Sep 23, 2013 ... your time with us in this handbook, as well as information about your course. ...
for MA Broadcast Journalism can be found in this handbook.
Faculty of Arts and Creative Technology School of Journalism, Humanities and Social Sciences AWARD HANDBOOK 2013-14 MA Broadcast Journalism
Author: Sarah Rowlands Date of Issue: 23/09/2013
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Welcome to the Faculty You are joining a vibrant community of staff and students who are concerned with a wide variety of disciplines from those that involve mostly reading and writing to those that are largely practical. Whatever the specific nature of your chosen course of study with us, you will benefit from the lively mix of people, facilities and resources that make up the Faculty. You will find details of the various support structures that we have put in place to help you during your time with us in this handbook, as well as information about your course. While the first few weeks at university can seem bewildering, try not to be put off by this and remember that we are all here to help! We can only support you effectively if we are aware of any problems you are encountering, so please, if you are struggling with any aspect of settling in to university life, talk to one of us about it. You can approach your personal tutor, your award leader, staff in the reception team of the Faculty office, or a student mentor. We all know how difficult the first term can be and we are committed to making yours as comfortable as possible. No request for help or advice will go unheeded, and if we can’t solve a particular problem ourselves, we will refer you to someone who can. Your success is the measure of ours, so we have a very real interest in making sure that you make the best of your time here. Apart from qualifications, we want to help you to acquire the skills, knowledge and confidence that will carry you through to a rewarding and fulfilling professional life. Meet us halfway, by engaging wholeheartedly with your course and with the people (both staff and students) around you, and together we will develop your strengths and allow you to fully realise your unique, individual potential. Very best wishes, Astrid Herhoffer Dean Faculty of Arts and Creative Technologies
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Welcome to your Award Hello and welcome to Broadcast Journalism at Staffordshire University. Many congratulations for successfully securing a place on this prestigious course. The course is highly rated by industry professionals and has full multi-media accreditation from the BJTC (The Broadcast Journalism Training Council. Your MA course is taught closely with the two other MA Journalism courses we run here: The MA Journalism award has full accreditation from the NCTJ and the MA Sports Broadcast Journalism has full multi-media accreditation from the BJTC. This is your student handbook. Everything you need to know about your time here at Staffordshire University should be in here. This handbook is crucial, so please look after it. You should read, absorb and refer to it regularly for guidance. It tells you how to get the most out of your university time – and will help you on the path to an exciting career in journalism. If you have any queries or worries come and find me. I have an office on the third floor of Flaxman, room 327. My e mail address is
[email protected]. My office phone number is 01782 295709. As well as being the award leader for MA Broadcast Journalism, I am also your Personal Tutor. You should make a point of contacting me regularly. You’ll have your own university e-mail account and information is available on the e-learning Blackboard site. It would also be helpful if you gave us your mobile number and personal e-mail account. We’ll be asking for them, because it helps us keep in touch. You should be aiming to meet with me at least twice a semester to enable me to help you plan and track your personal development throughout the award. The course is roughly half-academic and half-practical. The Broadcast Journalism Training Council and our external examiners consider our facilities to be among the best in the country. We expect a high standard of work from you and to act professionally at all times. You will be expected to dress appropriately at all times, to arrive on time and to attend every session. If you cannot attend through illness or extenuating circumstances, please contact me by phone before the session. Emails, texts or messages through friends are not good enough. We expect you to behave professionally at all times and you will be expected to dress smartly for the Newsday sessions. You may need to go out and interview someone on your newsday and represent StaffsLive or the university; it could be the local postmaster or the Prime Minister, if you are dressed professionally you are more likely to be treated professionally and with respect. Why make the job harder? I have included the formal structure and timetable for the MA. You will notice that the contact time is limited – you will be expected to do a lot of independent study. Journalism is constantly evolving at the heart of the digital, multi-media revolution and this is reflected in the continuous development of postgraduate journalism course provision at Staffordshire University. This award is fully accredited by the Broadcast Journalism Training Council (BJTC). To achieve and maintain accreditation, we have to demonstrate to the BJTC that staff have the expertise and commitment to deliver an award to the highest standard, that you are capable of producing work to industry standard, and that facilities and resources are available to allow you to achieve this.
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The basic award structure for MA Broadcast Journalism can be found in this handbook. It shows how the award is organised during your period of postgraduate study, including basic module information. The award is designed to give you a thorough grounding in both practical and theoretical areas of broadcast journalism. You will acquire the basic, core skills and knowledge needed early on in the first semester as well as discussing and learning about the key issues surrounding journalism today. It is also designed to enable you to sit some of the professional qualifications run by the National Council for the Training of Journalists (NCTJ) which are seen by many in the industry as a benchmark of quality. These exams are separate from the university assessments on the Masters award, but they are important if you wish to progress in your journalism career after graduating. We hope you enjoy your time with us. Sarah Rowlands Award Leader MA Broadcast Journalism
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Useful Contacts and Resources
3.1
Academic Contacts Award leader: E-mail: Room: Telephone: Mobile:
Sarah Rowlands
[email protected] L327 Flaxman 01782 295709 07850 780802
A full list of staff contacts can be found at http://www.staffs.ac.uk/directory
3.2
Administrative Contacts th
Location: Reception, 5 Floor Flaxman Building Telephone: 01782 294415 Email:
[email protected] Student Guidance Advisor: Rachel Thompson Location: Flaxman Building, Room L500A Telephone Number: 01782294715 E-mail:
[email protected]
3.3
Useful Internet Resources A useful resource for new and current students is http://www.staffs.ac.uk/amdessentials Here you will find links to information on timetables, module registration, results, module descriptors and more. The Faculty uses Blackboard as an online learning environment, and information on modules on which you are enrolled can be accessed from this. Note: you can only get access to those modules that you are studying – if you cannot gain access to material, it may be that you are not correctly enrolled on the module – make sure you let your module tutor or award administrator know. Blackboard can be found at: http://blackboard.staffs.ac.uk The library can be accessed from: http://www.staffs.ac.uk/uniservices/infoservices/library/
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3.4
The Faculty Office th
