, and

follow the instructions in this section on medical supporting evidence. • If you feel that your mitigating circumstances are private and sensitive, you are encouraged to discuss

them in the first instance with [your Personal Tutor, Senior Tutor or a Student Advisor in the Main Office], who may advise on the nature of the information to be conveyed to the Board. Information you disclose will be treated in confidence by all concerned.

• You should note that reluctance to disclose information in a timely manner, or the inability of the

University to verify the authenticity of documents submitted as evidence of mitigating circumstances, may mean that the Mitigating Circumstances Panel has insufficient information either to accept your mitigating circumstances or judge correctly their severity.

• The adjustment of deadlines for the submission of assessed coursework affected by mitigating

circumstances is determined in accordance with a University-wide Policy on Late Submission Penalties – included in this Handbook.

Consideration of mitigating circumstances submissions Role of the Mitigating Circumstances Panel

Students’ written submissions are considered by a Mitigating Circumstances Panel. This Panel determines whether a submission concerning mitigating circumstances should be accepted or not. Where mitigating circumstances are accepted, the Panel makes recommendations in a report to the relevant Board of Examiners (with the student's name anonymised) concerning the assessments affected and the likely severity of the impact on the student.


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Action by the Board of Examiners

The Board of Examiners will receive the recommendation of the Mitigating Circumstances Panel and, taking into account your profile of results, decide on the action to be taken. Senate Regulation 4 defines the range of actions Boards of Examiners may take in response to accepted mitigating circumstances, as follows. SR4.46-4.48 [for PGT and New Regulation Undergraduates] 4.46 The Board of Examiners may determine to take any of the following actions in respect of accepted mitigating circumstances: a the Board may set aside any provisional grade/mark already assigned, and allow the student a new attempt in the relevant assessment(s) according to an appropriate schedule to be determined by the Board. The student will be eligible for an uncapped grade or mark if the assessment affected was a first attempt; b the Board may assign grades to elements of assessment where mitigating circumstances have been accepted. The grades assigned are to be used in the calculation of grade point averages (in the case of undergraduate awards) and in grade profiles in the normal manner. Grades will not normally be assigned in this manner unless there are result(s) available in at least one other element of assessment in the same assessment block to guide the Board. Grades will not normally be assigned by Boards in this manner in assessment blocks totalling more than one third of the credits at any given Level; c where a student is discontinuing with a programme and neither a new attempt nor the assigning of a grade is appropriate or possible, the Board may assign a grade P in element(s) of assessment in order to enable a student to achieve an aegrotat award of a CertHE, DipHE or an unclassified degree award. Proceeding in this manner should reflect the judgement of the examiners that, on the basis of the evidence available to them, the student would have achieved at least a threshold standard in the relevant elements of assessment had these not been affected by mitigating circumstances. Credit assigned a P grade will normally not be recognised by the University as part of an application for admission with accreditation of prior learning. Aegrotat awards shall be clearly presented as such and will not be assigned a classification where this is normally available. 4.47 In extreme cases, where a Board considers that, in the light of the mitigating circumstances, the constraints set out in the previous Regulation are not appropriate the Board should present its recommendations to the Chair of Learning and Teaching Committee for consideration and approval on behalf of Senate. 4.48 Grades assigned due to mitigation or credits assigned to enable an aegrotat pass shall be indicated as such in student transcripts. SR4.49-4.51 [for Old Regulation Undergraduates] 4.49 The Board of Examiners may a defer consideration of the student's performance and require him/her to be assessed or reassessed; the student will be eligible for full marks if the assessment attempt is deemed a ‘first attempt’ or ‘late-sit’. b deem the student to have been absent/have failed to submit/have performed badly with good cause; the student will be awarded full credits for the module and a grade P will be assigned. c on the basis of the marks available to it (eg where the student has submitted coursework, but not sat the examination) assign marks and a grade to the module; provided the mark/grade awarded is of pass standard, the student will be awarded full credits. d for students who would otherwise be eligible to graduate recommend the award of an aegrotat pass; provided the mark/grade awarded is of pass standard, the student will be awarded full credits. 4.50 Transcripts should clearly indicate the meaning of a P grade.


