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BA Journalism: Programme Handbook Page 0

Whether you are a returning student, or perhaps it’s the first time you’ve set foot on Docklands Campus, I’d like to extend a personal welcome to you all. As the newly appointed programme leader for BA Journalism/Journalism Studies, I am committed to your future in journalism; I also have a commitment to the future of journalism. I look forward to working with you in the coming year; and I hope you will come and tell me which aspects of the programme are working well for you, and which aspects could do with some more work – not least from us, on the staff side. This (details below) is where to find me. Best wishes,

Andrew

School of Arts and Digital Industries

Programme Leader: Dr Andrew Calcutt Email: [email protected] Tel: +44 (0)20 8223 4242 Room: EB 1.35

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BA Journalism: programme handbook

Welcome to the BA Journalism Programme

in the School of Arts and Digital Industries

at the University of East London’s Docklands campus

The School of Arts and Digital Industries is a vibrant, creative community of students, staff, researchers and alumni. Our programmes cover a broad range of disciplines, from fashion, film, fine art and media to design, digital arts and communications, computer games development and animation, music, dance, theatre, and creative writing, cultural and heritage studies, literature and history, and journalism and advertising. Our staff and students produce exciting and ground breaking work, supported by the resources of the University and the wider creative community of East London and beyond.

This programme handbook is intended as a ready source of information and advice as you work towards completing your degree. It includes course information and short descriptions of the content of the relevant modules you will study, including information about how they are taught and assessed. The handbook and its appendices also provide detailed advice and information to help you make the most of the programme and of your studies, as you work towards achieving your award.

The programme staff teams, alongside other colleagues in the School of Arts and Digital Industries, are committed to ensuring you have a rewarding academic experience here. We aim to provide an environment which offers you an enjoyable, engaging and creative higher education. In particular, the Journalism team aims to provide you with a platform for your personal and career development – hopefully, in journalism. We also hope that you will be equipped to contribute to the future of journalism itself.

Across the range of programmes in the School, ADI teams take pride in providing excellent teaching, nurtured by strong research and creative and professional expertise. Supporting these activities, we also promise our students clarity and consistency in the administration of programmes, and high levels of support and pastoral guidance throughout their studies.

ADI staff and students are fully supportive of the Students’ Union and University’s Equal Opportunities policy. No student or member of staff should be disadvantaged due to matters of ‘race’, class, ethnicity, age, gender, sexual orientation or disability. We agree that all members of the UEL community are entitled to courteous treatment in accordance with consensual norms of mutual respect and understanding.

PLEASE NOTE: The information contained in this Handbook is frequently revised. Updated information about staff, programmes, modules, services, regulations and other information can be found on the school website at www.uel.ac.uk/adi

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CONTENTS:

School of Arts and Digital Industries Key roles and contact details 3 Student Enquiry Desk 5

Introduction to the Journalism Programme 6 Who we are: Journalism staff 7 The Writing Centre, Library & Media Production Centre 8 Understanding your degree programme 9 Programme aims and learning outcomes 10 Programme structure 12 Short outlines of modules 13 Journalism programme: Principles 29 Journalism: Style Sheet 30

School of Arts and Digital Industries: Structure and Organisation 31 Personal Tutors 32 Enrolment and Module Registration 33 Rights and Responsibilities 34 Your Studies 35 Assessment 37 Student Support 40 Online communication with UEL: how to use UEL Direct 40

Further information Academic appeals 43 Complaints 44

Appendix A Academic Calendar 45 Appendix B List of useful web pages 46 Appendix C Student Attendance Policy – Guidance for Students 48 Appendix D Terms of Reference for Programme Committee 49 Appendix E Assessment Offences, Plagiarism and Collusion 50 Appendix F Health and Safety 53 Appendix G Support offered by Student Services 57

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School of Arts and Digital Industries

University of East London

4‐6 University Way London E16 2RD

School Office

Phone: 0208 223 7631 / 7641 / 7303

Fax: 020 8223 2898

Key Contacts 0208 223 Ext

Student Enquiry Desk EB.G.04 Atrium

Sue Cohen ([email protected])

Anne Stow ([email protected])

+ Desk team

7641

7631

7303

Dean of School

Professor Catherine Harper 4216

Associate Deans of School

Professor Iain MacRury ([email protected])

Liz Pearson ([email protected])

4230

7331

SCHOOL ADMINISTRATION

Registrar: Elaine Davis

Senior Administrator (Quality): Callum Dolan ([email protected])

Senior Administrator (Collaborative): Diane Sharrier ([email protected])

6278

4241

2155

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ACADEMIC AREAS: Key contacts

Cultural Studies & Creative Industries (CC)

Field Leader: Stephen Maddison [email protected]

Administrator: Tracey Leader [email protected]

6240

7454

Digital Arts & Visual Communications (DV)

Field Leader: Hedley Roberts [email protected] Administrator: tbc

2423

Fashion & Textiles (FT)

Field Leader: Lucy Jones [email protected]

Administrator: Nadia Shah [email protected]

2557

2517

Fine Art (FA)

Field Leader: TBC

Administrator: Jeanette Ioannou [email protected]

3491

Media, Communications & Screen Studies

Field Leader: Paul Gormley

[email protected]

Administrator: John Macdonald [email protected]

(MS)

2936

2740

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Performing Arts (PA)

Field Leader: Mark Hunter [email protected]

Administrator: Maya Davis [email protected]

3393

2767

Combined Honours Leader

Tim Foster [email protected]

2440

Media Production Services

Admin & Enquiries: [email protected] 2680

ADI Student Enquiries Desk (Atrium, in East Building)

The Student Enquiry Desk (SED) is located in the Atrium by the blue stairwell in the East Building. Alongside module staff teams and personal tutors, the SED is an important point of contact for students on our programmes when they are making enquiries about their studies.

SED staff will often be able to answer general enquiries on the spot about programme‐related matters (timetables, module registration, change of pathways, handing‐in assignments, making appointments with personal tutors or module leaders, etc. confirming academic staff office hours) or they may, depending on the nature of the enquiry, find it necessary to refer you onto the another department within the University – details of these services are available in Appendix H and in sections below.

The specified functions and areas of responsibility of the Student Enquiry Desk are: • general enquiries, making appointments with academic staff • the handing‐in and return of coursework assessment • source of surplus module guides • distribution of blank forms – module registration, pathway change form, etc. • details of Room Bookings and timetabling of modules

OPENING HOURS: 10am – 4pm during semester 1am – 12 noon pm & 2pm – 4pm pm during vacations

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Right Time, Right Place: an introduction to the Journalism programme

You picked the right time to study journalism. At the time of writing, there is a scandal over the publication of photographs of the Duke and Duchess of Cambridge, taken while they were holidaying in a private place. In response to the earlier outcry over phone hacking, following a lengthy inquiry Lord Justice Leveson is about to publish his recommendations on how journalists should conduct themselves, and what sanctions should be used to encourage good behaviour among journalists and punish those behaving badly. Meanwhile, the traditional business model for print journalism (cover price plus advertising revenue equals profit) continues to be undone, i.e. it seems to have been outdone by the advent of digital communications technology. Everybody acknowledges the need for cross‐platform journalism (content that runs across the previously distinct platforms formerly known as print, broadcast and online), but, across the entire spectrum there is considerable uncertainty as to what form(s) this content should take. Old‐style formats are assumed to be too….old, but so far the current crop of journalists has been unable to come up with a distinctively professional way of telling news stories for the nearly new century. These are truly ‘interesting times’ for journalism. The current difficulties experienced by journalism bring a new level of urgency to the study of its past, present and future.

You picked the right place to rehearse the journalist’s role. This summer, East London has been in the spotlight like never before. Across the globe, billions of people are now familiar with the idea of East London as the most diverse area of the world’s most multicultural city. The whole world, in other words, is on our doorstep. But now that the greatest show on earth is moving to Rio de Janeiro, host city for the Olympics and Paralympics in 2016, most of the professional media will pack up and follow suit. It means that East London still has a big story to be told; but there are only a small number of professional journos left to cover it. On the other hand, this leaves a golden opportunity for UEL students, especially Journalism students, to capture the story of East London, as it continues to unfold in the aftermath of London 2012. When practising to become journalists, you will be able to rehearse on a real, live story of truly global proportions.

Apart from expertise specific to journalism, many of the skills which students acquire during their degree programme will be highly valued in the workplace: clarity of expression and accuracy in written work, for example, and the ability to examine, analyse and reflect. In addition, during the course of your degree you will develop further skills that are essential to any profession: self management, organisation and planning, the ability to work collaboratively, and to attend to both the smaller details and the larger picture.

A wide range of different forms of teaching and assessment are used on this programme, including formal lectures, small group workshops, research exercises, individual portfolios, and extended pieces of written work. In some modules students have the opportunity to produce and present their work in groups; such collaborative work may take the form of researching specific topics, developing their own ideas, or producing writing which has been produced and edited by a group. Students also have the opportunity to engage in digital production and presentation. In their final year, students will undertake a dissertation project, which will allow them to develop an extended piece of writing based on their own area of interest and research. Modules are assessed at the end of the semester; a range of different modes of assessment are employed, including portfolios, short and extended writing and production assignments, essays, and presentations.

The Journalism programme draws on the knowledge, experience and expertise of a dedicated teaching team. Each and every member of the team has extensive experience of working in professional journalism; some members of the team continue to do so – they combine academic research and teaching with an ongoing career in journalism. Regardless of our diverse experiences in print, broadcasting and online journalism, we all share a commitment to supporting students, helping them to develop their potential both creatively and academically.

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The Journalism staff team

Core members of the Journalism teaching team have both academic and practical experience in a wide range of journalistic fields. All members are current or former journos, each offering a different perspective to the Journalism programme.

Dr Andrew Calcutt (programme leader) is the original 'hackademic' (journalist‐turned‐academic) who left Channel Cyberia (the earliest, professionally produced online magazine in the UK) in order to set up UEL's first journalism programme (BA Journalism and Print Media.) His academic career is as old as the Docklands Campus, which opened in 1999. He has published 10 academic books, notably Journalism Studies: a critical introduction (2011) and London After Recession: a fictitious capital? (2012). He edits Rising East,MagLab and Proof, and invites your contributions to all three publications.

Charles de Ledesma has been an author with Rough Guides since 1994, focussing on guides to Malaysia, Singapore and South East Asia. Further professional involvements include radio journalism, both in the news field and in music features, for the BBC and for the American news agency, Associated Press. Since 2003 Charles has taught broadcast journalism at the University of East London.

Sylvie Prasad teaches on the Media Studies and Cultural Studies undergraduate programmes and is the Leader for Media Production. Her research practice and teaching includes contemporary developments in photography.

Richard Sharpe is co‐founder of ETC, senior trainer, journalist, an in‐demand speaker at industry conferences and forums and a Visiting Fellow of the University prior to his appointment to a teaching post.

Dr Abel Ugba’s media/journalism career began in Nigeria in 1985. He has been a reporter, a correspondent and a subeditor on newspapers in Nigeria, Germany and Ireland. He also worked as an online journalist at ireland.com, the website of The Irish Times. In 2000, Abel served as the founding editor of Metro Eireann (www.metroeireann.com), Ireland’s most popular multicultural newspaper. He is on the editorial boards of Translocation (www.imrstr.dcu.ie) and of EJN News (www.ramproject.org.uk)

Further contributors to the Journalism teaching team include: Tim Atkins (mainly based in Creative and Professional Writing), a widely published translator and poet; Charles Lambert (Sports Journalism), a seasoned sports journalist with the BBC; Simon Miles (Media Production), print journalist, documentary film‐maker and playwright; and Maxine Newlands (Sports Journalism), 10 years a radio journalist, now researching sports media and environmentalism.

Across the whole team, there is approximately 150 years of professional experience in journalism. Whatever’s been going on in UK journalism since the 1970s – we’ve been there, in the thick of it! This wealth of experience means we are well‐qualified to show you how the industry is shaping up for the future.

Holding all this together is the administrator for the programme. It simply wouldn’t function without her: TRACEY LEADER Programme Administrator Email: [email protected]

Tracey has been the Administrator for the Journalism programme at UEL since it was first introduced. She is also the Administrator for four other programmes in the Cultural Studies and Creative Industries field (Advertising, Creative and Professional Writing, and Sports Journalism).

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THE WRITING CENTRE THE LIBRARY MEDIA PRODUCTION SERVICES

There are a number of resource centres designed to support your study and your creative work, and to assist with improving writing and other academic skills.