Faculty Reception is located on the 5 floor of the Flaxman Building, College Road and should be your first port of call if you have any queries or problems relating to the Faculty or if you are unsure of how to deal with other queries. The contact details of the University Services for students are listed in Section 3 of the Student Handbook (See section 19). The Faculty Office comprises a team of staff who are responsible for managing the wide range of activities and processes necessary to support students and academic colleagues within the Faculty. You'll get to know some of the staff quite well as it is here you'll hand in your module registration forms and assignments. All enquiries should be made via the Reception desk in the first instance. The Receptionist will assess whether they are able to help you immediately or whether you need to talk to another member of the team. Hence they may call on colleagues who can advise on queries concerning:
Modules University regulations Your credit and progression status Referral opportunities Claims for extenuating circumstances you may have made in relation to assessment Information about your study here: award and module records, local and home address information, etc Any changes to your award or programme of study Registration events for level 5 / year 2 and level 6 / year 3 study
It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the information on your period of study accurate and up-to-date. In particular, make sure that you: Check your e-mail account regularly for any information or queries sent to you by Faculty/School administrators or by academic staff. This means your university e-mail account – not your personal one! Always let the Faculty Office know of any changes in your contact details. This includes mobile numbers as well as home and term addresses and any landline telephone numbers. It really is important that we know how to get in touch with you. Always ensure that the Faculty Office is aware of any changes you make to your academic profile (modules/award) by completing the appropriate module amendment/award transfer forms. Opening Times Monday – Thursday: 8.45am – 4.30pm Friday: 8.45am – 4.00pm Please feel free to call into the Faculty Office between these times. All queries, no matter how small or large, are welcome as they ensure that your records are always correct – and this does prevent delays or difficulties in confirming results at the end of each Academic Year. And if you have a problem which the Faculty/School Office can’t help you with, it usually knows somebody who can.
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3.5
The Faculty Management Team The Dean of Faculty Astrid Herhoffer Location: Flaxman Building, Room L525 Telephone Number: 01782 294803 E-mail:
[email protected] In this role, the Dean has responsibility for the strategic development, operation and management of the faculty. Should you need to speak with the Dean you should make an appointment with her Personal Assistant Christine Clowes Location: Flaxman Building, Room L525 Telephone Number: 01782 294426 E-mail:
[email protected] Faculty Head of School – School of Journalism, Humanities and Social Sciences Name: Alan Russell Location: Flaxman Building, Room L313 Telephone Number: 01782294536 E-mail:
[email protected] Alan Russell oversees the management of all subject areas within the School of Journalism, Humanities and Social Sciences. Faculty Associate Deans THE DEAN is supported in running the Faculty by two Associate Deans: Helen Chapman Location: Flaxman Building, Room L519 Telephone Number: 01782 294645 E-mail:
[email protected]
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Catherine Fehily Location: Flaxman Building, Room L511 Telephone Number: 01782 294528 E-mail:
[email protected]
What are the aims and outcomes of the award?
The core aim of this programme is to develop a comprehensive intellectual and practical understanding of broadcast journalism and modern journalism practice. It aims to enhance communication and problem-solving skills, and to foster the multi-media journalistic skills which will prepare students for a successful career in both the profession of broadcast journalism, related areas of work, and other areas of general graduate employment. The award also seeks to introduce and enhance an awareness of the relationship and relevance of theoretical possibilities and practical applications to career opportunities through work placements.
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The award is accredited by the Broadcast Journalism Training Council (BJTC), and the modules and award structure reflect the commitment to achieving professional standards as detailed by the broadcast journalism industry, while not neglecting the necessary academic and theoretical perspectives designed to produce reflective practitioners at postgraduate level. The formal schedule of Programme Aims is intended to:
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Provide students with a comprehensive understanding of Broadcast Journalism in relation to advanced theory and practical skills
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Facilitate an understanding of modern broadcast journalistic practice in relation to traditional and new thinking
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Facilitate independence of study in terms of innovation in finding appropriate sources, gathering information for substantive pieces of work, producing work suitable for convergent newsroom (written, broadcast etc) and integrating creative ideas and insights into established knowledge and journalistic practice
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Facilitate the development of advanced skills in research through engagement with current debates and practice relating to broadcast journalism, notably in relation to the major project
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Provide a critical insight into the changing nature of broadcast journalism, and more specifically convergent journalism
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Encourage the development of advanced analytical skills in relation to complex published material
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Develop advanced transferable skills from an undergraduate base to postgraduate level
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Provide modules and teaching methods relevant to the industry to enhance employability
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Provide a distinctive programme which utilises teaching and research skills of the Journalism team and the high spec facilities on campus. The programme responds to up-to-date developments within the industry
Programme Outcomes The expected outcomes of the MA Broadcast Journalism award are described within the following tables and matrix. What will this programme teach me to do? At the end of your studies you should be able to:
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Postgraduate Certificate
Knowledge & Understanding Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Learning Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Enquiry Critically appraise different methods of research and demonstrate the ability to select appropriate strategies of data collection, analysis and evaluation. Analysis Engage in critical reflection and analysis of Journalism practice in order to challenge the industry as a whole and the individual’s working practice. Problem Solving Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Communication Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Application Demonstrate an understanding of core journalistic skills and knowledge in media law, politics and shorthand, and apply those skills to practical journalistic situations Reflection Engage in critical reflection and analysis of Journalism practice in order to challenge the industry as a whole and the individual’s working practice. Postgraduate Diploma Knowledge & Understanding Demonstrate the capability to develop journalism practice with an expanding range of autonomous practical skills, including presentation and communication skills, underpinned by a systematic understanding of specialist knowledge and enquiry. Learning Recognise and evaluate working with uncertainty and unpredictability typical of a