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4.51 Panels and Boards of Examiners may NOT adjust marks for individual assessed activities in the light of mitigating circumstances submitted. In the light of mitigating circumstances, Boards of Examiners may exercise discretion (i) in their decisions in respect of condonation, substitution or progression and/or (ii) in their recommendations for an award and/or its classification for an individual student.


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Special Requirements The University Disability And Dyslexia Service The aim of the Disability and Dyslexia Service is to provide expert advice and support services to all disabled students to enable them to fulfil their potential to become confident, talented and versatile graduates. The Disability and Dyslexia Service works to support students with a wide range of needs including dyslexia and other specific learning difficulties, mental health disabilities, mobility and sensory impairments and unseen disabilities such as epilepsy, diabetes, arthritis and RSI. The types of support available include:

• Assistance with applying for funding (such as Disabled Students’ Allowances) to cover the costs of additional support needs • Screening and full diagnostic assessment service for Specific Learning Difficulties • A support workers‟ service providing support workers trained to meet the individual requirements of disabled students • Provision of specialist one-to-one dyslexia tuition • A loan equipment service • Access to an Assistive Technology Centre • On-site needs assessment appointments • Support groups for students with specific learning difficulties • Extra time in exams • Extended library loans

For information about the University Disability and Dyslexia Service see: http://intranet.brunel.ac.uk/disability/ and/or to http://www.brunel.ac.uk/life/welfare/dis Making The Department Aware Of Your Special Requirements Although you may have already made the University aware of any disability you may have, we always encourage students to disclose any disability or Special Requirements to the relevant bodies within the Department. Only by doing so can you be offered the help and support to which you are entitled. Any information divulged to us will be kept in the strictest confidence. In Computer Science there is a Disability Officer, Dr Nayna Patel, who is able to discuss any Special Requirements you might have in complete confidence. Dr Patel is also the Admissions Tutor, so if you disclosed Special Requirements on your application to the University, Dr Patel will be aware of this. She will always be happy to meet you to discuss how the Department can help you. If you have Special Requirements that you did not disclose on your application form, or if your Special Requirements change at any time during your study, you can always discuss this in confidence with the Disability Officer. Email: [email protected] to arrange a meeting. You should always ensure that you discuss and review your needs regularly. Only the Disability Officer (and the Senior Administrators who deal with Examination Room bookings etc) will be aware of any Special Requirements that you disclose. Your records will be kept confidential and other members of staff (such as module leaders) will not have access to these. On occasion you may find it useful to request that other members of staff are made aware of your Special Requirements (for example if you need to ask a lecturer for large print versions of any handouts). The Department will only ever do this at your request and with your permission.

Support For Students With Special Requirements

There are various ways that the Department and the University can support students with Special Requirements. Within the Department these include large text versions of documentation, use of a computer or amanuensis (scribe) during examinations and extra time in examinations. The University’s Disability and Dyslexia Service can provide access to a range of assistive technologies and trained support workers. To discuss your specific needs you should arrange to meet the Disability Officer by emailing: [email protected]. Depending upon your situation, the Disability Officer may advise you to see the University Disability and Dyslexia Service for additional support.