The Writing Centre Email: [email protected]

The School of Arts and Digital industries is home to The Writing Centre, which offers writing support and is the location of our Royal Literary Fund Fellows and specialist tutors who are available throughout the week, each semester. The Centre is located in WB.1.16 and is the focal point for the School’s writing events and activities, which include:

• General support and advice for creative writing • Individual tutorials and group workshops to help with academic writing, whatever your individual

needs may be: essay and dissertation structuring, grammar, punctuation, critical thinking etc • Information, contacts, and guidance • Literary Events, such as Open Mic student readings at the ADI Showcase or guest speakers • Literary E‐zine UNBOUND ‐ be published or get involved with editorial process

Please contact The Writing Centre by email if:

• you want advice and specific help with writing for academic, professional or creative purposes • you are interested in Creative Writing, Professional Writing, Journalism, or Academic Writing • your tutor has advised you to seek out help with your writing

The Library

The Library at Docklands contains a wide range of books, journals, videos and other reference materials for all of the programmes offered by the ADI. The library is also equipped with ranks of networked PC terminals. Students have the opportunity to obtain an email address and user account, giving access to the Internet and UEL’s networked resources. During semesters the Library is open 24 hours a day, 7 days a week, but in vacations the opening times are restricted, so check the website for details: www.uel.ac.uk/lls/

Our Subject Librarian is Catherine Johnson, who is available at the Library Desk for information and help in seeking sources and texts. You will meet her during Semester A.

Media Production

Students following programmes with a production component will be taught and work independently using the Media Production Service (MPS). The school is fully equipped with digital facilities, including: Apple and PC labs, a TV studio, control room and edit suites, a recording studio, radio station and edit suites, photography and dark room facilities, and an AV (tape‐slide) studio. All facilities are digitally interconnected, facilitating cross‐platform production. For more information visit the MPS website: mpsinfo.co.uk/

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UNDERSTANDING YOUR DEGREE PROGRAMME

If you want to do well in your degree it is very useful to develop a close working knowledge of the contents, aims and structure of the programme you are studying. You are strongly encouraged to read the following pages carefully. This is helpful at the start of your course, especially during induction. Use the guide later on too, at the end of level 1 and when you register for your modules in the following year (level 2); and then, as you approach the end of your studies, in order to select your final year modules. The information included here is detailed and accurate at time of printing, but should be treated as indicative and subject to change and alteration. We will, of course, advise you when any such changes are introduced, and when information in this guide is superseded. Please be alert to such changes. Just as it is the Journalism team’s responsibility to inform you of changes to the programme, so it is your responsibility to keep up to date with information issued to you.

The Programme specification is available online at http://www.uel.ac.uk/undergraduate/specs/journalism/. This the definitive record of the working structure of the programme at any time. Modifications are logged via the programme specification. This

Layout of the Journalism Programme

Journalism Programme: general features

BA (Hons) Journalism is an interdisciplinary degree programme which enables students to realise their potential in the following key areas:

• Theoretical analysis: develop a critical approach to the practices of journalism • Journalism: examine the role of journalism and its institutions, in print, broadcast and electronic

media • Production and practical creativity: acquire the journalistic production skills to write and edit a

variety of journalistic pieces • Research methodologies and practices: learn the leading theories and methodologies currently

constituting the academic field of journalism and journalism studies

These different approaches provide a comprehensive understanding of Journalism. Year 1 gives students a foundation in critical and practical skills of journalism. Year 2 is spent developing further knowledge of practical journalism, including a core work experience module, where most students will be required to undertake a placement. In the final year students develop and refine their skills as journalists, while also carrying out a significant piece of investigative academic work (dissertation).

Students can also take a maximum of two university‐wide modules, alongside core journalism modules and recommended options.

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Accreditation: The programme has not sought accreditation from industry bodies such as the National Council for the Training of Journalists (NCTJ). Our programme is designed to enable students to rehearse the professional life of a working journalist while at the same time thinking critically about how and why this life is currently constituted. In academic literature this combination is sometimes described as critical vocationalism; it is not as one‐dimensional as a training programme. Accordingly, we have moved away from the emphasis on working for local newspapers often found in training‐oriented degree courses; our programme plays to other strengths – such as magazines and online publication – instead.

Journalism programme: aims and learning outcomes

The BA (Hons) Journalism degree programme is designed to provide students with the opportunity to:

• study an enjoyable, stimulating and unique interdisciplinary academic programme; • gain a comprehensive understanding of the Journalism industry and promotional culture; • take part in practice‐based learning in a range of media of public communication; • develop transferable skills in preparation for the workplace – for instance team‐working,

multi‐tasking, analysis, problem solving, critical reflection, independent and creative thinking and practice – in Journalism and related promotional industries.

Upon completion of their studies, a successful graduate of Journalism should be able to:

• show a fundamental grounding in the Journalism industry in its social, cultural and media contexts;

• engage with key concepts and theories from the disciplines of media studies, cultural studies, communication studies and psychosocial studies;

• translate ‘theory’ into ‘practice’; • evaluate a range of theoretical perspectives, concepts and ideas in the fields of consumer culture,

promotional culture and media studies; • demonstrate an understanding of a range of qualitative research methodologies; to plan, carry

out and analyse a qualitative research method, namely a focus group; research and present an industry‐based Journalism pitch;

• acquire proficiency in a number of relevant computer software packages • organise and manage a workload effectively and adhere to deadlines; • locate and select sources of information for written work/research; • work effectively in groups.

Programme duration and modes of study, i.e. full time/part time, block delivery

Journalism provides a distinctive interdisciplinary curriculum organised around key themes and grounded approaches. Level 1 core modules build up foundational skills and the conceptual basis required for understanding Journalism media and promotional culture within appropriate frameworks of knowledge. Level 2 core modules develop and deepen subject and experiential knowledge. Around these, students elect to choose from a number of specialist option modules, including tailored media production. Level 3 is distinguished by the opportunity to undertake a major independent research project and further studies in specialist options. The Journalism programme stresses continuing development of key and essential skills of scholarship.

BA Journalism is available to both full‐ and part‐time students, with the full‐time, single honours programme running over three years. Journalism Studies is offered as a major, joint or minor route in

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two‐subject programmes. Journalism is also available as a subject within the Media & Creative Industries programme.

Employability and Graduate Opportunities

Former students now contribute to a wide range of local, national and international media. Others return to UEL to enrol on one of our Master’s programmes (typically MA Magazines), or take further study elsewhere. One of the first students to complete our Journalism programme went straight to a job on the Sun; another from the same group went on to MA Creative Writing at UEA. Clearly, a diverse range of ‘graduate destinations’. A key lesson from watching careers develop over the past decade is that students who write and produce journalism beyond the formal requirements of the programme are likely to make a name for themselves while still at university; hence when they graduate and leave university, they are in a much stronger position in what is currently a weak jobs market.

Skills Curriculum

Employability/Professional Practice skills are developed at Level 2 in CC2508 Working in the Culture Industries, and CC2507 Journalism Portfolio 1. Research Skills are developed at Level 3, in particular in CC300, the Thesis/Project module. But there are many other modules which enable you to acquire practical skills and rehearse the journalist’s role.

For combined programmes a student is required to undertake relevant skills modules at each level from either (but not both) of the subjects which jointly make up their programme. Full details can be found at: http://www.uel.ac.uk/qa/skills.htm.

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PROGRAMME STRUCTURE: SELECTING THE MODULES IN YOUR PROGRAMME

The following pages provide information about how your degree is organised and which modules will be available to you, together with brief outlines of the content of each module, providing you with an overview of the aims and content of the module and indicating the assessments you will need to take. More detailed module information will be available in module guides, which are issued when you begin modules, and in the formal module specification (typically included in the module guide). Timetable and module leadership information may change, in which case you will be notified as soon as possible.

A degree programme leads to a university award and requires students to pass a specified number and combination of modules. The programme structure grid on the following page shows which modules you will need to register for at each level.

A module is a separate identifiable block of learning/teaching, with credit allocated on the basis of 10 hours of study per credit. Standard modules are 20 credits in size for undergraduate programmes, which equates to about 200 hours of student study.

Programmes are usually composed of two types of module: Core and Option modules. A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. Core modules are indicated in the programme specification. An Option module for a programme is a module selected from a range of modules specified in the programme specification.

• University Wide Options are available to students across the University, whatever programme they are studying.

• Pre‐requisite modules must be passed before a student can be registered on a module. • Precursor modules must have been attempted (e.g. awaiting a resit.) before a student can

be registered on a module. • Excluded modulesmay not be taken in combination with a module that lists it as excluded.

Single Honours students normally study 120 credits per level, i.e. three modules per semester (20 credits per module).

Combined Honours students

• Major: Two thirds of your degree is in your MAJOR subject. You will usually take FOUR modules (80 Credits) per level ‐ 2 in semester A and 2 in semester B. Skill modules are core.

• Joint: half of your degree will be in each of two subjects. You will study THREE modules from each subject per level: 1 or 2 in semester A and 1 or 2 in semester B. You may take skills modules in either subject (but not both).

• Minor: One third of your degree is in your MINOR subject. You will usually take TWO modules (40 Credits) per level, 1 in semester A and 1 in semester B.

PLEASE NOTE: It is sometimes possible that module slots are changed, or that option modules may not be running. Check the Timetable outside the SED for up to date timetable information.

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A basic outline to show the underlying structure of programme levels and components towards completion of your degree at UEL

Credits (accum ulated credits

Level 1

Semester A

60

Semester B

60 (120)

Re‐enrol and register for appropriate modules – please refer to grid and to ensure you select appropriate modules for your level and programme

Level 2

Semester A

60

(180)

Semester B

60 (240)

Re‐enrol and register for appropriate modules – please refer to grid to ensure you select appropriate modules for your level and programme.

Note: Progression to Level 3 study is conditional upon prior completion of all Level 1 core modules.

Level 3

Semester A

60

(300)

Semester B

60 (360)

Graduation

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Journalism: Programme Requirements 2012‐13

Code Slot Title Pre‐Requisite Excluded Single Combined

Major Joint Minor

Level 1 Semester A 1 Semester A

CC1501 Th AM Introduction to journalism ♣

Core Core Core Core

CC1502 Mn PM

Radio Journalism Core N/A Option N/A

CC1401 Th PM Patterns in Global History

Option Option Option N/A

AI1302 Politics, State and Society

Option N/A Option N/A

MS1304 Introduction to New Media


MS1401 Media Past and Present


MS1403 Media Production 1 Option Option Option N/A

Level 1 Semester B Semester B

CC1703 Th AM Understanding Consumption and Production

Core Core Core Core

CC1704 Wd PM

Media Lab 1: Identity and Promotional Communication

MS1403, MS1404

option option Option N/A

CC1503 Wd AM

Sports Journalism Option Option Option N/A

CC1504 Th PM Journalism Writing CC1501 (co‐ requisite)


IS1104 Wd AM

Information Technology and the Economy


IS1209 Fri PM Olympics and Paralympics in Context


MS1302 Fr PM Introduction to Web Page Production


MS1406 Th PM Analysing Film Option Option Option N/A

MS1407 Tu AM Media and Gender Option Option Option N/A

University Wide Option

option Option N/A N/A

Level 2 Semester A2 Semester A

CC2501 Tu PM Understanding Culture and the Culture Industries

Core Core Core Core

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CC2502 Th PM Journalism & Page Design

option Core option N/A

CC2504 Tu AM Online Journalism Option N/A Option N/A

CC2507 Th PM Journalism Portfolio 1 Option N/A Option N/A

CC2510 Mn AM

Advanced Radio Not running in 2012‐13

option N/A option N/A

IS2101 Wd AM

New Technology, Work and the Economy

IS1104 Option N/A Option N/A


option N/A N/A N/A


CC2508 Fr PM Working in the Culture Industries

All other employability modules

Core Core Option* N/A

CC2103 Mon pm

News Reporting and Creative Nonfiction

option N/A option N/A

CC2202 Fr AM Realisms, Fantasy and Utopia


PA2303 Tu AM Sound Systems Option N/A Option N/A

CC2503 Th AM The Television Audience


MS2105 Wd AM

Understanding news and the Newspaper Industry

Option Core Core Core

IS2202 Th PM Social Theory, Globalisation and the Information Age



option N/A N/A N/A

Level 3 Semester AVEL 3 Semester A

CC3000 Mn AM

Dissertation (40 Credit module)‡

All other research modules

option^ option^ N/A N/A

CC3001 Mn AM

Dissertation All other Research Modules

option^ option^ Option* N/A

CC3503 Tue AM

Media Law, Ethics and Regulation

Core Option option N/A

CC3502 Wd AM

Magazine Media Option Option Option Core

CC3206 Mn PM

Music, Sound & the Body

Option N/A N/A N/A

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IS3102 Th PM Global Information Society: Approaches and Critiques

Option N/A N/A N/A

University wide option

option N/A N/A N/A


CC3000 Mn AM

Dissertation (40 Credit module)‡

option^ option^ N/A N/A

CC3001 Mn AM

Short Dissertation ‡ option^ option^ Option N/A

CC3501 Fri PM Multimedia Newsroom Practices

Core Option Option Core

CC3505 Wd PM

Journalism portfolio 2 option Option Option N/A

CC3506 Th PM Reporting the Olympics


CC3104 Tu AM Copywriting for Creative Industries


MS3102 Th PM Public Relations & Promotion

Option N/A N/A N/A

MS3305 Tu AM Information, Knowledge and Power

Option N/A N/A N/A

MS3408 Mn PM

Television and Cultural Change

Option N/A N/A N/A

University wide option

option N/A N/A N/A

• ‡ Either CC3000 or CC3001MUST be taken by Journalism Single Honours Students and Journalism Major Combined Honours. Typically, one of the two dissertation modules would be completed during a student’s final semester of study.