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news environment and following critical enquiry, integrate appropriate strategies in an attempt to reconcile complex decision-making within the context of professional journalist practice. Analysis Critically examine evidence from a variety of theoretical perspectives in relation to the area of specialist journalism practice to determine the implications for future research and practice development. Problem Solving Recognise and evaluate working with uncertainty and unpredictability typical of a news environment and following critical enquiry, integrate appropriate strategies in an attempt to reconcile complex decision-making within the context of professional journalist practice. Communication Demonstrate the capability to develop journalism practice with an expanding range of autonomous practical skills, including presentation and communication skills, underpinned by a systematic understanding of specialist knowledge and enquiry. Application Critically examine evidence from a variety of theoretical perspectives in relation to the area of specialist journalism practice to determine the implications for future research and practice development. Masters Knowledge & Understanding The ability to conduct an independent study of research and investigation by completing a major piece of journalism for print, radio and/or television which is adaptable to the web Enquiry An in-depth understanding and application of research styles, methods of enquiry and techniques of data analysis and demonstrate an evaluative approach to the documentary itself Analysis An in-depth understanding and application of research styles, methods of enquiry and techniques of data analysis and demonstrate an evaluative approach to the documentary itself Problem Solving Journalistic practice at an advanced level with further development of the ability to identify, initiate and integrate new approaches to developments within the industry and advanced industry practice and continuing professional development Communication The ability to select appropriate strategies for the communication of complex and abstract ideas to colleagues and to the wider industry. Application The ability to conduct an independent study of research and investigation by completing a major piece of journalism for print, radio and/or television which is adaptable to the web Reflection Journalistic practice at an advanced level with further development of the ability to identify, initiate and integrate new approaches to developments within the industry and advanced industry practice and continuing professional development
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Learning Outcomes by Module Postgraduate Certificate Level Module Outcome
*AM75158-M Journalism Studies
*AM75161-M Legal, Ethical and Regulatory Issues
AM75102-M I Broadcast Journalism: Theory and Practice
AM25533-M Govt, Politics and Journalism
*
*
*
*
*
*
Knowledge & Understanding Learning Enquiry
*
Analysis *
Problem Solving
*
*
*
*
Application * Communication
* *
Reflection *
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Either/Or
Postgraduate Diploma and Masters Level Outcome
Knowledge & Understanding
AM75102-M Broadcast Journalism: Theory and Practice
*
AM25533-M Govt, Politics and Journalism
*
AM75161-M Legal, Ethical and Regulatory Issues
*
AM75158-M Journalism Studies
*
AM75099-M Specialist Broadcast Journalism (including work placement)
AM75157-M Final Research Project **
*
*
**Final Research Project needed to complete Masters
Learning *
*
Enquiry *
*
Analysis * Problem Solving
*
Communication
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Application Reflection *
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Professional Body Recognition The MA Broadcast Journalism has full three year Multi-Media accreditation from the BJTC (Broadcast Journalism Training Council).
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*
6.
How is the award structured? MA BROADCAST JOURNALISM (2013-14)
Core AM75161-7 Legal, Ethical and Regulatory Issues for Journalists
Teaching Block 1
Core AM75102-7 Broadcast Journalism: Theory and Practice
(15)
YEAR 1 Core AM25533-7 Government, Politics and Journalism
Teaching Block 2
(30)
(15)
Core AM75158-7 Journalism Studies
(15)
Core AM75099-7 Specialist Broadcast Journalism (including work placement) (45)
Teaching Block 3
YEAR 2
Teaching Block 1
CORE AM75100-7 Research Project for MA in Broadcast Journalism (60)
Potential Awards: Postgraduate Certificate (60 credits) - comprises AM75161-7, AM25533-7, AM75102-7 Postgraduate Diploma (120 credits) – comprises PG Cert plus AM75099-7, AM75158-7 Master of Arts (180 credits) – comprises PG Dip plus AM75100-7
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Progression: In order to progress from one stage of an award to another (i.e. PgC to PgD, PgD to Masters), you must normally obtain a Pass in all modules. Otherwise, award specific regulations must permit compensation of a failed module or retrieval of failure at a subsequent stage of your programme of study.
Award Progression Certificate
Diploma
MA
60 credits:
120 credits, to include:
As for the Diploma, plus:
which must include both
Broadcast Journalism: Theory and Practice (30 credits)
Research Project for MA in Broadcast Journalism (60 credits)
Broadcast Journalism: Theory and Practice (30 credits)
Journalism Studies (15 credits)
And Government, Politics and Journalism (15 credits) And Either Journalism Studies (15 credits) Or
Government, Politics and Journalism (15 credits) Legal, Ethical and Regulatory Issues for Journalists (15 credits) Specialist Broadcast Journalism (45 credits)
Legal, Ethical and Regulatory Issues for Journalists (15 credits) 60 credits 120 credits 180 credits For Masters Students, all modules are core
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7.
How will I learn on this award? The MA award is distinctive in the way it brings together a wide variety of assessment strategies, supported by the implementation of a range of different teaching and learning methods. The uniqueness of the award requires different strategies to which students will be expected to adapt and benefit from. For example, in the more practical modules, the emphasis is very much on ‘learn by doing’. The award also allows students to learn in a way that closely mirrors the way journalists operate in the industry, with the use of Newsdays, which allows students to engage in practical news gathering, interviewing and writing exercises. The focus will also be on group and peer interaction and teamwork, again with students benefiting from a range of opinions and experiences. The following learning strategies will be employed in the award: Lectures Provide the basic structure and introduction to some modules, such as Government, Politics and Journalism Studies. In some practical modules, such as Broadcast Journalism: Theory and Practice, lectures will take the form of a 15-20 minute presentation that aims to introduce students to the practical elements of reporting and to stimulate group discussion and subsequent workshop activities. Staff-led seminars Students are asked to view programmes and read key texts or extracts from texts before each session. The tutor leading the seminar will introduce the key themes for discussion, highlighting some of the possible criticisms that might be raised and issues around which the subsequent debate could focus. Students are encouraged to participate in discussion on the basis of their own reading around the issues. This will be prevalent in modules such as Regulatory, Legal and Ethical Issues. Student-led seminars One of the features that distinguish postgraduate from undergraduate teaching is the greater emphasis placed upon the student to take the initiative regarding content and structure of teaching sessions. Students will be asked to prepare and lead seminar sessions, which should reflect their own research. They are encouraged to explore innovative approaches to presenting ideas and stimulating discussion. Videos and OHPs are available for student seminar presentation. Workshops These are interactive sessions where students work in small groups on a defined task or project with a clearly defined outcome (for instance, planning news features or making packages). Students are expected to research a story, carry out interviews and voxpops, obtain audio and video actuality, write scripts/stories, and edit and produce print, radio and TV news packages suitable for a convergent newsroom. These packages will be the focus of interactive feedback sessions. Research tutorials Major research project students are expected to provide the tutor with a report on work in progress. The tutor will then discuss the student’s work and offer various pathways forward.