http://intranet.brunel.ac.uk/disability/

http://www.brunel.ac.uk/life/welfare/dis


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Special Requirements Provision For Examinations There are various ways that the Department can support Special Requirements in examinations. Prior notice is normally required to make any special arrangements, so, please contact us at least one month before the date of your examination, so that we have sufficient time to set up whatever is required. Contact the Main Office to discuss any specific requirements you have. It is advisable to confirm the specific arrangements that have been made for your examinations with the Main Office (SJ026) in the days leading up to the examination period. If last minute circumstances arise that may affect your ability to take an examination, you should contact the Main Office (SJ026) immediately to see if there is anything we can do to help. For example if you were to break your arm just before the examinations start we may still be able to arrange a scribe (amanuensis) to work with you. We will always try to support you as best we can, even if something happens to affect you at the very last minute. Coursework Deadlines And Marking The same coursework deadlines apply to all students in Computer Science regardless of any disability or Special Requirements. Coursework deadlines are published well in advance (at the start of each term) so students are expected to be able to plan their work in order to meet the deadlines. Like everyone else, students with Special Requirements are expected to take their own needs and abilities into account when planning how they will meet deadlines. Similarly marking schemes apply to all students in Computer Science. Markers will not be told that you have Special Requirements and will not make any special allowances in marking your work. Instead we expect you to take advantage of support at the point where you are preparing coursework task in order to prepare the work to the best of your ability. As an example, if the published marking scheme refers to grammar and spelling, the same criteria will be applied both to students with and without dyslexia. However, students with dyslexia may be entitled to various types of support in preparing their work, for example access to study skills support tutors and library assistants. Similarly, students with Special Requirement will be given appropriate support in taking examinations (which may include extra time, the use of a scribe or computer etc) but the examination scripts will be marked against exactly the same marking scheme as all other students. Mitigating Circumstances Special Requirements are not, of themselves, classed as Mitigating Circumstances for the purposes of submitting late coursework or consideration of your performance by the Board of Examiners. Mitigating Circumstances specifically refer to events that are unforeseen and where you are therefore unable to plan for them. However, if you experience an acute and unforeseen event related to your Special Requirements (for example a normally stable medical condition that worsens and requires hospital treatment), then this may be classed as a Mitigating Circumstance. If you have any queries about Mitigating Circumstances then please contact the Personal Tutoring Team at [email protected] Arrangements For The Recording Of Lectures By Students With Special Requirements

Introduction

1.1 The University wishes to support all students in their studies, and recognises that many students find

it helpful to be able to record taught sessions. For the purposes of this policy, these are defined as taught lectures and seminars.

1.2 We recognise that the practice of recording sessions may raise issues for staff and students, particularly around the use of such recordings, and therefore clarity is required in order to provide fairness and protect the interests of both staff and students.



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1.3 The recording of taught sessions is one of the ways in which the University makes reasonable

adjustments for disabled students under the terms of the Equality Act 2010. However, we consider it impractical to differentiate between students that fall under the Equality Act and those that do not, and believe that all students may benefit from the opportunity to record taught sessions. Indeed, the UK Quality Code for Higher Education requires providers to provide an inclusive environment where all students have access to equivalent learning opportunities (Chapter B3: Learning and Teaching; Chapter B4: Student Support, Learning Resources and Careers Education, Information, Advice and Guidance).

1.4 This policy sets out the expectations of both staff and students. The Disability and Dyslexia Service Code of Practice contains additional guidance for those with a disability-related need, and a shortened

version (Recording of Taught Sessions notice) is displayed in lecture rooms.

Protocol for Recording of Taught Sessions 2.1 All students may, in principle, make audio recordings of taught sessions. 2.2 As a matter of courtesy, students should inform their lecturer that the lecture/seminar is being

recorded. The lecturer may then, as a courtesy to all present, inform the class that an audio recording is being made.

2.3 For video recording/filming of lecture/seminar sessions students are required to seek written

permission from the lecturer concerned prior to the session. Permission should be sought as early as possible, and no later than 5 working days before the session. It is the student's responsibility to seek agreement, which is given at the lecturer's discretion. The lecturer will also consider the views of other participants before permission is given.

2.4 Any video recording/filming must be as discretely as possible, and record only the content and not

participants in the session. 2.5 It is the responsibility of the lecturer to announce at the beginning of the session that it is being video

recorded/filmed. 2.6 A lecturer may request at any time that a recording of any type is stopped, for example if other

students are uncomfortable with recordings being made, or where sensitive material is being discussed.