• Single honours Journalism students will be able to take some Sports Journalism modules as part of the award bearing process on a per module basis, subject to availability. They count as approved options, and not as university‐wide options.

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Brief Outline of Modules in the Journalism programme

Level 1 CoreModules

Module title and code: CC1501 Introduction to Journalism

Level: 1 Module Leader: Abel Ugba Day (MTWThF): Thursday Semester (A /B): A

Credits: 20

Pre‐requisite: None Pre‐cursor: none Session (Am/Pm): Campus: DL

Co‐requisite: none Excluded combinations:

Main aim(s) of the module and indicative key topics/approaches:

The main aims of this module are to introduce critical approaches to journalism. You will explore the relationship between journalism and historically specific social contexts. This modules teaches how to gain experience, confidence and expertise in writing and editing; and to engender a sense of critical practice.

The main topics of study are critical approaches to journalism (political economy, organisation/occupation, culturalist); Hypertext: technologies and styles of writing in the digital age; style magazines: reading as 'cruising'; The language of Public Service Broadcasting: writing for the nation; The Underground Press: writing as protest; The broadsheets: writing for the elite; Tickling the public: tabloid writing, plus grammar, idiom, proof‐reading and editing

Assessment Information

Assessment

elements

Type (e.g. essay / exam/ production/performance)

Word length/duration Weighting

1 A precondition for passing this unit is that students complete 8 out of 12 writing exercises

3 copy clinic tests in exam conditions. ( 300 words each)

50%

2 Essay 2000 words 50 %

Brief indicative reading and/or other resources for the module

Allan, S (ed.) 2005. Journalism: Critical Issues. Berkshire: Open University Press.

Evans, H (2000) Essential English for Journalists, Editors and Writers, Pimlico

McNair, B (1999) News and Journalism in the UK: a textbook, Routledge

McNair, B (2006) Cultural chaos: Journalism, news and power in a globalised World. London; New York: Routledge

Module title and code: CC1502 Radio Journalism

Level: 1 Module Leader: Charles de Ledesma

Day (MTWThF): M Semester (A /B): A

Credits: 20

Pre‐requisite: None Pre‐cursor: none Session (Am/Pm): PM Campus: DL

Co‐requisite: None Excluded combinations: None

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The main aim of this module is to acquire and demonstrate production competences in relation to radio journalism as well as utilising relevant theoretical frameworks to critically assess output in this area. The module will address topics on theoretical approaches, understanding radio as an important media platform‐ proving/disproving the radio is about making mental images. You will also gain skills in recording, editing and mixing sound alongside journalistic skills – research, interview techniques, an appropriate editorial voice, production, and time management


Assessment

elements



1 A studio based discussion programme 3‐5 minutes 30 %

2 a) Feature including on‐location interviews

b) trailer for feature (30‐45secs)

3imutes and 45 second trailer 50%

3 Written critical assessment of practical work produced during module

1,200 words 20%


Beaman, Jim (2006) ProgrammeMaking for Radio Routledge

Beaman, Jim (2000) Interviewing for Radio Routledge

Boyd, Andrew. (2000) Broadcast Journalism 2 nd Edition Focal Press

Cochrane, T (2005) Podcasting The Do‐It‐Yourself Guide John Wiley & Sons

Chantler, P (2003) Basic Radio Journalism Focal Press

Crisell, A., (1994) Understanding Radio, Second Edition, Routledge

Crook, T (1997) International Radio Journalism Routledge.

Douglas, L (1998) Guide To Commercial Radio Journalism Focal Press.

Evans, H, (2000) Essential English, Pimlico

Geller, Valerie (2007) Creating Powerful Radio: Getting, Keeping and Growing Audiences Focal Press

Hendy D (2000) Radio In The Global Age Polity

Hendy D (2008) Life On Air: A History of Radio Four OUP

Mcleish, Robert. (2005) Radio Production 5 th edition Focal Press.

Preistman, C (2001)Web Radio: Radio Production for Internet Streaming Foca Press

Shingler, Martin And Wieringa, Cindy (1998) On Air: Methods And Meanings Of Radio Arnold

Starkey, G (2006) Radio in Context Palgrave Macmillan

Stewart, P (2005) Essential Radio Skills: How to Present and Produce a Radio Show A & C Black Publishers Ltd

Wilby, P & Conroy, A, (2002) The Radio Handbook 2 nd edition, Routledge

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N.B. The core status of CC1703 in the Journalism programme is subject to imminent alteration.

Module title and code: CC1703 Understanding Consumption and Production

Level: 1 Module Leader: Helen Powell Day (MTWThF): th Semester (A /B): B

Credits: 20


Co‐requisite: Excluded combinations:


This module provides you with an insight into contemporary debates about consumer studies. Taking an interdisciplinary approach, drawing on philosophy, film, cultural studies and sociology, it aims to introduce students to consumer studies at the levels of the historical and theoretical, to the main concepts and literature available whilst also seeking to engage with various research methods within the field.

The module addresses topics which range from the historical development of consumer society from the late nineteenth century to the present day. It introduces you to a range of research methods that have been used to study consumers and increase their knowledge of them; and to the way in which goods are utilised in the construction of identities both in terms of self‐identity and as a means of belonging.


Assessment

elements



1 Group Presentation Plus written report 35 %

2 Essay 1,500 words 65%


Lee, M. (ed.) (2000) The Consumer Society Reader. Oxford: Blackwell.

Miller, D. (ed.) (1995) Acknowledging Consumption. London: Routledge.

Level 1 Optional Modules

Module title and code: CC1503 Sports Journalism

Level: 1 Module Leader: Charles Lambert Day (MTWThF): Semester (A /B): B

Credits: 20 TBC

Pre‐requisite: none Pre‐cursor: none Session (Am/Pm): Campus: DL

Co‐requisite: Excluded combinations: TBC


The aim of this module is to acquaint students with a range of sports writing, from literary giants to everyday match reports; to introduce skills and activities associated with sports reporting; to contextualise sports and their media coverage. Students will develop an understanding of how sports journalism differs from other forms of journalism and the significance of on‐diary events.

The module will look at well ‐known examples of sports journalism; Current examples of sports journalism; Reporting, writing and re‐ writing and the economics, history and culture of sports and sports journalism.


20


Assessment

elements



1

Reporter’s diary/notebook/contact book

Five entries over 10‐week‐ period, 300 words each piece

30%

2 Finished article 1000 words 40 %

3 Profile of a Sports Writer 1500 words 40 %


Andrews, P (2005) Sports Journalism: a practical introduction London: Sage

Beamish, R and Ritchie, I (2006) Fastest, Highest, Strongest: a critique of high‐performance sport London: Routledge

Baker, A (2004) Where am I and who's winning? : travelling the world of sport, London: Yellow Jersey Press, 2004.

Barrett, N (1996) The Daily Telegraph chronicle of rugby, Enfield, Guinness

Best J (2001) Sport and ethnic minority communities: aiming at social inclusion, Research report‐ sportscotland ; no 78 Edinburgh : sportscotland, 2001.

Billings, A.C. (2007) Olympic Media: behind the scenes at the biggest show on television London: Routledge

Boyle, R (2006) Sports Journalism: context and issues London: Sage

Module title and code: CC1504 JOURNALISM WRITING Level: 1 Module Leader: Abel Ugba Day (MTWThF): Semester (A /B): Credits: 20 THURSDAY B Pre‐requisite: None Pre‐cursor: none Session (Am/Pm): Campus: DL Co‐requisite: CC1501 Excluded combinations:

None PM Docklands

Main aim(s) of the module and indicative key topics/approaches: This module will introduce students to feature writing, reviews, profiles, editorials and news features. It will also introduce students to information gathering and processing techniques and offer an industry‐like environment where the students will develop/enhance reportorial, writing and editing skills. Specific themes include the intro, length, structure, angle of news stories; formal and informal sources of information, including online research and use of secondary documents; interviewing techniques and direct observation; features, news features, editorials, review and personality profile; editing and headline writing; basic laws and ethics of journalism practice. Assessment Information Assessment elements



1 A news story based on information generated from at least two sources.

600 25%

2 A feature story (review or personality profile) 1000 50% 3 Critical Reflection on coursework 1 and 2 800 25% Brief indicative reading and/or other resources for the module Core: Adams, Sally (2005) Interviewing for Journalists. London and New York: Routledge Evans, H (2000) Essential English for Journalists, Editors and Writers, Pimlico Hicks, Wynford (1999)Writing for Journalists. London, New York: Routledge Smith, Jon (2007) Essential Reporting. The NCTJ guide for trainee journalists. London: Routledge. Stovall, James (2004) Journalism: Who, What, When. Where, Why, and How. Allyn & Bacon Recommended: Hennessy, B (1997)Writing Feature Articles, Focal Press Hennessy, B and Hodgson, F (1996) Journalism Workbook, Focal Press Jenkins, S (1992) Times Guide to English Style and Usage, Times Books Kolodzy, Janet (2006) Convergence journalism: writing and reporting across the news media. Lanham, Md; Oxford: Rowman & Littlefield Randall, D (1996) The Universal Journalist, Pluto Spark, D (1996) A Journalist's Guide To Sources, Focal Press

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Module title and code: CC1704 MediaLab 1 Identity & Promotional Communication Level: 1 Module Leader:

Simon Miles Day (MTWThF): Semester (A /B):

Credits: 20 WEDNESDAY B Pre‐requisite: none Pre‐cursor: Session (Am/Pm): Campus: DL Co‐requisite: Excluded combinations: MS1403,

MS1404 PM DL

Main aim(s) of the module and indicative key topics/approaches: Acquisition of basic production skills within the framework of cultural studies teaching and learning, specifically to investigate themes relating to the study of narrative and the self.

Main Topics of Study: Identifying how meaning is created within and derived from media products Developing technical competences in various types of media equipment Putting the examination of identity and the community in its historical and theoretical context. Effective group work i.e. forming groups and managing tasks within workshops and group projects Keeping a workbook which documents the planning, research and production process. Assessment Information Assessment elements



1 Workbook 30% 2 Project and Viva 70%

Brief indicative reading and other resources for the module Barker, C. (2000) Cultural Studies, theory and practice Sage Barret T (2000eds) Criticizing Photographs McGraw Hill Berger, J. (1972)Ways of Seeing (Penguin). Dimbleby, N. and R. and K. Whittington (1994) Practical Media: A Guide to Production Techniques Hodder and Stoughton Mirzoeff, N. (2000) Diaspora and Visual Culture Routledge Pickering, M (2001) Stereotyping: the politics of representation Palgrave Warner M (1998) No Go the Bogeyman Chatto and Windus Wells, L. (2004 eds) Photography: A Critical Introduction Routledge Woodward, K. (ed.) (1997) Identity and Difference Sage and OU. A visit to a London gallery usually forms part of the course.

Module title and code:MS 1406 ANALYSING FILM Level: 1 Module Leader: Jill Nelmes Day (MTWThF): Semester (A /B): Credits: 20 Thursday B Pre‐requisite: None Pre‐cursor: none Session (Am/Pm): Campus: DL Co‐requisite: None Excluded combinations: None PM Docklands Main aim(s) of the module and indicative key topics/approaches:

The module seeks to develop your understanding and knowledge of film theory and techniques of film analysis. It will be structured around clips and full screenings of classical, post‐classical Hollywood, independent, and international films. We will analyse a diverse array of films with a wide range of styles and forms and we will be considering these same films in terms of their cultural, social, economic, and political contexts of production. We will also consider key critical concepts that have been used by academics to further our understanding of film.

Assessment Information Assessment elements



1 Essay 1,200 50% 2 Essay 1,200 50% 3 Brief indicative reading and/or other resources for the module Nelmes, J. (ed), 2007, Introduction to Film Studies, London: Routledge Altman, R., 1999, Film/ Genre, London: BFI Bordwell, D., and Thompson, K., 2004, Film Art: An Introduction, New York: McGraw Hill Cook, P.,1999, The Cinema Book, London: BFI Hill, J., and Church‐Gibson, P., 19 The Oxford Guide to Film Studies, Oxford: Oxford University Press Nowell‐Smith, G. (ed),1996, Oxford History of World Cinema, Oxford: Oxford University Press

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Level 2 Core Modules

Module title and code: CC2501 Understanding Culture and the Culture Industries

Level: 2 Module Leaders:

Andrew Calcutt & Debbie Shaw

Day (MTWThF): Semester (A /B):

Credits: 20 Tuesday A


Co‐requisite: None Excluded combinations: None pm


• Political economy of cultural production (cultural production as business and industry) • Historical change in the organisation of cultural production • Historical development of ideas about culture • Culture as a contested sphere


Assessment

elements



1 Conceptual Analysis 1500 words 40%

2 Final Essay 2500 words 60%


Core:

Murray, R ‘Fordism and Post‐Fordism’ in Hall, S and Jacques, M (eds) (1989) New Times, London: Lawrence and Wishart

‘Creative London – is it?’, Rising East Online No 7, September 2007 www.risingeast.org

Poynter, G (2009) ‘The Crunch and the Crisis: the unravelling of lifestyle capitalism?’, Rising East Essays Vol 1, Series 1, No 1, April 8 th

2009

Recommended:

Calcutt, A (2009) ‘Ten Years After – whatever happened to the “culture society”?’, Rising East Essays, Vol 1, Series 1, No 9, June 15 th

Macrury, I and Poynter, G (2009) (eds) Host Cities, Aldershot: Ashgate

Sharpe, R (2009) ‘A Perfect Storm in London’s Magazine Publishing Industry’, Rising East Essays Vol 1, Series 1, No 7, May 22 nd 2009

Module title and code: CC2508 Working in the Culture Industries Level: 2 Module Leader: Simon Miles Day (MTWThF): Semester (A /B): B Credits: 20 Pre‐requisite:

Preferred modules ‐ CC2501 or CC2701

Alternative modules – CC2201 or MS2102 or MS2200

Pre‐cursor: Session (Am/Pm):

Fri PM

Campus: DL

Co‐requisite: Excluded combinations: all other employability modules

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The aim of this module is to extend knowledge of the working practices and principles of contemporary culture and media organisations. The module is designed to help students develop as critical practitioners in the culture industries. It therefore seeks to suggest concepts, categories and frameworks for the analysis of workplace practises, cultures and structures. It will connect with the world of work and; offer competences associated with obtaining work in the culture industries and facilitate experience of work in the culture industries.