Additional tutor support This academic provision is both informal and indispensable, as it provides students with access to tutors to address practical or academic matters that they wish to discuss outside scheduled teaching or tutorial sessions. The module tutors will normally deal with academic issues relating to specific modules. For wider issues relating to the course in general or personal problems, their first contact point will be the Award Manager.
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IT skills and learning from electronic resources Students are encouraged to use electronic resources to enhance independent learning and gain skills that are transferable into industry. Students are encouraged from the beginning of their postgraduate study to take full advantage of IT facilities and electronic learning bases available such as Blackboard, to use e-mail to communicate with tutors and fellow students, and to develop electronic writing and presentation desktop skills. All students will have access to IT facilities, including the internet. Independent Research Research is integrated by way of the independent research requirements for modules such as Broadcast Journalism: Theory and Practice, Specialist Journalism and Journalism Studies. Students are also expected to make full use of electronic research sources and conventional library sources. Fuller details of resources for research at Staffordshire University are provided in the relevant module handbooks. Students also have an Inter-Library Loan allocation for dissertation research. Assessment Students are asked to produce a variety of assessments in the different modules and the balance between them will be determined by the different aims and learning outcomes of the different modules. Within the Broadcast Journalism: Theory and Practice module students will be assessed individually and on their work and performance in multi-media Newsdays. The theory is learnt through academic reading and study of broadcasts, newspapers and news websites – thus theory is learnt alongside the practical skills. Students are assessed on their newsgathering abilities, news evaluation and their writing skills, both in terms of producing material to deadline and length as well as adaptability in writing for the cross platforms of broadcast and online. They are also assessed on their script writing skills, their presentation skills and their technical ability by making radio and television packages for online and broadcast. In the Newsdays, students will take on various roles within the production team during each Newsday. As well as submitting a portfolio of work produced and published online during the Newsdays, each student will be assessed by tutors on their overall performance in each Newsday. Tutors will consider presentation, teamwork, leadership skills, communication skills, organisation, and decision-making. Students will continue to study shorthand within this module and assessment of this will be implicit in the overall module assessment. Essay writing and research skills are assessed within the Government, Politics and Journalism module, in which students will produce two essays of 1,500-2,000 words each. In the Legal, Ethical and Regulatory Issues module, students will sit a series of tests to test their knowledge of legislation and ethical codes, which will also help to prepare students for sitting the National Council for the Training of Journalists (NCTJ) qualifications in this area. The work placement element of Specialist Broadcast Journalism is assessed by a BJTCapproved form completed by the employer where the work placement takes place, a diary report produced by the student, and a portfolio/showreel of all published/broadcast work. It is up to the student to ensure that the work placement is agreed in advance with the employer, that all documentation is completed, and that it is carried out during the timescale set aside within the programme of study. The Final Project requires the students to produce a major piece of broadcastable work, or a professional portfolio of broadcast work. The student is expected to conceive the original idea for the project themselves. They will need to develop their ideas through thorough research, showing determined energy and passion. The student is also expected to produce a comprehensive academic evaluation essay concerning the production process of the Final Project. This analysis should be academically rigorous describing in detail with detailed analysis on what the student has 15
learnt through the individual elements of the process. This will explain what the student would do differently for example they may be more prepared in the future etc... Feedback will be provided through a variety of means. Informal verbal and written feedback throughout practical workshops in both Semesters will be given to enable students to learn, understand and improve their skills and knowledge as they continue their development. Peer group feedback and reflection will take place at the end of Newsdays so students benefit from the observations made during the workshops by tutors and fellow members of their team. For assessed work, tutors will provide detailed formal written feedback as per faculty guidelines. Feedback will be based on assessment criteria clearly set out for students prior to all assessments taking place, both in module handbooks and detailed assessment briefs. The variety of assessment strategies reflects the variety of modules students will be studying, tests the fundamental skills and knowledge required to work in the industry, and examines the multiskilled abilities that employers are looking for. Assessment has convergence in mind, reflecting the principles of the award itself. Students will be assessed on many different criteria, and in particular their ability to adapt to different skills, knowledge, techniques and journalistic situations. In Semesters 2 and 3, students will be assessed on how they can ‘converge’ those different skills by bringing them together to produce high quality journalism, both working to tight deadlines as required on the Newsdays, within the Broadcast Journalism: Theory and Practice module and in working independently to produce a multi-platform treatment of a subject for Specialist Broadcast Journalism and their final research project. All modules will be assessed to industry standards to reflect the rigorous standard set by the accrediting body BJTC, and to accurately prepare students to pass the NCTJ exams.
8.
Support and Guidance
8.1
Academic Support and Guidance Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional advice and guidance, please do not hesitate to contact the Module Tutors, Award Leader or the Award Administrator. One-to-one support tutorials can be arranged on request, either be face to face, by telephone or by e-mail. Please contact your tutor if you have any concerns about assessment or any other aspect of your course. Generic support with studying, assignments and assessments can be found on the libraries’ Learning Support web-pages: http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
8.2
General Support and Guidance If you have concerns about your ability to complete your course for any reason, you are strongly encouraged to speak to one of the tutors and hopefully a mutually agreeable support strategy can be offered to you. If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide range of educational issues as well as offering specialist information and support. A drop-in service is available, but to discuss an issue in depth you can then book an appointment.