Use of Recordings (audio/video/film) 3.1 Recordings should not be reproduced, passed to or shared with any other person in any format or via

any type of media. 3.2 Recordings must be used solely for the individual's own personal study, and should be destroyed at

the end of the student's programme. 3.3 Recordings will be considered inadmissible in any complaint or appeals process. 3.4 The content of lectures and seminars remains the academic property of Brunel University. 3.5 The use of recorded content in any assignments must be appropriately referenced to avoid allegations of plagiarism, which is regarded as a serious disciplinary offence (Senate Regulation 6).

http://www.qaa.ac.uk/assuringstandardsandquality/quality-code/Pages/default.aspx


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Breach of This Policy 4.1 If it is suspected that a session is being recorded without the appropriate consent being obtained, or

otherwise in breach of this policy, staff may confiscate the recording equipment for the remainder of the session, and the student may be subject to disciplinary action under Senate Regulation 6.

4.2 Sharing of any recorded material through any media is a breach of this policy and will be subject to

disciplinary action by the University. 4.3 Recording of one-to-one supervisory sessions is not covered by this policy. This is a matter of

agreement between an individual lecturer and student. Further details can be found at the following address: http://intranet.brunel.ac.uk/disability/


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Personal Tutoring

The Role Of The Personal Tutor

The role of the personal tutor is :

• To provide help and support to students on matters of personal development, social and other non- academic matters. • To provide help and support to students on academic matters independently of that provided by module leaders. • To provide information to students on where to find qualified staff who are able to offer help or advice on personal or financial problems (which are outside the area of expertise of the personal tutor).

Accessing Personal Tutoring In Computer Science All Undergraduate students will be assigned a group or FYP project supervisor at each level who will also act as your Personal Tutor. They should act as your first point of contact in any matters relating to your studies or external issues which are having an impact on your studies. You will have to meet with your supervisor on a weekly basis to discuss your group project or FYP, but are encouraged to email them to make an appointment if you wish to meet with them outside of the group tutorials. If your supervisor is not accessible or you do not feel comfortable discussing a particular subject with them, feel free to contact the Personal Tutoring Team. All Postgraduates will have access to a dedicated Personal Tutoring Team. This is a small team of academics and administrators with particular experience of dealing with personal tutoring issues and specialist knowledge of University rules and regulations. By using a team approach to personal tutoring the Department aims to ensure that you can have rapid access to personal tutoring support at all times. You can email the team on [email protected] for advice or for an appointment (normally offered within 24 hours). If you need to see a member of the team at very short notice please contact a member of the team in the Main Office. They will often be able to direct you to an available member of the team at short notice. The Personal Tutoring Team is led by the Senior Tutor, Dr Tracy Hall and can be accessed by any student needing specialist pastoral advice. Reasons To Contact Your Personal Tutor Or The Personal Tutoring Team You can contact your Personal Tutor or the Personal Tutoring Team in confidence about any aspect of your studies at Brunel. The most common reasons that students contact their Personal Tutoring Support Team are to ask about their course or because they are experiencing problems that are affecting their studies. Another very common reason is because they need a reference for a placement, job or further study. Your Personal Tutor can also provide advice on many other aspects of your studies, such as how to reference correctly and avoid plagiarism, how to prepare for a placement, preparing for examinations, career choices, making job applications and many more. If you have a query that the team cannot help with (examples include University fee issues and immigration/visa advice) then they will always try to direct you to the appropriate advice point elsewhere in the University.


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Who is the Personal Tutoring Team?

Asking For A Reference

References may be obtained from your Personal Tutor or another member of academic staff with whom you

have worked with closely. However, please note that they are unable to provide references in the following

instances:

• Applications for citizenship or national identity; • Applications for a passport; • Verbal references over the telephone; • If a student has a financial query with the University; • Provide a reference to a student directly; • Provide specific details of a student’s degree classification unless the student has given us written permission to do so; • The Personal Tutoring Team will provide one reference per application – if you require a second reference then you should obtain this from elsewhere; • Students applying for a PhD/Research Assistant post where specific details of the student’s research ability are required.