This module fulfils the employability requirement of the curriculum. It informs students about employment patterns in the Culture Industries and enables a self‐reflection on career progression. Through a programme of lectures and guest speakers students are enabled to think critically about working in the culture industries. This is delivered through a programme of visiting speakers; workshops dedicated to the acquisition and application of workplace competences and seminar discussions around appropriate critical and theoretical concepts.

Students will also complete a Career Development Project which may include a work placement. This will be a self‐directed project which they will research and undertake individually, in discussion with the seminar leader.




1 Essay 2000 words 40 %

2 Career Development 2000 words 60 %

Brief indicative reading and/or other resources for the module Core Gibson, Janine, 2008.Media 08: The Essential Guide to the Changing Media Landscape. London: The Guardian Hesmondhalgh, David, 2007. The Cultural Industries. London: Sage. 2nd edition. Recommended Bromley, Michael and Tom O’Malley (eds.) 1997. A Journalism Reader. London: Routledge. Gopsill, Tim and Greg Neale, 2007. Journalists: 100 Years of the NUJ. London: Polity Press. Mason, Paul, 2008. Live Working or Die Fighting. How the Working Class Went Global. London: Vintage Books. McCourt, Tom and Burkart, Patrick. 2003. "When Creators, Corporations and Consumers Collide: Napster and the Development of On‐ line Music Distribution."Media, Culture, & Society. 25 (3): 333‐350. Trade Journals including: Broadcast The Journalist Media Week

Level 2 Optional Modules

Module title and code: CC2103: NEWS REPORTING AND CREATIVE NON‐FICTION Level: 2 Module Leader: Tim Atkins and

Andrew Calcutt Day (MTWThF): Semester

(A/B): Credits: 20 Thursday B Pre‐requisite: CC1102 or CC1501

Pre‐cursor: none Session (Am/Pm): Campus:

Co‐requisite: none Excluded combinations: AFTERNOON DOCKLANDS

Main aim(s) of the module and indicative key topics/approaches: To examine, critically and theoretically, news reporting and creative nonfiction To practise news reporting and discuss creative nonfiction in workshops To produce a portfolio which demonstrates an understanding of a range of news reporting and creative nonfiction techniques

Content includes: Reporting: identifying stories and doing 'the legwork' (going out and getting stories) Using the techniques of fiction to create compelling pieces of creative nonfiction, in the manner of Truman Capote’s In Cold Blood, and Nick Hornby’s Fever Pitch Writing news in formats old and new; engaging in debates about news reporters and what they should be doing Issues around truth and imagination, fact and fiction. Assessment Information Assessment elements



1 Portfolio 50% 2 Creative Critical Reflection 2,000 words 50% Brief indicative reading and/or other resources for the module

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Core: Wolfe, T. (1975) The New Journalism. New York: Pan. Recommended: Morley, P (2003) Words and Music. London: Bloomsbury. Capote, T. (1972) In Cold Blood. London: Penguin. Hornby, N. (1998) Fever Pitch. London: Penguin. Sikelianos, E. (2000) The Book Of Jon. San Francisco: City Lights.

Module title and code: CC2504 ‐ Online Journalism: Production and Critique Level: 2 Module Leader: Abel Ugba Day (MTWThF): Semester (A /B): Credits: 20 Tuesday A Pre‐requisite: Pre‐cursor: none Session (Am/Pm): Campus: DL Co‐requisite: None Excluded combinations: None Morning Docklands

Main aim(s) of the module and indicative key topics/approaches: This module is designed to get students familiar with practical and theoretical issues involved in publishing and receiving news and information on the World Wide Web. Specifically, it will quip students to write, design and publish journalistic articles on the World Wide Web and facilitate their engagement with ethical and legal issues involved in online publishing. This module will be delivered by means of lectures, seminars and technical workshops. Students who successfully complete this module are expected to develop a critical understanding of the social and cultural contexts in which online journalism is practised. They will also be acquainted with the techniques and organisational practices of online journalism. Assessment Information Assessment elements



1 An essay 2000 50% 2 Website production/assessment 2000 50% Brief indicative reading and/or other resources for the module Core: Allan Stuart. 2006. Online News: Journalism and the Internet. Open University Press. Gillmore, Dan. 2004.We the media: grassroots journalism by the people, for the people. Beijing: O’Reilly publishers. Hall, Jim. 2001. Online Journalism: A Critical Primer. London: Pluto Press. Kawamoto Kevin (ed.) 2003. Digital journalism: Emerging Media and the Changing Horizons of Journalism. Oxford: Rowman & Littlefield. McNair, B (2006) Cultural chaos: Journalism, news and power in a globalised World. London; New York: Routledge Stovall, James. 2004.Web Journalism: Practice and Promise of a New Medium. Boston: Allyn and Bacon Ward, Mike. 2002. Journalism Online. Oxford: Focal Press.

Module title and code: CC2507 JOURNALISM PORTFOLIO 1 Level: Two Module Leader:

Andrew Calcutt Day (MTWThF): Th Semester (A /B): A

Credits: 20 Pre‐requisite: none Pre‐cursor: none Session (Am/Pm): PM Campus: DL Co‐requisite: none Excluded combinations: none Main aim(s) of the module and indicative key topics/approaches: Students will learn how to demonstrate a critical awareness of freelance journalism and/or working with journalists. Students through the development of portfolio/cuttings file, and produce a module magazine‐Scoop. On this module students will gain valuable knowledge on the editorial process, newsroom practice and publication. Students will be guided through the process of freelance journalism, and experience the process of ‘getting published’ without the ‘hire and fire’ of media house. They will combine their theoretical and academic knowledge to date, with the practicalities of freelance journalism Assessment Information Assessment elements



1 Student learning agreement (a.k.a. Action Plan/Negotiated Learning Agreement)

750 words 10 %

2 Portfolio/cuttings file consisting of publications or works prepared for publication in various media: e.g. publications (print), web publishing or in broadcasting

2000 words or equivalent 60 %

3 Critical review and evaluation of the work and its context

1,500 30 %

Brief indicative reading and/or other resources for the module Dunsky M, Watch Your Words: The Rowman and Littlefield Language Skills Handbook for Journalists (Rowman & Littlefield: 2003) Evans H, Essential English: For Journalists, Editors and Writers (Pimlico: 2000) Hicks W, Writing for Journalists (Routledge, an imprint of Taylor & Francis: 1998)

25


Keeble R Feature Writing for Journalists (Routledge, an imprint of Taylor & Francis: 2005) Randall D, The Universal Journalist (Pluto: 1999) Harcup T (2009) Journalism: Principles and Practice, London, Sage Boud, D & N Solomon (eds.)Work‐based Learning: A New Higher Education (OUP/SRHE, 2001)

Level 3 Core Modules

Module title and code: CC3000 Thesis / Project

Level: 3 Module Leader:

Stephen Maddison

Day (MTWThF): Semester (A /B): A& B

Credits: 40 Level 1 & 2 core modules, as per the appropriate single or combined honours ‘programme requirements’

Equivalent ‘research’ modules

Pre‐requisite: Pre‐cursor: Session (Am/Pm): Campus: DL Co‐requisite: Excluded combinations: Main aim(s) of the module and indicative key topics/approaches: Aims To plan, develop and realise an appropriate, independent research project under relevant subject‐specialist supervision. Content Semester A A series of seminars, supplemented by some lectures, which will work to guide the development of your research project, as well as developing key research skills. The seminars will provide the opportunity for you to discuss and debate key topic‐related issues in a supportive environment. Semester B During semester B you will be offered regular supervision to support the production of drafts and revisions of your dissertation, towards completion of the final work. It is the responsibility of students to seek appointments with their allocated supervisor. Supervision should take place in the context of an agreed schedule of work.


Type (e.g. essay / exam/ production/performance) Word length/duration Weighting

1 CW1 Detailed Proposal 2,000 words 20% 2 CW2 Dissertation 8,000 words 80% Brief indicative reading and other resources for the module Bell, J. (1999) Doing Your Research Project, Milton Keynes: OUP Byrne, D. (2002) Interpreting Quantitative Data, London : Sage Denscombe, M (1998) The Good Research Guide, Milton Keynes: OUP Hart, C. (2001) Doing a Literature Search, London: Sage Hewson, C. et al (2002) Internet Research Methods, London: Sage Mauther, M. and Birch, M. (2002) Ethics in Qualitative Research, London: Sage

Module title and code: CC3501 ‐ Multimedia Newsroom Practices

Level: 3 Module Leader: Abel Ugba Day (MTWThF): Semester (A /B): Credits: 20 Friday B Pre‐requisite: CC1501 or equivalent

Pre‐cursor: none Session (Am/Pm): Afternoon

Campus: DL Docklands

Co‐requisite: None Excluded combinations: None Main aim(s) of the module and indicative key topics/approaches: This module aims to introduce students to a range of news gathering, processing and writing techniques and to help them develop critical awareness of professional practices and organisational cultures among journalists. It is very practice‐oriented and students will engage with various forms of journalism writing. They will gather information and process news stories in the ‘real world’. Students who complete the module successfully are expected to have improved appreciation for good stories and the demands of news processing and publishing in a multimedia environment. Assessment Information Assessment elements



1 News story plus appendices 400 25% 2 Interview‐based feature 1200 35% 3 Group project: Multimedia presentation of a

news item with critical reflection 2000 40%

Brief indicative reading and/or other resources for the module Core: Hilliard, Robert L (2008)Writing for television, radio, new media. Boston, [Mass.] : Thomson Higher Education Bonime, Andrew and Pohlmann, Ken C (1998)Writing for new media: The essential guide to writing for interactive

26


media, CD‐ROMs, and the Web. New York , Chichester : John Wiley & Sons. Clanin, T, Stein, A and Fellow, A (2004) News Writing in a Multimedia World. Dubuque, Iowa: Kendall/Hunt Publishing Company Hicks, W (1993), English For Journalists, London: Routledge McKane, Anna (2006) News Writing. London: Sage

Module title and code: CC3503 Media Law, Ethics and Regulation Level: 3 Module Leader: Dr Jonathan

Hardy Day (MTWThF): Tu Semester A

Credits: 20 Pre‐requisite: none Pre‐cursor: none Session (Am/Pm): Am Campus: DL Co‐requisite: none Excluded combinations: none Main aim(s) of the module and indicative key topics/approaches: This module aims to provide students with a broad understanding of the principles and application of law relating to media, especially journalism. The module helps students to investigate and evaluate a broad range of issues concerning media ethics, media power and the performance and responsibilities of the media. It examines the history, context and implications of changes in media law and regulation focusing on the UK but including supranational regulation and comparative perspectives. Topics include: press regulation and media ethics; privacy, portrayal and discrimination; objectivity and impartiality; broadcasting regulation; copyright and intellectual property law; regulating the Internet and new digital media; convergence and communications regulation. Assessment Information Assessment elements



1 A research based legal report 1,000 30% 2 Essay 3,000 70% Brief indicative reading and other resources for the module Core: Banks D. and Hanna, M. (2009)McNae’s Essential Law for Journalists, 20 th edition, Oxford: OUP Recommended: Quinn, F. (2007) Law for Journalisms, Pearson; Feintuck, M. and Varney, M (2006)Media Regulation, Public Interest and the Law, 2 nd Ed. Edinburgh University Press Frost, C. (2007) Journalism Ethics and Regulation, Longman Keeble. R. (2009) Ethics for Journalists, Routledge Lessig, L. (2005) Free Culture: the Nature and Future of Creativity, Penguin McChesney, R. (2008) The Political Economy of Media, Monthly Review Press O’Malley, T. and Soley, C. (2000) Regulating the Press, Pluto Press Robertson, G. and Nicol, A. (2008)Media Law, Penguin Smartt, U. (2006)Media Law for Journalists, London: Sage Ó Siochrú S. Girard, B. and Mahan, A. (2002) Global Media Governance: A Beginners Guide, Rowman & Littlefield