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If you are part-time, off campus, or a distance learning student you can telephone or email your faculty Advisor. These details are on the Student Guidance website: www.staffs.ac.uk/courses_and_study/student_services/student_guidance/index.jsp
8.3
Disability Staffordshire University is committed to enabling all students to achieve their full potential. If you have a disability or specific learning difficulty (SpLD) which might affect your progress, you are strongly advised to disclose this to one of the Award or Module Tutors at the earliest opportunity. Every effort will be made to implement any reasonable adjustments to the learning environment in order to support you through the module. Each Faculty has a Disability Coordinator who coordinates support for disabled students. The Student Enabling Centre provides specialist study support for disabled students and also a counselling service to support students who may experience issues that affect their mental wellbeing. The service provides a range of information, advice and facilities such as offering study needs assessments, help to apply for the Disabled Students’ Allowance (DSA) and providing study support services for students with dyslexia. At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at Stafford in the One Stop Shop in the Beacon Building. More information about the Student Enabling Centre can be obtained from www.staffs.ac.uk/courses_and_study/disabled_students/ or by email at
[email protected] or
[email protected]
8.4
Further Support The University has other services which offer support to international students, mature students, students with caring responsibilities and students who have been in care. Information on all our services for students can be found at www.staffs.ac.uk/courses_and_study/student_services/
9.
How do I hand in assignments? th
You will normally be required to hand in assignments to the Faculty Office, located on the 5 floor of the Flaxman Building, College Road or electronically via Blackboard. Instructions for the submission of assignments will be included in the relevant module handbooks. It is your responsibility to ensure that you submit assignments on time and at the appropriate place. The Faculty Office is open to take your assignments at the following times: Monday to Friday 8:45-15:30 Written assignments to be submitted to the Faculty Office should have stapled to them an assignment receipt form, available from the Faculty Office. Similarly, all electronic submissions via Blackboard should have an e-version of the coversheet cut-and-pasted into the front of your assignment document. Please ensure that you fill in all appropriate sections and if submitting assignments at the Faculty Office then cover-sheets forms should be completed in advance to avoid unnecessary delays.
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Note that most assignments are marked anonymously, and that you are asked to fold and stick down the top-flap of the assignment receipt form to conceal your name before handing in your work. This is an important tool in helping to safeguard the integrity of the assessment process. Anonymous marking, however, may not be appropriate certain kinds of assessment (for example, an artefact or presentation). If you have a learning support agreement which recognises dyslexia as a disability make sure that you ask for one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the tutor that the assignment needs to be marked on content and understanding and not penalised for grammar, spelling or punctuation errors.” Similarly, if your learning support statement specifies that you can negotiate the submission dates of your assessments then please ensure that you have agreed new submission dates with your tutor in advance of the original deadline. On the Faculty assignment cover-sheet there is a box for stating the agreed negotiated deadline and the tutor’s signature. Please be mindful of the fact that you may need to complete the cover-sheet in advance of the submission date to ensure you get the tutor’s signature – rather than assume the tutor will be available on the day / time you intend to submit. If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having once negotiated a deadline you find that, as it approaches, you are going to need a further extension, you will need to go back to your Award Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension. If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that are unrelated to your disability, then you will need to use the normal Extenuating Circumstances procedure. The paper form of the submission cover-sheet you will complete is in duplicate. It is most important that you use a biro so that both copies are marked. On submission the Faculty Office will date stamp both copies of the form and return one copy to you. KEEP THIS RECEIPT SAFE! IT IS PROOF THAT YOU HAVE SUBMITTED YOUR ASSIGNMENT ON THE STAMPED DATE. We would normally expect you to hand in your work in person, but recognise that this may not always be possible. If you are unable to hand in your written assignments in person, you can submit them via the post, using recorded delivery. This is important as should your work not arrive, we need to be able to find out what happened to it. All work which is submitted in this way will be dated according to the postmark. Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit. Should the assignment you submit get lost, then you will have the receipt to prove that you handed it in, and a copy to replace what has been lost.
10. Feedback on Your Work Seven principles of good feedback. Good feedback should: 1. 2. 3. 4. 5. 6. 7.
Be an interactive process involving student-tutor and student-student dialogue; Facilitate the development of self assessment and reflection; Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task; Be developmental, progressive and transferable to new learning contexts; Be ongoing and embedded in the learning process; Motivate, build esteem and confidence to support sustainable lifelong learning; Support the development of learning groups and communities.
See appendix E for more information. 18
The University’s Academic Board has been considering the outcomes of the last National Student Survey and discussing how it can provide quicker assessment feedback to students. This guidance refers to summative (actual) rather than formative (practice) assessments. In relation to this, the following has been agreed: Coursework and other assessments, excluding examinations You will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your assessment or actual date of the assessment (in the case of class tests). For some assessments the feedback period will be less than 20 working days. However, it may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a large number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules on your award and, in those cases, the feedback return period will not exceed 25 days. The anticipated feedback return times for all assessments will be published in your Module Handbooks. In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final ratification by the appropriate Assessment Board in due course. Formal University examinations Feedback for examinations will always be provided and should be available as soon as possible after the relevant examination. Where appropriate, feedback on examinations at the end of the last teaching block in the final year should be provided in the form of generic, group feedback through the University VLE. At the latest, feedback should be provided at least four weeks before the next examination period. The University hopes that you will also play your part by ensuring that you collect feedback from the relevant sources as soon as it is available.
11. External Examiners As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area you are studying. The majority are drawn from other universities or colleges in the country, although some will also come from industry or other relevant professions. External examiners look at the assignments that are set for you and the work you produce. They are asked to confirm that the standards are appropriate for the level at which you are studying. They attend assessment and award boards and write an annual report for the University which is used as part of the process, (which includes student representatives) of monitoring the quality and standards of your award. You are entitled to see these reports and if you wish to do so you should contact your Faculty office. External examiner who is responsible for your award is Lloyd Watson. NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding your individual performance in assessments. There are other mechanisms you can use if you are unhappy with your results or other aspects of your award, such as the appeal and complaints procedures. External examiners have been informed that if they are contacted directly by students they should decline to comment and refer the student back to the University.