If you would like to request a reference then you may do so by using one of the following two options:

1. Supply your prospective employer with the contact details of your Personal Tutor so that they may contact them directly:

Department of Computer Science Brunel University Uxbridge Middlesex UB8 3PH

Dr Tracy Hall

Head of

Student

Support &

Reader

Mrs Leanne

Hunt

Teaching &

Learning Unit

Manager

Mr Philip

Vaughan

Senior

Student

Advisor

Dr Tracy Hall

Head of

Student

Support &

Reader


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2. If the member of staff no longer works in DISC you may supply your prospective employer with the details

of the Personal Tutoring Team ([email protected]). In each of the scenarios above, you MUST first contact your referee and ask their permission to act on your behalf and ensure they really do know who you are. We will aim to provide references within 10 working days of receiving a request, although this may vary on

depending on whether we have all the relevant information or if there is a backlog of requests, which often

happens at certain times of the year.



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Alumni

When you complete your course at Brunel University, you will automatically become a member of the Brunel Alumni, joining some 70,000 Brunel past students throughout the UK and the world. Check out the Brunel Alumni website to find out more: www.brunelalumni.co.uk We ask our Alumni to assist our current students by offering Work Placements and Careers advice. They come back to give talks, they bring their companies' research requirements back to Brunel and generally benefit from the continuing relationship with the University. We offer our Alumni routes to further professional development and to advice and consultancy from the research expertise within our Schools. We keep in touch with our Alumni through the annual free Brunel Link magazine and through E-mail and encourage them to let us know what they are doing and if we are able to assist in any way so that both Alumni and the University can mutually benefit from a life - long friendship.


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Appeals and Complaints

An Academic Appeal is a procedure that allows a student to formally challenge the decisions of a Panel or Board of Examiners or of Research degree Examiners on specified grounds (see Grounds for Appeal below).

The procedure for making an appeal is summarised below, and is also set out in the Senate Regulations, specifically Senate Regulation 12.

When submitting an appeal you must stick to the published timeframes. If you think that you have grounds for appeal you should try to see if you are able to resolve the matter by talking to your personal tutor or the

senior tutor first (but please do not delay submitting your appeal to your School). You must submit your appeal as an individual – group appeals will not be permitted or accepted. You cannot appeal solely because the result you have achieved is worse than you would have wished, or worse than you feel you deserve; you

cannot challenge academic judgement (SR12.20).

The University’s procedures for appeals against academic assessment are set out in Senate Regulation 12, a copy of which can be obtained from the Registry, or from your School office. The Regulation is also available on the Brunel website and can be found at http://www.brunel.ac.uk/about/administration/university-rules-

and-regulations/senate-regulations/sr12-academic-appeals.

Grounds for an appeal

A request for an academic appeal can be made on one or more of the following grounds (SR12.19):

a) That there exist circumstances materially affecting the student’s performance which were not known to the Examiners or progress review when the decision was taken and which it was not reasonably practicable for the student to have made known to the Examiners or progress review beforehand; b) That there were procedural irregularities in the conduct of examinations and/or other assessment procedures, including assessment of coursework, of such a nature as to create a reasonable possibility that the result might have been different had they not occurred; c) (i) that there is evidence of prejudice or bias on the part of one or more Examiners or members of staff conducting a progress review; (ii) that there is evidence of inadequate assessment on the part of one or more Examiners or members of staff conducting a progress review.

A note on appeals based on ‘mitigating circumstances’

It is not normally acceptable for mitigating circumstances to be submitted and considered after you have received your results. The Academic Appeals Committee will normally only consider appeals submitted based on this ground when a student can demonstrate that they could not have submitted them at the appropriate time. You are reminded that all mitigating circumstances claims should be submitted to your School office as close as possible to the time that the circumstances occurred, and no later than seven days after the assessment affected. Please see your Handbook for further guidance.

If you are in any doubt about whether something might affect your performance, tell your School about it at the appropriate time.

Information on how to submit claims for mitigating circumstances can be found in a different section of this Handbook. The University’s general regulations are set out in Senate Regulation 4, which can be found at http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/assessment-of-students-on-taught-programmes.