Level 3 Optional modules

Module title and code: CC3104: Copywriting in the Creative Industries Level: 2 Module Leader: Tim Atkins Day (MTWThF): Semester (A/B): Credits: 20 Tuesday B Pre‐requisite: none Pre‐cursor: none Session (Am/Pm): Campus: Co‐requisite: none Excluded combinations: MORNING DOCKLANDS Main aim(s) of the module and indicative key topics/approaches: To introduce the theory and practice of copywriting to students. To present a broad range of copywriting briefs and examine the issues involved in the production of good copy. To provide a supportive and creative context in which students can experiment with, develop, and refine their writing and copywriting skills. Content includes: Copywriting for the internet, Copywriting for press releases, Copywriting for sales letters, Revising and editing, Use of English for the production of good copy, The concept of writing for a target audience, A wide range of copywriting briefs Assessment Information Assessment elements



1 Portfolio 50% 2 Creative Critical Reflection 2,000 words 50% Brief indicative reading and/or other resources for the module Maslen, Andy. (2010) The Copywriting Sourcebook. London: Marshall Cavendish. Horberry, Roger. (2009) Brilliant Copywriting. London: Pearson. Bayan, Richard. (2006)Words that Sell: More than 6000 Entries to Help You Promote Your Products, Services, and Ideas. New York. McGraw‐Hill. Bly, Robert W. (1997) The Elements of Copywriting. New York: Longman. Bly, Robert W. (2003) The Online Copywriter's Handbook : Everything You Need to Know to Write Electronic Copy That Sells. New York: McGraw‐Hill. Glenn Griffin, W. and Morrisson, D. (2007) The Creative Process Illustrated: How Advertising's Big Ideas Are Born New York: How. Iezzi, Teressa. (2010) The Idea Writers: Copywriting in a New Media and Marketing Era (Advertising Age). London: Palgrave‐

27


Macmillan. Veloso, Maria. (2009) Web Copy That Sells: The Revolutionary Formula for Creating Killer Copy That Grabs Their Attention and Compels Them to Buy. New York: Amacom.

Module title and code: CC3502 Magazine Media Level: 3 Module Leader:

Andrew Calcutt Day (MTWThF): Semester (A /B):

Credits: 20 Wednesday A Pre‐requisite: CC2501 or MS2102 Pre‐cursor: none Session (Am/Pm): Campus: DL Co‐requisite: none Excluded combinations: am Main aim(s) of the module and indicative key topics/approaches: This module combines business‐like analysis of magazines and their commercial position in the magazine industry, with theoretically‐informed investigation of magazine production and consumption in their historical and social context.




1 Magazine Audit: verbal presentation and written report

15 mins/1000 words 50%

2 Essay 2000 words 50% Brief indicative reading and/or other resources for the module Core: Johnson, S. and Prijatel, P. (1998) The Magazine From Cover to Cover: Inside a Dynamic Industry, New York: NTC Publishing Group Sharpe, R (2009) ‘A Perfect Storm in London’s Magazine Publishing Industry’, Rising East Essays Vol 1, Series 1, No 7, May 22 nd 2009 Online version of BRAD (British Rate and Data) www.brandchannel.com Recommended: Gough‐Yates, A. (2001) Understanding Women’s Magazines: Publishing, Markets and Readerships, London: Routledge McKay, J (2003) The Magazines Handbook, London: Routledge

Module title and code: CC3505 JOURNALISM PORTFOLIO 2 Level: 3 Module Leader: Richard Sharpe Day (MTWThF): Semester (A /B): Credits: 20 Tuesday B Pre‐requisite: Pre‐cursor: none Session (Pm): Campus: DL Co‐requisite: Excluded combinations: none Main aim(s) of the module and indicative key topics/approaches: This module is designed as a rehearsal of the work of a freelance journalist. As such, with the exception of three major briefing sections for all students, it is based on editorial tutorials with the module leader. A work‐based learning module, it also invites submissions from working journalists – including current students – to obtain credit for their ongoing written work. Attention is given to pitching and networking as well as writing, coupled with a conscious reflection on different roles within the media industries.




1 Negotiated Learning Agreement/Action Plan 500 10% 2 Portfolio 3000 or equivalent 60% 3 Critical reflection 1500 30% Brief indicative reading and/or other resources for the module Core: Evans, H. 2000 Essential English for Journalists, Editors and Writers. London: Pimlico. Recommended: Bly, RW. 2008 Getting Started as a Freelance Writer New York: Culture Tools/Sentient Publications. Crofts A 2007 The Freelance Writer's Handbook: How to Make Money and Enjoy Your Life. London: Piatkus Formichelli L. and Diana Burrell. 2005 Renegade Writer: A Totally Unconventional Guide to Freelance Writing Success. New York: Marion Street Press Jones L 2007 The Greatest Freelance Writing Tips in the World. London: The Greatest in the World Limited

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Module title and code: CC3506 Reporting the Olympics Level: 3 Module Leader: Charles Lambert Day (MTWThF): Semester (A /B): A Credits: 20 Pre‐requisite: none Pre‐cursor: none Session (Am/Pm): Campus: DL Co‐requisite: none Excluded combinations: Main aim(s) of the module and indicative key topics/approaches: The aim of this module is to enable students to report as journalists on London 2012 Olympics. Through a series of weekly lectures, the module engenders a critical awareness of 2012, and its impact on London. The learning and teaching will combine both practical and academic approaches. The Olympics as a sport contest, media spectacle, public event and urban regeneration process. As budding Olympic journalists, students will write stories about people, places and process pertaining to 2012. In order to write these stories, students will rehearse techniques of reporting, interviewing and editing. As analysts of 2012, either in journalistic or academic mode, or both, students will examine the social and environmental impact of the Olympics, and the norms and values of the media in a post‐9/11 world.




1 News Report and Portfolio 500 words 25 % 2 Analytical Article and Portfolio 1000 words 35 % 3 Essay 2000 words 40 % Brief indicative reading and/or other resources for the module

Billings, A.C. (2007) Olympic Media: behind the scenes at the biggest show on television London: Routledge Cohen, P and Rustin, M (Eds) (2007) London’s Turning London: Ashgate McAloon, J (Ed) (2006) This Great Symbol: Pierre de Coubertin and the origins of the modern Olympic Games London: Routledge Macrury, I and Poynter, G (2007) Host Cities London: Ashgate Majumdar, B and Collins, S (eds) (2007) Olympism: the global vision London: Routledge Mangan, J and Dong, J (2007) Building for the Beijing Olympics London Routledge Parry, J and Girginov (2004) The Olympic Games Explained: a student guide to the evolution of the modern Olympic Games London: Routledge Pitsiliadis, Y et al (eds) (2006) East African Running London: Routledge

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Journalism Programme

Our Ethos

‘Write a straight sentence and think round corners’

When asked, often by an applicant’s parents, what a UEL Journalism graduate will be capable of doing, we sometimes use this answer as a kind of shorthand.

Yes, it’s a bit flippant and it’s far from comprehensive. For example, you will learn about modes of journalistic production other than writing sentences. Nonetheless, good, journalistic writing is the foundation on which other production skills depend. There is no such thing as a good TV programme or strong podcast, which is not sharp and to the point. The point is that constructing content in a succinct, orderly fashion – in effect, writing a straight sentence – really is the basis for the whole spectrum of journalistic activity.

Thinking ‘round corners’ is an abbreviated reference to the development and application of critical understanding – a different aspect of your degree programme, but just as important as extending your practical capability and rehearsing the journalist’s role. As a journalist, you are necessarily oriented towards the immediate – what’s happening now. This orientation often prevents professional journalists from seeing whatever they are looking at, in the round; they are all but unable to take the long view. Unless, that is, they have already been instilled with this capacity, frequently in a university setting. Accordingly, to fulfil the academic components of your degree programme, we oblige you to think beyond the immediate, and to gain a level of understanding which extends to the long view. This entails studying the role of journalism – as well as rehearsing for it – and understanding the relations between media, modern history and society.

Although these aspects – the practical and the critical – are distinct, they are also reciprocal, i.e. the one supports the other. The more you learn to see a range of factors in the round, the better you will be at identifying the one thing which makes your story matter. Conversely, because you have learned to get to the point, your Level 3 dissertation is more likely to have a clear line of development running through it, thus avoiding the circularity – going round the houses – which sometimes besets academic ‘discourse’.

It’s only shorthand; but ‘write a straight sentence and think round corners’ is genuine journalese for the combination of mutually reinforcing elements in your degree programme.

Note on grammar: There is only right and wrong as far as grammar is concerned, and students will lose marks for anything that is less than perfect. Students can expect to lose a significant proportion of marks for work with contains substantial or repeated errors. All work must be proofread, spellchecked, and written according to the rules of English. If you present work that is not well written, you are not going to pass the written elements within a module; and, ultimately, you may not get a degree or a job which requires accurate writing. It is essential that you attend promptly to any problems with your writing. The Writing Centre is there to help you.

Assessed work which includes lazy spelling or grammar, poor presentation, and/or a failure to fully comply with assessment criteria may well fail, which can jeopardise the classification of your degree.

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JOURNALISM PROGRAMME STYLE SHEET

It is important that your work is well presented and as close as possible to professional submission standards, so that it is easy to read, understand, and assess. Please read and follow the instructions below for ALL your submitted work (this does not apply to notes and rough drafts, but does apply to anything which is to be read by your tutors or other students).

1. All work must be word‐processed. Hand‐written work is difficult to read, and would not be accepted in a professional context.

2. All work must be double‐line spaced, with wide margins at either side (at least 2.5cm). This makes it easier for your tutor to write comments and make corrections, and is a convention for submission to publishers.

3. Use a clear and standard 11‐ or 12‐point font (Times New Roman, Courier or Arial) . Again, this is a conventional standard and makes for ease of reading.

4. For prose and essays:

• Do not justify right‐hand margins

• Indent new paragraphs (one tab) rather than leave blank lines between them.

5. Pages must be numbered and should include your student number; staple loose pages together unless they are hole‐punched in a folder.

6. Ensure that what you are submitting is absolutely clear by including module number and full essay title/assignment number etc, as appropriate.

7. Book, film or play titles should be italicised or underlined; titles of individual poems, chapters or articles should be in ‘single inverted commas’.

8. Make sure your referencing is complete, accurate and correctly presented using the Harvard system (seewww.uel.ac.uk/lls/support/harvard/)

9. There are particular conventions for the presentation of play or film scripts which must be carefully followed; details will be provided by your tutor.

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THE SCHOOL OF ARTS AND DIGITAL INDUSTRIES

FIELDS, MODULES, PROGRAMMES

Programmes and Fields

There are six Fields within the School of Arts and Digital Industries:

• Cultural Studies & Creative Industries (CC) • Digital Arts & Visual Communications (DV) • Fashion & Textiles (FT) • Fine Art (FA) • Media, Communication & Screen Studies (MS) • Performing Arts (PA)

Students join programmes and study modules, which are identified and managed within fields. Programmes are grouped within fields. The two‐initial identifiers, in parentheses, serve as prefixes to module codes, and show in which field they are located. The first number in all cases identifies the level of study. Thus the module CC2508 is a second level module within the field CC (Cultural Studies and Creative Industries). The second number, ‘5’, indicates that this module belongs to or is closely related to the Journalism programme.

Module Leaders

If a problem arises in a particular module, e.g., you need to change your seminar group or you would like further reading on one of the topics appearing in the module, you should consult the relevant Module Leader. He or she is responsible for the overall operation of the module. In most cases, however, you may find it more convenient to approach your seminar tutor who will normally be prepared to answer queries on behalf of the Module Leader. Be sure to define your problem as precisely as possible to ensure that the guidance given will be as effective as possible. Typically the module leader will provide some materials via UEL Plus, an online resource linked to modules. It is often helpful to consult documentation in advance of making an enquiry; in particular the relevant module guide, the relevant programme handbook or a web based resource – such as UEL Plus.

Programme Leaders

Programme Leaders coordinate the day‐to‐day business of programmes with responsibility for students on that programme. Programme Leaders work with Field Leaders and administrators, assuming daily charge of programmes and student matters on behalf of the School. Programme Leaders naturally possess close knowledge of the programme aims and objectives and will have an intellectual commitment to and understanding of the subject. As such they are ideally placed to advise and officiate on day‐to‐day student matters and to represent the academic and collegial interests of the programme.

Field Leaders

Field Leaders are each responsible for the management of staff in the field, ensuring compliance with School policy and representing the interests of programmes and subject panels on the School Management Team. Field Leaders will not normally be in a position to deal with initial student problems directly. That duty lies with Module Leaders, Programme Leaders and/or Personal Tutors.

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Personal Tutors

Personal Tutors are members of academic staff trained to provide tailored academic advice and counsel. Meeting with their tutees at regular intervals, with the cooperation of students, personal tutors will track and ‘profile’ personal development and academic progress. If experiencing difficulties with your programme, students should discuss these problems with their Personal Tutor at the earliest opportunity. S/he will be able to give you advice about your programme and academic progress, including assistance in compiling a programme of study. Equally, if having personal problems that may be adversely affecting your studies, your personal tutor will be able to offer guidance as to how to best to address whatever the problem might be. Their advice may involve referring you to specialist sources of counsel and support, if appropriate.