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12. Placements The member of academic staff responsible for placements on your award is Sarah Rowlands: The BBC offer a handful of placements through our accreditation with the BJTC. Further information is available in the Specialist Broadcast Journalism module handbook available in semester two.
13. Final Project/Portfolio Your module tutor/supervisor for the Final Project is Sarah Rowlands. Further details will be available in the Final Project module handbook available at the beginning of your second year when the module commences. All subjects need to be discussed and agreed with your supervisor beforehand. Past projects can be watched and listened to and then discussed with your supervisor.
14. Personal Development Planning and Personal Tutoring As your personal tutor I am available to you for an informal or formal chat at any time. You will have at least one timetabled formal feedback tutorial in your first two semesters with me, however, if you would like the opportunity of meeting more often, then please contact me to arrange.
15. Accreditation of Prior Learning The Accreditation of Prior Learning is the term used when a student uses his or her previous experiences to gain admission to a programme of study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated qualifications. You should normally apply for exemptions or admission with advanced standing through the AP(E)L scheme when you apply for a place on the award, or immediately upon registration for your modules. You will not be allowed to apply for AP(E)L in a module once you have submitted any assessment for that module. If you apply for exemptions or admission with advanced standing through the AP(E)L scheme you may be required to undergo some assessment to determine the relevance of your experiences/qualifications. The APL and AP(E)L forms can be obtained from the Faculty Office. The APL and AP(E)L Board meets in early October. It is chaired by one of the Faculty’s senior team and its purpose is to consider all the APL and AP(E)L applications received from students and uphold or reject these applications dependant on the evidence provided.
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16. Award Regulations Your award is regulated by the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp Module Failure - what happens if I fail a module? If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (039% undergraduate; 0-49% postgraduate). If you have failed to submit any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board. If I fail a module, can I resit it? (i) If you made an attempt at your assessments at the first attempt: You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on the first occasion unless a claim for Extenuating Circumstances has been successful. (ii) If you did not make an attempt at your assessments at the first attempt: If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and the appropriate Board will decide whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module. If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your Faculty/School, no further referral opportunity will be given to you and you may fail the award. When can I take my resit(s)? In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For many students, this will be in August 2014 but will depend on the nature of the award and the timing of your assessments. It is your responsibility to make sure that you know when you are required to resit.
17. Award Specific Regulations The Legal, Ethical and Regulatory Issues module cannot be compensated. module must be passed with a grade of 7 or above.
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This
18. Concerns and Complaints We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as possible. You can also talk to the Faculty Student Guidance Advisor or central Guidance Officer. If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse. For more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit: www.staffs.ac.uk/courses_and_study/student_life/student_handbook/appeals_complaints_and_c onduct.jsp
19. Academic Misconduct and Plagiarism The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave the University. It is vitally important that you understand the rules regarding plagiarism. These can be found at: http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. http://www.staffs.ac.uk/uniservices/infoservices/studyskills/ If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre. Using footage not shot by yourself from YouTube, can be classed as plagiarism.
20. Equality and Diversity Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to fulfill their potential. At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all our students and staff - whatever their background, nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and experiences - are able to study or work in an environment free from discrimination, harassment, bullying and victimisation.
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We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way that promotes a welcoming and inclusive environment for all. The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student. This can be found at www.staffs.ac.uk/legal/policies/studentcharter/ The University also has a behaviour policy to inform students and staff of the behaviour expected of students. This can be found at: www.staffs.ac.uk/legal/policies/index.jsp More information, support and advice about any aspect of equality and diversity at Staffordshire University can be obtained from www.staffs.ac.uk/diversity
21. Student Guide This Award Handbook is supported by information on the Faculty induction website and other resources provided by Central Services. Student Handbook - http://www.staffs.ac.uk/courses_and_study/student_life/student_handbook/ a2z4u - http://www.staffs.ac.uk/a2z4u MyPortal - http://myportal.staffs.ac.uk
If you are still unable to locate the information you need, please ask at Reception 01782 294415
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Appendix A - Glossary of Terms Module
Core Module Award Option
Co-Requisites
Pre-Requisites
Disqualified Combinations Grade Point
Level
Teaching Block
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A unit of study with a defined learning outcomes, curriculum and assessment. The module definition is to found in the module specification for the module. Each module has a number of Credits, associated with it. A single module is worth 15 Credits and notionally requires 150 hours of learning activity to complete. This learning activity being divided between time for class contact hours with staff, independent study and assessment. The number of allocated learning hours rises in proportion to the number of Credits attributed to a module at the rate of 10 hour per credit. All modules are multiples of the basic unit of 15 Credits. So for example, a double module will be worth 30 Credits and will have a learning time of 300 hours. This is a module that you must take and pass to qualify for a given award title or range of titles. This is a module chosen from a list of Award Option modules. Award Option modules are studied in conjunction with the core modules and from the prescribed set of modules for a particular named award Co-requisites are those modules that you must take as a package. All the Level 4 core modules can be considered to be co-requisites. We have defined co-requisites to make sure that there is sufficient shape and coherence in your programme of study to make it a rewarding and interesting experience. A co-requisite is therefore a module which must be studied in addition to and normally at the same time as a particular module. A pre-requisite is defined as a specific requirement that you must meet before you can take a module. In a similar way as entry to an Award was dependent on your achieving A-Level or BTEC passes for example, or having other prior knowledge, for some modules you will have to be ‘qualified’ to take them. This will normally mean studying for a module at an earlier level in the Award. Pre-requisites are specified to make sure that you have the knowledge and skills you will need to be successful in your chosen modules. Please refer to the Undergraduate Modular Framework Regulations for a more detailed description of this term in particular the distinction between the terms pre-requisites’ and ‘Special Admissions Requirements’. Although rare, disqualified combinations are those modules which you cannot study together. This is normally because the content of the modules overlaps in some way, such that by taking both you would not cover the equivalent of two-modules learning. On completion of the assessment of a module, you will be assigned a grade for that module in the range 0 to 15. In considering your performance at the end of a Level, grades will be averaged to produce grade point average for the Level (weighted by the size of the module). Grade points run from 0 to 15, with 0-3 being fail grades for undergraduate module, and 0-6 being fail grades for postgraduate modules. This indicates the academic level at which study is to be undertaken – Certificate level (module level 4 year 1), Intermediate level (module level 5 year 2) and Honours level (module level 6 year 3). Normally it corresponds to one year of study for full-time students. However, students may take modules from different levels at the same time, provided that they meet the requirements for their award. A period of study into which the year is divided, that may include induction learning, assessment and academic counseling. There are currently two teaching blocks in each academic year.