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/sr12-academic-appeals

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/sr12-academic-appeals

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/assessment-of-students-on-taught-programmes

http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/assessment-of-students-on-taught-programmes


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Appealing against the outcome of your final award

A student who is in their final year or who has been examined and awarded in the case of a research degree, who wishes to appeal against the outcome of the decision to make their final award must indicate their intention to do so before the date of their degree congregation. In accordance with SR12.4, once an award has been conferred, either at a degree congregation or in absentia, a student will not normally be able to submit or proceed with internal resolution or an academic appeal. Once a request for Internal Resolution has been submitted, any award which is relevant to the request will not be conferred until the internal resolution and/or any subsequent appeal processes have been concluded. This means that you will not be able to attend the graduation ceremony whilst the appeal remains unresolved.

Challenges to academic judgement

You cannot appeal solely because the result you have achieved is worse than you would have wished, or worse than you feel you deserve. In accordance with SR12.20, no appeal shall be allowed on the basis that, although the decision of the examiners was properly made, you believe that the Examiners or assessors conducting a progress review have erred in their judgement of the academic standard you achieved.

Making an appeal

The procedure for submitting an academic appeal is completed in two stages. The first is Internal Resolution, which is considered by your home School or Institute. Only when this stage has been completed can you submit an academic appeal, which is the second stage of the process.

Stage 1 – Internal Resolution

You must submit a request for Internal Resolution within 10 working days of the notification of your results (notification includes the publication of results through the internet or dispatch of notification of results by post). Schools or Institutes will normally offer you a meeting at which your request can be discussed further, and will normally aim to determine the outcome of your request within 10 working days of receipt of your request.

There is a University-wide procedure for dealing with requests for Internal Resolution, which your School will operate. You must make your request using the standard ‘Request for Internal Resolution’ form, which will be available from your School or Institute. You should consult your School/Institute Handbook for details.

Stage 2 – Academic Appeal

If your request for Internal Resolution does not result in the outcome you had hoped for, you can then submit an appeal to the Registry for consideration by the Academic Appeals Committee. You must submit your request within 15 working days of the notification of the outcome of Internal Resolution. Students who submit a case for consideration by the Academic Appeals Committee shall normally be asked to provide a copy of the outcome of Internal Resolution.

Appeals must be made in writing using the ‘Academic Appeals (from June 2013)’ form and sent to either [email protected] via email, or posted to the Clerk to the Academic Appeals Committee, c/o Room 209, Wilfred Brown Building, Brunel University, Kingston Lane, Uxbridge, Middlesex, UB8 3PH. The form can be found at http://www.brunel.ac.uk/about/administration/appeals-and-complaints.

Sources of Information and Advice

You should consult the handbook for your programme provided by your School or Institute. You may also ask for additional information on processes from your School’s or Institute’s office.

The Appeals and Complaints section of the University website contains more detailed information, as well as the Academic Appeals form. You can access this page via http://www.brunel.ac.uk/about/administration/appeals-and-complaints.


http://www.brunel.ac.uk/about/administration/appeals-and-complaints

http://www.brunel.ac.uk/about/administration/appeals-and-complaints


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You may also wish to speak to the Advice and Representation Centre (ARC) of the Union of Brunel Students (UBS). They can be contacted via [email protected].

You should remember that it is your responsibility to ensure that your case is submitted within the permitted deadlines for each stage of the process.

Non-Academic Complaints It is the University’s policy that student complaints are dealt with in a fair and transparent way that respects the rights of all individuals involved. The Complaints Procedure may be used by students to complain about any aspect of provision. The complaints procedure may not be used to appeal against a decision of a Board of Examiners (See Senate Regulation No.6) and may not be used to appeal against formal disciplinary action under Senate Regulation No 6. Senate Regulation No.6 has its own appeal provision. A related complaint cannot normally be made whilst an academic appeal or disciplinary action is in progress or pending. The complaints procedure is for the use of those students registered with the University ie. those who have accepted an unconditional offer of a place at the University or who are registered for awards made by the University at other institutions. Former students may use the procedure subject to the caveat set out in the ‘Time Limits’ (that the complaint must be brought within three months of the incident, matters or event of which you are complaining). This procedure is not for the use of applicants or potential students. All complaints about the admissions process should be directed to the Head of Registry. Further information is available at: http://www.brunel.ac.uk/about/administration/appeals-and-complaints