New students will be advised of the identity of their personal tutor at the commencement of the teaching period. A list of personal tutors is posted‐up in the SED; details are also on UEL Direct.

A key purpose of the personal tutor will be to support a student’s engagement with academic study, for example to help them:

• understand the importance of preparing for classes, attending regularly and undertaking independent study;

• balance commitments to study with those of employment and home life issues; • help manage transition relevant to each level of study e.g. settling into university life and study,

identify differences between levels, and review progress and achievement in the previous semester

• recognise the importance of completing assessment tasks and meeting deadlines; • practice effective time management; • understand relevant university regulations.

Personal Tutors will invite students to attend at least one meeting per semester. They will be alerted where problems are developing which require proactive support, and a further meeting will be offered, e.g. where students breach UEL’s assessment regulations, have attendance issues, do not submit coursework or do not attend examinations, or perform poorly in academic work with module marks below threshold.

Students may seek advice/referral from their Personal Tutor regarding other sources of support across the University for e.g. counselling, financial support, UELSU.

Students may request an academic reference from their Personal Tutor when seeking to engage in volunteering or employment.

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Enrolment and Module Registration

It is essential that you complete the process of enrolment on‐line before (re)commencing your studies. If you fail to enrol as a UEL student, your Local Education Authority will not pay the fees due. Nor will you be eligible for a student loan or be able to receive an email account or Student Card, without which you will not be able to access key facilities, such as the Library or enter certain buildings on campus. Where required, assistance with enrolment for new students will be available during Induction week.

You should also ensure that you register for the correct modules. If your name does not appear on your register during a lecture or seminar session and when you were expecting to be taking that module, please IMMEDIATELY check whether or not you are properly registered. You can check which modules you are registered for online via UEL Direct (see below). Your module leader or seminar tutor will seek to ensure that students are registered, so please keep on top of your module registration. You can check via the student enquiry desk or ADI student support ‘surgery’ session.

Each academic year ALL students MUST:

REGISTER... for all modules to be studied, whether they are all compulsory – or made up from a selection of compulsory, option and University Wide Option modules. You must also register for any modules you are taking as repeat modules (see UEL‐Direct for details)

ENROL... This is done online and you will receive an email prompting you to do this.

When do I register for my modules?

NEW STUDENTS

You can register for your modules before arriving as part of your on‐line enrolment process.

CONTINUING STUDENTS

You will need to register from May for the modules you wish to take in the next academic year (the following September)

It is vital that you register for the correct modules for your programme: if you don’t, it could affect your progression through your programme of study.

When planning your programme of study – be sure to think ahead to what you wish to study the following year – make sure that you have looked at what prerequisite modules (a module you have to have passed before starting another chosen module) are needed for the modules you want to take at the next level.

Programme and module‐related enquiries Programme enquiries should be directed to either the Programme leader, or to your Personal Tutor. Enquiries about your work on individual modules should be referred to your module leader or your seminar tutor. You may also find some help at the Student enquiry desk (SED).

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Other module resources

Module Guides will provide a week‐by‐week breakdown of lecture and seminar topics, coursework requirements, and provide detailed primary and secondary reading lists. Typically, they also provide a comprehensive list of all the study materials you will require within the context of the module in question. Module Leaders normally distribute module guides in the first week of teaching. If you would like to see a copy of a particular Module Guide before registering for a module, contact the Module Leader and s/he may be able to provide you with one. The Module Guide provides the definitive statement on how the module is assessed in any given year. If there is any discrepancy between it and any other source, the statement of terms in the Module Guide is the final source.

Set Texts: Where appropriate, modules provide a list of ‘set texts’ which students are expected to purchase. Most of these are available from the bookshop on the Docklands campus. You will also find them in the Docklands Library.

Module Readers: As well as ‘set texts’, modules will generally make extensive use of journal articles, book chapters and extracts which may not be available in multiple copies in the Library. In order to make these latter materials readily available to students, module leaders often compile Module Readers that may be purchased from the bookshop or made available electronically in UEL+ (check with your module leader). Photocopied materials related to the administration of modules (Module Guides, seminar exercises, essay questions and the like) will be distributed free of charge.

Rights and Responsibilities Inside and outside the Seminar/Lecture room

Effective learning and teaching depends crucially on the attitude and behaviour of students in the classroom and prior to reaching it. Failure to prepare for a class – to complete the essential reading, for example, prior to the lecture – naturally puts you at a disadvantage, making it less likely that you’ll be able to appreciate or grasp all of what the lecturer is explaining. Failure to prepare is also a discourtesy to your peers if your lack of preparation requires the tutor to repeat material in class which should otherwise have been covered in independent study, thus slowing‐down the progress of the session.

Inconsiderate behaviour by some students towards their peers is among the most common complaints made in module evaluation questionnaires. In particular, turning‐up late, talking while the lecture is in progress, or other such behaviour that distracts concentration from listening and learning are issues that come‐up time and again in feedback and programme committees.

Minimum Standards of Behaviour

• Use of mobile phones during lectures, seminars or workshops is not permitted. If you use a phone during class‐time you will be asked to leave immediately.

• Turning‐up late is discourteous. If you arrive more than 10 minutes after the advertised start‐time you may be required to wait until the first break before joining the class.

• Persistent disruption may result in expulsion from the classroom. Other penalties may follow depending on the circumstance.

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YOUR STUDIES: Teaching and Learning

PLEASE ENSURE YOU FOLLOW ALL ADVICE REGARDING THE WEEKLY ATTENDANCE AT TIMETABLES SESSIONS ‐ WE NEED TO RECORD YOUR REGULAR ATTENDANCE AND WILL DO SO IN CLASS OR VIA ELECTRONIC MEANS

The total of timetabled hours will vary from module to module and following the needs of the programme and discipline. The norm is three to four hours per week over the course of the teaching period, with further opportunities for one‐to‐one meetings and group independent study. A typical format might be one lecture, one seminar, one workshop plus small‐group and/or individual tutorials on a couple of occasions through the teaching period.

It is presumed that students will spend a total of 200 study hours on each module in their programme (equivalent to the accumulation of 20 credits). How this is broken down across the different activities will vary from module to module. In general terms you should aim to spend about 13 hours on each module each week for the 15 weeks of the semester. A typical breakdown for each module each week might be:

Attending lectures, seminars, tutorials and workshops > 3‐4 hours

Preparing for a seminar (completing an exercise, reading, thinking about pre‐set questions, practicing use of key software packages, or other technical competence etc.) > 4 hours

Gathering information for a forthcoming assignment (reading, accessing electronic databases, taking notes etc.) > 4‐5 hours

Indicative Weekly Total = 12 hours per module

Independent Study This is the phrase used to describe scholarly work undertaken independently by the student in relation to their programme of studies – that is, self‐directed work outside of ‘contact time’ with tutors.

As will be apparent from the above indicative weekly schedule, the expectation and understanding of the HE learning environment is that the majority of your time will be self‐directed. Typically, of the notional 12 hours of work identified as required per module of study, only 3 or 4 of these will be with a lecturer. Multiplied by three (that is, modules per semester), to estimate a typical working week of 36 hours, less than a third of this is comprised of ‘contact time’.

The shift from the relatively high levels of tutor‐contact and directed learning characteristic of school and Further Education to a culture of autonomous study and self‐directed learning is perhaps the key challenge for undergraduate students in adapting to the requirements of University life.

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ASSESSMENT

By assessment we mean the formal ratification of marks and decisions on student performance in individual modules and overall profile. The purposes of assessment are twofold. It provides students with ‘hard’ feedback‐evidence of how they are performing and it permits staff to determine whether students have reached the necessary standard for continuation on an honours degree programme. From the beginning of the second year, assessment contributes towards the final degree classification. Students are only eligible for assessment on a module if registered on the module. Schools should ensure that students have ready access to their module registration data and that students are aware of the means of access. (It is the responsibility of the student to ensure that the record of registration is accurate and notify Schools of any inaccuracies).

Note: Students are required to familiarise themselves with UEL’s guidelines on conduct for examinations and conduct themselves in the appropriate manner.

This includes awareness of policies on plagiarism and referencing.

The electronic version of Cite Them Right: the essential referencing guide (8th edition) will be available to all students. It can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded.

Fairness in Assessment

The University operates a rigorous code of practice to ensure that students are assessed fairly:

• Wherever possible, student work is marked anonymously, i.e. the assessors see only the student number, not the name.

• All coursework contributing towards your degree classification is marked by a member of academic staff and monitored by another academic within UEL.

• External Examiners, who are senior academics from other Universities, are sent comprehensive samples of internally marked work and have access to every piece of work. They carefully monitor overall marking levels to ensure these are comparable to standards elsewhere.

Given the above, it is worth noting that marks can be modified in the course of monitoring and confirmation procedures. Once marks have been monitored, confirmed and then ratified by the relevant Assessment Board, there can be no appeal against any mark awarded for any mark awarded for an individual piece of work (Manual of General Regulations, Part 7 ‘Appeals Against Award Board Decisions’, www.uel.ac.uk/qa/manual/index.htm).

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We aim to give you high‐quality, fair, thorough and clear assessment procedures and practice.

You can expect us to:

• provide conditions for assessment in each module, including how we will mark it, the standard you must reach and information on the type of feedback you can expect;

• give you information on what will happen if you hand in work late, and how we deal with plagiarism (copying other people’s work) and other examples of cheating;

• make sure that students with disabilities and dyslexia are not disadvantaged by providing appropriate changes to assessments;

• provide a receipt for any piece of work you hand in for assessment; • give feedback on assessments, normally within four weeks of the formal date for handing

assessments in; • publish details of the exam timetables five weeks before the exams begin; • provide feedback on exam results within five weeks of the exam period ending; • let you know before exams begin where and when results are published; and • send you an academic transcript six weeks after the end of the year listing all the modules you

have taken during the academic year and your results. (Students who owe us tuition fees or other charges will not receive their transcript.)

We expect you to:

• make sure you submit your coursework on the given dates and that it meets the conditions we have given you;

• make sure you know the dates and times of your exams; • prepare and revise carefully for your exams, and contact your personal tutor if you are having

problems; • tell us as soon as possible if you have a disability or dyslexia so that we can make any changes to

assessments that may be necessary; • attend all your exams and make sure that you do not disturb other students or affect their

performance; • get to know the accepted methods of academic writing (including referencing) and read our

regulations for dealing with assessment offences (such as cheating or copying the work of others); and

• make sure the information on your academic record is correct and tell your school office and Student Records if any details have changed.

For more information and advice, please contact your personal tutor, your school, a member of the Student Services staff or the Students’ Union.

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Forms of Assessment Modules are assessed by a combination of means, as follows:

Essays are formal assignments written in response to questions, where typically the question is intended to evaluate knowledge and learning of selected topics. Essays call for conceptual understanding, requiring the ability to develop a coherent thesis, using ideas, arguments, evidence and indicative examples as well as creative thought.

Presentations encourage collaborative working and are intended to assess the ability to summarise ideas in a salient fashion and in such a way as to stimulate debate and dialogue around key questions.

Examinations are intended to establish what you have learnt from the whole module by addressing your knowledge of a broad range of issues and key concepts.

Class Tests are similar to examinations but cover local rather than general concerns and typically deploy non‐traditional methods of assessment to evaluate applied understanding.

Production or Performance pieces are the realisation of a process of critical‐creativity, involving research and practised understanding of the character of the medium, demonstrated in the final product or show.

Projects & Dissertations aim to test the ability to research a topic and demonstrate understanding of core concepts through applied and sustained case‐study analysis.

Submitting Coursework at SED For all modules in ADI you will be required to submit coursework assignments not later than the published Deadline Dates given in module guides. Module deadline dates must be compliant with the absolute deadline dates for each semester indicated by the academic calendar.

Assignments will not be accepted after the published deadline dates – unless governed by ‘extenuating circumstances. If work is not handed‐in at all or if, by missing the deadline, it is deemed to have been handed‐in late, a mark of zero (and non‐submission) will be recorded for the submission in question.

When handing in an assignment you must complete the appropriate coversheet, attaching it to your work. Be sure to fill‐in all sections correctly: seek assistance if you’re uncertain.

Submit coursework at the Student Enquiries Desk not later than 4.00pm on the day of submission. Any changes to this process will be advertised in advance

The date of submission of all assignments is recorded and receipted for each piece of work handed‐in (manually and electronically). Please be sure to keep receipts safely as it may be necessary to produce in the event of any disputes over the date a particular assignment was submitted. Similarly, it is important that you keep a duplicate of your work in case the copy you submitted is mislaid.

You may be required to submit coursework in an electronic format, in addition to hard copy. Detailed information about e‐submission and TURNITIN will be detailed in the relevant module guide.

The Student Enquiry Desk does NOT accept coursework assignments sent by email.

NEVER hand‐in or send your assignment directly to a member of academic staff.