Appendix B - Learning Outcomes of the Award The expected outcomes of the MA Broadcast Journalism award are described within the following tables and matrix. What will this programme teach me to do? At the end of your studies you should be able to: Postgraduate Certificate Knowledge & Understanding Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Learning Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Enquiry Critically appraise different methods of research and demonstrate the ability to select appropriate strategies of data collection, analysis and evaluation. Analysis Engage in critical reflection and analysis of Journalism practice in order to challenge the industry as a whole and the individual’s working practice. Problem Solving Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Communication Apply a range of journalistic skills across multi-media platforms. These will include accurate interpretation of information in news judgements, operating vt and sound recording and editing equipment, writing scripts suitable for print, online and broadcast, interviewing, and demonstrating originality and an ability to act decisively Application Demonstrate an understanding of core journalistic skills and knowledge in media law, politics and shorthand, and apply those skills to practical journalistic situations Reflection Engage in critical reflection and analysis of Journalism practice in order to challenge the industry as a whole and the individual’s working practice.
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Postgraduate Diploma Knowledge & Understanding Demonstrate the capability to develop journalism practice with an expanding range of autonomous practical skills, including presentation and communication skills, underpinned by a systematic understanding of specialist knowledge and enquiry. Learning Recognise and evaluate working with uncertainty and unpredictability typical of a news environment and following critical enquiry, integrate appropriate strategies in an attempt to reconcile complex decision-making within the context of professional journalist practice. Analysis Critically examine evidence from a variety of theoretical perspectives in relation to the area of specialist journalism practice to determine the implications for future research and practice development. Problem Solving Recognise and evaluate working with uncertainty and unpredictability typical of a news environment and following critical enquiry, integrate appropriate strategies in an attempt to reconcile complex decision-making within the context of professional journalist practice. Communication Demonstrate the capability to develop journalism practice with an expanding range of autonomous practical skills, including presentation and communication skills, underpinned by a systematic understanding of specialist knowledge and enquiry. Application Critically examine evidence from a variety of theoretical perspectives in relation to the area of specialist journalism practice to determine the implications for future research and practice development. Masters Knowledge & Understanding The ability to conduct an independent study of research and investigation by completing a major piece of journalism for print, radio and/or television which is adaptable to the web Enquiry An in-depth understanding and application of research styles, methods of enquiry and techniques of data analysis and demonstrate an evaluative approach to the documentary itself Analysis An in-depth understanding and application of research styles, methods of enquiry and techniques of data analysis and demonstrate an evaluative approach to the documentary itself Problem Solving Journalistic practice at an advanced level with further development of the ability to identify, initiate and integrate new approaches to developments within the industry and advanced industry practice and continuing professional development Communication
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The ability to select appropriate strategies for the communication of complex and abstract ideas to colleagues and to the wider industry. Application The ability to conduct an independent study of research and investigation by completing a major piece of journalism for print, radio and/or television which is adaptable to the web Reflection Journalistic practice at an advanced level with further development of the ability to identify, initiate and integrate new approaches to developments within the industry and advanced industry practice and continuing professional development Learning Outcomes by Module Postgraduate Certificate Level Module Outcome
*AM75158-M Journalism Studies
*AM75161-M Legal, Ethical and Regulatory Issues
AM75102-M I Broadcast Journalism: Theory and Practice
AM25533-M Govt, Politics and Journalism
*
*
*
*
*
*
Knowledge & Understanding Learning
Enquiry *
Analysis * Problem Solving
*
*
*
*
Application * Communication
* *
Reflection *
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Either/Or
Postgraduate Diploma and Masters Level Outcome
AM75102-M Broadcast Journalism: Theory and Practice
AM25533-M Govt, Politics and Journalism
AM75161-M Legal, Ethical and Regulatory Issues
AM75158-M Journalism Studies
AM75099-M Specialist Broadcast Journalism (including work placement)
AM75157-M Final Research Project **
**Final Research Project needed to complete Masters Knowledge & Understanding
*
*
*
*
*
*
Learning *
*
Enquiry *
*
Analysis * Problem Solving
*
Communication
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Application
Reflection *
*
.
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Appendix C - Curriculum Maps MA BROADCAST JOURNALISM (2012-13)
Core AM75161-7 Legal, Ethical and Regulatory Issues for Journalists
Teaching Block 1
Core AM75102-7 Broadcast Journalism: Theory and Practice
(15)
YEAR 1
Teaching Block 2
Core AM75099-7 Specialist Broadcast Journalism (45)
Core AM25533-7 Government, Politics and Journalism
Core AM75158-7 Journalism Studies
(15)
(30)
(15)
Teaching Block 3
YEAR 2
Teaching Block 1
CORE AM75100-7 Research Project for MA in Broadcast Journalism (60)
Potential Awards: Postgraduate Certificate (60 credits) - comprises AM75161-7, AM25533-7, AM75102-7 Postgraduate Diploma (120 credits) – comprises PG Cert plus AM75099-7, AM75158-7 Master of Arts (180 credits) – comprises PG Dip plus AM75100-7 Progression: In order to progress from one stage of an award to another (i.e. PgC to PgD, PgD to Masters), you must normally obtain a Pass in all modules. Otherwise, award specific regulations must permit compensation of a failed module or retrieval of failure at a subsequent stage of your programme of study.
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Appendix D – The Staffordshire Graduate
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Appendix E – Feedback on assessments Our principles - good feedback should: 1. Be an interactive process involving student-tutor and student-student dialogue
Because of the principles, you; the student; can expect:
There should be an agreed point of reference and common starting point between students and staff as to what constitutes the purpose and use of feedback as part of a learning process. The content of this originates from the knowledge and professional expectations of the subject discipline. Determining the common starting point is an iterative process emerging out of interactive dialogue between staff, students and their peers, where all participants challenge and are open to each other’s views.
To work with a set of agreed assessment rules To agree with staff and other students on why you will get feedback To debate with other students To learn from other students To see other students learn from you To debate with lecturers and other staff To learn from lecturers and other staff University staff to learn from you Every conversation about your studies to be a type of feedback you can learn from (we are an Academic Community) To get feedback throughout your course To also get specific and timely formal written feedback from lecturers on your marked assessments
2. Facilitate the development of self assessment and reflection
The feedback should generate a series of questions for the student which makes them think about their learning now, and what they need to do to develop their learning in the future. This will enable them to understand the purpose of the feedback in each specific context; create the capacity to developing evaluative judgement; the ability to review their own performance against professional and academic criteria; and to think about learning strategies they need to develop in the future;
3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task. [1]
This involves identifying and justifying the strengths and achievements of the assignment, artefact or task under discussion. This should also then lead to outlining how changes and improvements may be made, through reference to
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To ask yourself new questions about your learning To ask yourself new questions about your subject To improve your understanding of your own thoughts To improve your ability to see the worth of other people’s work and thoughts To improve your ability to evaluate your own work and the work of others To become better at working in order to meet specific goals or targets To get better at working out what types of feedback you need and working out when you need feedback
To get better at seeing where your work is good and where it needs improvement To get better at seeing where other people’s work is good and where it needs improvement To get better at giving people help to improve their work To get better at accepting and using help from other people to improve your
discussion around what constitutes the criteria for good performance and how the outcomes of the task have been met. Students need to be aware that feedback is a process that can take place at any time or place, and isn’t restricted to formal learning situations.
4. Be developmental, progressive and transferable to new learning contexts
The dialogue and understanding that emerges from the feedback should be applicable both to the current debate and also contain elements that are able to be translated to a range of current and future learning situations. As the student progresses through their learning journey they should be developing a more sustained and sophisticated approach to their learning, culminating in the expression of the graduate attributes appropriate to their level and subject specialism 5. Be ongoing and learning process
embedded
in
the
Feedback isn’t simply an activity that takes place after assessment – it isn’t something that is simply done to students! Feedback that is effective and timely occurs when students know when they need it, recognise what they want it for, and know how to ask for it in a way that is appropriate to their needs. It is multi faceted both in terms of content and format.
6. Motivate, build esteem and confidence to support sustainable lifelong learning
Feedback needs to point out what has been done well, both in terms of the task process and the product. Feedback needs to offer ‘do-able’ actions for future learning/work, so that students are able to improve. Modules/awards need to engage students with multiple feedback opportunities, 7. Support the development of learning groups and communities Good feedback – as outlined in Points 1- 6 should create the environment whereby effective and productive learning is taking place, leading to the emergence of a flourishing learning community. 32
own work To discuss how ideas like “good” and “bad” relate to marking criteria To get and give feedback wherever you can: not just in tutorials or seminars Your feedback to be relevant to your course Your feedback to be relevant to the way your wider subject area is developing Your feedback to give you useful ideas for ways of doing future learning Your feedback to help you get a deeper understanding of your subject Your feedback to help you develop your overall thinking
To give and receive feedback frequently To learn to recognise when it would be useful for you to get feedback To learn to recognise what type of feedback it would be useful for you to get To learn how to ask for appropriate feedback To recognise that there are many appropriate ways of giving feedback To get, and give, praise for things that have been done well To get ideas that will help you improve your future learning and work To give ideas that will help other people to improve their future learning and work To get a lot of chances to receive and give feedback in a variety of ways To be part of an improving learning community To be personally responsible for helping that community get even better To see other people also taking personal responsibility for helping the community to get even better
MA BROADCAST JOURNALISM TIMETABLE YEAR 1 SEMESTER 1 (WEEK BEGINNING 30 SEPTEMBER 2013) Monday: Legal, Regulatory and Ethical Issues for Journalists (AM75161-M) 1300-1500 (Lecture) S439 1600-1700 (Seminar) S439 Tuesday: *Theory and Practice (AM75102-M ) 0900-1700 BJ Newsroom Including one week of daily multiplatform Newsdays (10 Dec – 20 Dec 2013)
Government, Politics and Journalism (AM25533-7) Jan 7, 23, 24 – Three day course London Trip (Wed 8th January – Friday 10th January 2014) NCTJ Revision week (week beginning Monday 13th January 2014) NCTJ Exam Week (week beginning Monday 20th January 2014) YEAR 1 SEMESTER 2
(WEEK BEGINNING 27 JANUARY 2014)
Monday: *Theory and Practice (AM75102-M) (First six weeks only)
0900-1700
Tuesday: Journalism Studies (AM75158-M) (First ten weeks only)
1000-1300
S439
Court Reporting Special sessions with Dr Paul Gubbins, week 7 (w/c March 10) onwards. Specialist Broadcast Journalism (15’ combination of TV, radio and on-line deadline 16.05.14) (work in own time) Easter break (APRIL 14 – 25) *T & P: Assessed Newsweeks (28 April – 9 May 2014) *T & P: News Press Conference Exercise (Tuesday 20 May 2014)
0800-1700 1100 – 1700
NCTJ Exam week (week beginning Monday 19th May 2014) YEAR 1 SEMESTER 3 Specialist Broadcast Journalism (work placement deadline 30.09.14) YEAR 2 SEMESTER 1 Final Project – TV or radio documentary or professional portfolio (deadline 31.12.14) (Individual seminars and lone working)
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