Note: For art based portfolio work within the DV, FT, FA & VT fields please refer to your module guide for specific

assessment submission arrangements.

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Assessment: What happens if I don’t pass a module first time?

You should take care to fully understand the UEL policy on assessment. This policy is designed to ensure fairness and standards of achievement are protected. It is useful to familiarise yourself with this system, as you may be used to other systems operated elsewhere. Understanding how the rules apply to you is a key part of your responsibility in self‐managed learning.

For further details, seewww.uel.ac.uk/qa/assessmentpolicy.htm

Non‐submission of work, e.g. due to illness, may be dealt with through the submission of Extenuating Circumstances.

What are Extenuating Circumstances?

If you are unable to hand in work as required and to deadline, you may be able to claim extenuation.

Extenuating Circumstances are circumstances which impair the performance of a student in assessment or reassessment prevent a student from attending for assessment or reassessment prevent a student from submitting assessed or reassessed work by the scheduled date

Such circumstances would normally be unforeseeable ‐ in that the student could have no prior knowledge of the event concerned unpreventable ‐ in that the student could do nothing reasonably in their power to prevent such an event expected to have a serious impact

Students are expected to make reasonable plans to take into account commonly occurring circumstances, even those which, on occasion, may have been unforeseeable and unpreventable.

Please go to www.uel.ac.uk/qa/extenuation.htm for forms and other information about extenuation.

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STUDENT SUPPORT IN ARTS AND DIGITAL INDUSTRIES

UEL aims to give you a range of high‐quality student services, which offer advice, information, financial help, counselling, services for people with a disability or dyslexia, recreational opportunities, careers guidance, health services and childcare support throughout the period of your studies. Further information can be found through UEL student services, the UEL web site and the UEL student Union. Some guidance is included below.

Information and support are available from a variety of places and publications.

• For general information, see The Essential Guide to UELwww.uel.ac.uk/essguide/

• For enquiries about enrolment, fees, student loans/finance, Access and Hardship funds, Learning Difficulties, disability, dyslexia, counselling (including immigration matters), careers, healthcare, contact Student Services in the North Building at Docklands campus – for further information, contact details and opening hours seewww.uel.ac.uk/studentservices/index.htm

UEL Students’ Union

The University of East London Students Union (sometimes just called 'The Students' Union' or UELSU) is an autonomous body that can help you to get the most out of your degree and university life here at the University of East London. This can be an important source for information, representation of your views, support and entertainment.

Online communication with UEL: How to Use UEL Direct http://www.uel.ac.uk/elearning/uelplus/student/introduction/complete_guide.htm

UEL Direct is used increasingly as the principal and preferred means of communicating with the student community. Details of Assessment deadlines, re‐assessment requirements, and exam results are now all routinely published via UEL Direct. We expect you to refer to UEL Direct on a regular basis. At present, you can use UEL Direct to:

• check which modules you are registered for in student records (DELTA); • update your address details in DELTA; • view coursework and exam marks; • access re‐assessment requirements; • access your e‐mails; • link to other online services such as UEL+ and Learning Support Services web pages.

Access UEL Direct via the UEL home page www.uel.ac.uk • Click on the 'UEL Direct link' ‐ it is on the left of the screen • Enter your login ID (your 7 digit student number prefixed by the letter 'u' e.g. u0123456). • Enter your password (initially this will be your date of birth in the form dd‐mmm‐yy (01‐apr‐81

for 1st April 1981 – you can change it later)

Your Address and Phone Number From time to time the School will need to communicate with its students, in writing or by telephone. It is vital therefore that you inform us of any changes to your contact details. You can update your details through UEL Direct. It is your responsibility to ensure contact details are accurate and up‐to‐date. The University cannot be held responsible for problems created by your failure to do so. The best way to do this is via UEL Direct.

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Disabilities, Dyslexia and Access Centre www.uel.ac.uk/disability

The Centre promotes equality of opportunity for disabled people, to create a learning, working and living campus environment where everyone can achieve full participation.

You can expect us to: • offer advice during admissions, first semester and throughout your time at UEL on the services,

financial support and equipment available to help with your studies. This can be done via email, fax, over the telephone or in person;

• provide a confidential environment to discuss your needs with knowledgeable staff; • provide help from disability advisors throughout the year on both campuses regardless of disability.

Our core hours are Monday ‐ Friday, 9 ‐ 5pm but we also offer drop in times and flexible days starting from 8am until 8pm;;

• help you to apply for allowances you may be eligible for, and give you information about the support and equipment that these allowances may pay for;

• provide up to date information on services and support for students with disabilities from the Disability and Dyslexia Unit, UEL community and relevant outside agencies;

• be a service led by you the student. Regular feedback will be obtained about our service through focus groups, questionnaires, comment boxes, emails and our website ‐www.uel.ac.uk/disability

We expect you to: • arrange to discuss your particular needs us as soon as possible, ideally before you join us; • ensure that you show up for appointments with our specialists i.e. Educational Psychologists, tutors,

advisors and assessors; • tell us if your needs change; • take responsibility for your own studying. If you find that you are struggling, then it is your

responsibility to come to us before it is too late; • if you are dyslexic, attach your Dyslexia Certificate to all assignments, essays, tests, and exams.

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FURTHER INFORMATION:

Sections on Academic Appeals and Complaints, and the subsequent appendices, are designed to advise and support you with key information. Please also use the UEL website to check regulations and processes.

SECTION 1 ACADEMIC APPEALS

SECTION 2 COMPLAINTS

APPENDIX A Academic Calendar

APPENDIX B List of useful web pages

APPENDIX C Student Attendance Policy – Guidance for students

APPENDIX D Terms of Reference for Programme Committee

APPENDIX E Assessment Offences, Plagiarism and Collusion

APPENDIX F Health and Safety

APPENDIX G Support offered by Student Services

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1 ACADEMIC APPEALS

1.1 Students who dispute a decision of an Assessment Board may appeal in accordance with the Procedure for notification of Appeal, Part 7, paragraph 2 of the Manual of General Regulations.

1.2 No appeal will be entertained on matters of academic judgement. These remain the exclusive prerogative of the Assessment Board. Matters of academic judgement include: whether a student has reached the academic standard required for the relevant stage of the programme; whether a student would benefit academically from further study on the programme.

1.3 An appeal may be made only on the following grounds:

• The assessment was not conducted in accordance with the current regulations for the programme, or there has been a material administrative error or some other material irregularity relevant to the assessments has occurred.

• For a student with a disability or additional need, the initial needs assessment was not correctly carried out, or the support identified was not provided, or the agreed assessment procedures for that student were not implemented.

1.4 Any student wishing to appeal against a decision or recommendation of an Assessment Board must lodge his or her notice of appeal with Quality Assurance and Enhancement, normally using a pro forma available from the UEL web site.

1.5 Further information about the UEL appeals process, including copies of the formal Notification of Appeal Form, is available for view atwww.uel.ac.uk/qa

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2 COMPLAINTS

2.1 If you feel that our University has not delivered the standard of service which it would be reasonable to expect, you may be entitled to lodge a complaint, in accordance with section 14 of theManual of General Regulations. The Complaints Procedure should be used for serious matters, and not for minor things such as occasional lapses of good manners or disputes of a private nature between staff and students. Complaints can be lodged by students, prospective students and members of the general public, but cannot be made by a third party.

2.2 Separate procedures exist for the following, which therefore cannot form the substance of a complaint:

− appeals against the decisions of Assessment Boards; − appeals against the decisions of the Extenuation Panel; − complaints against the Students' Union; − appeals against decisions taken under disciplinary proceedings; − complaints about businesses operating on University premises, but not owned by our

University; − complaints about the behaviour of other students; − appeals against the decisions of an Investigating Panel.

2.3 The procedure has four possible stages:

STAGE 1: Conciliation STAGE 2: Formal complaint STAGE 3: Appeal to the Secretary and Registrar STAGE 4: Independent Review

2.4 Every reasonable effort should be made to raise the complaint informally (Stage 1). If no satisfactory outcome is reached, you can lodge a formal complaint (Stage 2) with the Complaints Liaison Officer, based in Quality Assurance and Enhancement. You are also advised at this point to discuss the matter with a member of the Students’ Union Advice and Information Service.

2.5 Complaints must normally be lodged within set time limits (please see Complaints Procedure for further details). This ensures that the people involved still remember the case, and the facts can be established.

2.6 Further information about our University’s complaints procedure, including copies of the formal Complaints Form, is available for view at www.uel.ac.uk/qa

2.7 If you would like to discuss a complaint you have made (or are considering making) with a member of University staff, you should make an appointment with the Head of Student Compliance & Responsibilities, by emailing Toby Grainger ([email protected]). Alternatively you can discuss the matter with a relevant member of staff from the School/Service such as the School Registrar, Programme Leader or Module Leader.

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APPENDIX A: Academic Calendar 2012‐13

Week Start. Week No.

17‐Sep‐12 1 INDUCTION

24‐Sep‐12 2 TEACHING

01‐Oct‐12 3 TEACHING





05‐Nov‐12 8 TEACHING



26‐ Nov‐12 11 TEACHING

03‐Dec‐12 12 TEACHING

10‐Dec‐12 13 TEACHING

17‐Dec‐12 STUD VAC



07‐Jan‐13 14 EXAMS

14‐Jan‐13 15 EXAMS/MARKING

21‐Jan‐13 16 MARKING

28‐Jan‐13 17 INDUCTION/FB

04‐Feb‐13 18 TEACHING/AB

11‐Feb‐13 19 TEACHING



04‐Mar‐13 22 TEACHING



25‐Mar‐13 STUD VAC

01‐Apr‐13 STUD VAC

08‐Apr‐13 25 TEACHING




06‐May‐13 29 TEACHING

13‐May‐13 30 REVISION

20‐May‐13 31 EXAMS

27‐May‐13 32 EXAMS/MARKING

03‐Jun‐13 33 MARKING

10‐Jun‐13 34 FB

17‐Jun‐13 35 AB/COUNSELLING

24‐Jun‐13 STUD VAC

01‐Jul‐13 STUD VAC





05‐Aug‐13 STUD VAC

12‐Aug‐13 STUD VAC

19‐Aug‐13 36 STUD VAC/EXAMS

26‐Aug‐13 37 STUD VAC/MARKING

02‐Sep‐13 38 STUD VAC/FB/AB

09‐Sep‐13 STUD VAC

16‐Sep‐13 1 INDUCTION

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APPENDIX B: USEFUL WEB PAGES

Academic Appeals: http://www.uel.ac.uk/qa/qualityass_appeals.htm

Academic Integrity Policy http://www.uel.ac.uk/qa/manual/policies.htm

Accreditation of Experiential Learning: http://www.uel.ac.uk/apel/index_ways.htm

Assessment policy: http://www.uel.ac.uk/qa/AssessmentPolicy.htm

Attendance policy: http://www.uel.ac.uk/qa/documents/attendancestudentguidelinesprogrammehandbook.doc

Careers: http://www.uel.ac.uk/employability

Complaints Procedure: http://www.uel.ac.uk/qa/qualityass_complain.htm

Computer based training for Word: http://www.uel.ac.uk/it/training/index.htm

Counselling: http://www.uel.ac.uk/counselling

Disability support: http://www.uel.ac.uk/disability/index.htm

Employability at UEL: http://www.uel.ac.uk/employability/index.htm

Equality and Diversity Policy: http://www.uel.ac.uk/hrservices/EqualityDiversity_Policy.htm

Extenuating Circumstances: (for information only as it relates solely to arrangements at UEL not at a collaborating partner institution) http://www.uel.ac.uk/qa/extenuation.htm

Learning Teaching and Assessment Strategy 2006‐09 http://www.uel.ac.uk/internal/l_and_t_strat/index.htm

Library and Learning Services http://www.uel.ac.uk/lss/index.htm

Manual of General Regulations http://www.uel.ac.uk/qa/manual/index.htm

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Programme Specification: http://www.uel.ac.uk/courses/index.htm

Referencing guidelines: http://www.uel.ac.uk/lls/support/harvard.htm

Skills Curriculum: http://www.uel.ac.uk/qa/skills.htm

Skillzone: http://www.uel.ac.uk/skillzone

Student Charter: http://www.uel.ac.uk/studentcharter/

Student Services: http://www.uel.ac.uk/studentservices/index.htm

Student Information http://www.uel.ac.uk/students

Suitability Procedures http://www.uel.ac.uk/qa/manual/documents/part13‐suitability.doc

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APPENDIX C: STUDENT ATTENDANCE POLICY ‐ GUIDANCE FOR STUDENTS

Please also refer to advice from programme and module leaders in relation to any additional module and programme specific requirements.

The Importance of Attendance

You have made a commitment to work towards achieving academic success by enrolling on your programme and registering on your modules. We know, as you do, that in order to achieve ultimate success in your studies it is important that you participate in, and engage fully with, all your scheduled activities such as lectures, workshops and seminars. We therefore regard attendance as essential, as we are sure you will.

Punctuality is also crucial (if you turn up late you may find you will not be allowed to enter ‐late attendance causes disruption for others). Other aspects of behaviour are important as well ‐ for instance, no food or drink should be consumed in lectures or classes and all mobile phones should be turned off.

Recording attendance

We are obliged to keep records of your attendance for use by The Higher Education Funding Council for England (HEFCE) and in some case the UK Border Agency. For all teaching activities specified by your School (workshops, seminars, practicals etc.) a record will be kept. You must ensure that you can demonstrate your attendance through this recording process.

Please Note: Attendance will be monitored via the electronic touch card system. Please ensure you touch into each new timetabled event (lecture, seminar, workshop, etc.) when you enter the room at the start of class.

If you cannot attend

If you are unable to attend classes or other required activities you must inform the appropriate school office as soon as possible and in any case within 7 working days. While this will not authorise an absence (as set out by HEFCE Regulations) your reasons for absence will be taken into consideration before your withdrawal if your attendance drops below 75% on a module.

Be advised: Students who are absent without an independently verifiable cause from classes or other required activities on three consecutive occasions and/or whose attendance falls below 75% at any time will be withdrawn from the module to which the classes or other required activities apply. They will have a right of appeal to a panel comprising two members of staff of the relevant School and one student. Students who are withdrawn from two modules in one semester may be withdrawn from our University.

If you attend regularly

If you attend regularly you will get the most out of your studies, you will maximise your chances of success, and you will find the relationships you build up in your classes support you in your achievements.

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APPENDIX D

TITLE: PROGRAMME COMMITTEE

REPORTS TO: SCHOOL BOARD

TERMS OF REFERENCE

To be responsible for assuring and enhancing the quality of the student experience at programme level by:

1. Providing a forum in which students can express their views about the management of the programme, and the content, delivery and assessment of modules, in order to identify appropriate actions to be taken in response to the issues raised and to ensure that the implementation of these actions is tracked.

2. Providing formal yearly student feedback on the programme as input into the preparation of the Programme REP.

3. Reviewing results from any other methods of programme feedback used, including results from the National Student Survey and UEL Student Satisfaction Survey, and making recommendations and changes arising from these.

4. Receiving, considering and approving the Programme REP and identifying responsibilities for action to be taken before it is considered by School Quality Standing Committee.

5. Reviewing progress on REP action plans at each meeting. 6. Reviewing the relevant documentation and other evidence prepared for Academic

Review and other external review processes. 7. Considering proposals for modification of the programme structure. 8. Making recommendations for new modules to the appropriate Field Committee. 9. Advising the Programme Leader on mechanisms by which University policy statements,

which have an impact on programme design and delivery, are implemented.

MEMBERSHIP

Programme Leader (Chair) Administrator/Servicing Officer (ex‐officio) Module leaders of all modules core to the programme Learning Support Services representative Technician representative (if appropriate) Dean of School/Associate Dean of School (ex officio) Two student reps for each level and at least one part‐time student (where appropriate)

In attendance: Programme staff making a significant teaching contribution to the programme will be entitled to attend

The meeting will be quorate if 40% of the members are present.

Frequency: a minimum of 1 meeting per semester

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APPENDIX E: ASSESSMENT OFFENCES

Our University’s Regulations define an assessment offence as ‘any action(s) or behaviour likely to confer an unfair advantage in assessment, whether by advantaging the alleged offender or disadvantaging (deliberately or unconsciously) another or others’. Our Regulations go on to state that ‘… the use of any form of unfair or dishonest practice in assessment … can be considered a potential assessment offence.’

The regulations provide examples of different assessment offences. A selection is given below but this list is not exhaustive.

• Importation into an examination room of materials other than those which are specifically permitted under the regulations pertaining to the examination in question.

• Reference to such materials (whether written or electronically recorded) during the period of the examination, whether or not such reference is made in the examination room.

• Copying the work of another candidate. • Disruptive behaviour during examination or assessment. • The submission of material (written, visual or oral), originally produced by another person or

persons, without due acknowledgement*, so that the work could be assumed to be the student's own. For the purposes of these Regulations, this includes incorporation of significant extracts or elements taken from the work of (an)other(s), without acknowledgement or reference*. *(Note: The incorporation of significant elements of (an)other(s) work, even with acknowledgement or reference, is unacceptable academic practice and will normally result in failure of that item or stage of assessment.)

• The submission of work produced in collaboration for an assignment based on the assessment of individual work. (Such offences are typically described as plagiarism and collusion.)

• Being party to any arrangement whereby the work of one candidate is represented as that of another.

Full details of the Assessment Offences Regulations are located in Part 8 of the Manual of General Regulations (available for view at http://www.uel.ac.uk/qa/manual/index.htm)

If it is determined that a breach of regulations has taken place, a range of penalties may be prescribed which could include expulsion from the programme.

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PLAGIARISM AND COLLUSION: A GUIDANCE NOTE FOR STUDENTS

Please see http://www.uel.ac.uk/apse/academic/what.htm for further information.

DEFINITION OF PLAGIARISM AND COLLUSION:

Our University defines plagiarism and collusion in Part 8 of the UEL Manual of General Regulations as follows:

The submission of material (written, visual or oral), originally produced by another person or persons or oneself, without due acknowledgement*, so that the work could be assumed to be the student's own. For the purposes of these Regulations, this includes incorporation of significant extracts or elements taken from the work of (an)other(s) or oneself, without acknowledgement or reference*, and the submission of work produced in collaboration for an assignment based on the assessment of individual work. (Such offences are typically described as plagiarism and collusion.)

*(Note: To avoid potential misunderstanding, any phrase not the student’s own or submitted by the student for a different assessment should normally be in quotation marks or highlighted in some other way. It should also be noted that the incorporation of significant elements of (an)other(s) work or of one’s own work submitted for a different assessment, even with acknowledgement or reference, is unacceptable academic practice and will normally result in failure of that item or stage of assessment.)

Plagiarism in Greater Detail

Work that students submit for assessment will inevitably be building on ideas that they have read about or have heard about in lectures. Students can, however, only demonstrate that they have learnt from their sources by presenting the concepts in their own words and by incorporating their own commentary on the findings.

Where students submit work purporting to be their own, but which in any way borrows ideas, wording or anything else from other source, without appropriate acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else's work whether it be from a published article, book chapter, website, an assignment from a friend or any other source.

Students cannot submit the same work for two different modules. This is classified as plagiarism. If students wish to draw upon some of their own previous work/research, the rule of ‘due acknowledgement’ applies.

When an assignment or report involves outside sources or information, the student must carefully acknowledge exactly what, where and how he/she has employed them. If the words of someone else are used, they must be put in quotation marks or otherwise identified and a reference as to source appended. For further, detailed information on how to reference and the avoidance of plagiarism, please see: http://www.uel.ac.uk/apse/academic/avoiding.htm

Making simple changes to the wording of a section from a book, article, web‐site etc. whilst leaving the organisation, content and phraseology intact would also be regarded as plagiarism.

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Collusion:

Collusion is the term used to describe any form of joint effort intended to deceive an assessor as to who was actually responsible for producing the material submitted for assessment. Students may obviously discuss assignments amongst themselves and this can be a valuable learning experience. However, if an individual assignment is specified, when the actual coursework is produced it must be by the student alone. For this reason students should be wary of lending work to colleagues since, were it to be plagiarised, they could leave themselves open to a charge of collusion.

When to Reference:

Since the regulations do not distinguish between deliberate and accidental plagiarism, the key to avoiding a charge of plagiarism is to make sure that students assign credit where it is due by providing an appropriate reference for anything in their coursework which was said, written, drawn, emailed or implied by somebody else or by themselves for another assignment.

A reference must be provided:

• when students use or refer to somebody else's words or ideas from an article, book, newspaper, TV programme, film, web page, letter or any other medium;

• when students use information gained from an exchange of correspondence or emails with another person or through an interview or in conversation;

• when students copy the exact words or a unique phrase from somewhere; • when students reprint any diagrams, illustrations, or photographs.

A reference does not need to be provided:

• when students are writing of their own experience, own observations, own thoughts or insights or offering their own conclusions on a subject;

• when students are using what is judged to be common knowledge (common sense observations, shared information within their subject area, generally accepted facts etc.) Material is probably common knowledge if: Ø the same information, undocumented, can be found in other sources; Ø it is information students would expect their readers to be familiar with; Ø the information could be easily found in general reference sources.

Source Dependency – An Unacceptable Academic Practice

Students occasionally misunderstand the concepts being presented here and submit coursework where substantial and significant elements of another author's work are used and acknowledged. It is clear that this cannot satisfy the normal assessment criteria to:

• use your own words; • provide a critical commentary on existing literature; • aim for novelty and originality; • demonstrate your understanding of the subject area by paraphrasing.

This is called ‘source dependency’ and the outcome will be a fail mark for the particular piece of work concerned.

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APPENDIX F: HEALTH AND SAFETY

The School of Arts and Digital Industries operates the University’s Health and Safety Policy. Health and Safety at Work Act requires everyone at work to take reasonable care to prevent ill health or injury to themselves and others who may be affected by their acts or omissions.

The School encourages staff and students to engage seriously about these matters and to ask what measures are being taken to ensure their own safety.

The School faces many issues common to all higher education institutions. Specific health and safety issues for the School include:

• The safe management of areas where staff and students use equipment relating to either media, fashion or artistic production or performance work or where they undertake demanding physical activities relating to theatrical, dance‐based or musical performances.

• The challenges presented by the need for some staff and some research students to travel to overseas destinations associated with the aftermath of conflict or natural disasters.

• These issues are being addressed either by the creation of specific guidance relating to these areas or by raising staff and student awareness or a combination of both. Staff working in these areas will advise students of the specific precautions and provide inductions as necessary.

RESPONSIBILITY STRUCTURE

The School of Arts and Digital Industries, as a school within UEL, is responsible to the Vice‐Chancellor through the Management Safety Group for the implementation of the arrangements in the University Health and Safety Policy. The Dean of School is responsible and accountable for health and safety matters within the school affecting staff, students and visitors. To help her discharge these duties he has nominated two School Safety Co‐ordinators to attend to relevant matters, e.g., the production of risk assessments and the inspections of equipment and work spaces. Similarly, First Aiders and Fire Marshals have been appointed (see below).

Within the University’s overall arrangements for health and safety, Lecturers in charge of students bear responsibility for their health and safety whether in classrooms, staff rooms, workrooms or laboratories. Students should follow guidance with care and be alert to health and safety issues at all times and as advised.

Dean of School Room EB301 School Safety Co‐ordinators East Building Steve Lauder East Building

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STUDENT INFORMATION

The School informs staff responsible for delivering student induction programmes that they must ensure that students are informed of safety procedures and emergency exits. This includes, for example, communicating to students the food and drink policy operated in the Media Production Services (MPS).

ACCIDENTS

All accidents, whether or not any injury is immediately apparent, should be reported as soon as possible to the Dean of School via the School Office (Room EB.3.13A) on a University Accident Report Form – will be provided.

To deal with serious injuries, dial 999 for the Emergency Services. (Dial 9 for an outside number then 999 if using an internal UEL telephone)

Minor injuries should be reported to the appropriate First Aider or the Student Health Centre (Room 0213), which is open on Tuesdays and Thursdays, 10 am to 4pm.

First Aiders

The School has a number of trained first aiders. At present they are:

East Building and MPS Fred Brown (EB.2.40) East Building Steve Lauder (EB.1.37) East Building Anna Robinson (EB.2.48) East Building Carol Moore (EB.3.05) AVA Building Deon Fourie (G.21) AVA Building Sian Harris (G.03) AVA Building Zoe Hodgson (G.35B) AVA Building Paola Leonardi (G.48 AVA Building Paul Manners (G.01) AVA Building Mika Nash (G.25A) AVA Building David Ring (1.25) AVA Building Mark Sowden (G.11) AVA Building Dean Todd (G.46D) AVA Building Beryl Watson (G.01) AVA Building Rosemary White (1.37)

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IF YOU DISCOVER A FIRE:

• operate the nearest fire alarm by breaking the glass • dial 9 for outside line, and then, 999 for the Emergency Services • notify Security (Ext 7771) of its location

On the Docklands campus, when the fire alarms sound, staff and students should leave the building immediately by the nearest Fire Exit and go straight to the nearest assembly point without stopping to pick up personal belongings. When leaving, close doors and windows and switch off equipment if there is time. Staff or students should not re‐enter the building until it is declared safe to do so.

Notices indicating the direction of the nearest Fire Exit are posted in teaching rooms and corridors all over the campus. Around each Fire Exit door you will find fire extinguishers and fire alarms as well as instructions about where to assemble.

Fire Marshals have been appointed for each building. They will help to evacuate the building and will assist disabled people, directing those in wheelchairs to the closest fire refuge where appropriate. They are:

Name Post Tel. Ext. Mr. David Ring Technical Resource Manager 3445 Mr. Martin Barrett Senior Lecturer, Digital Arts and Visual Communication 3424 Mr. Geoffrey Brunell Principal Lecturer, Fine Art 3297 Mr. Peter Cobb Field Leader, Fine Art, 3417 Ms. Lucy Jones Subject Director, Fashion and Textiles 2257 Mr. David Mann Senior Lecturer, Digital Arts and Visual Communication 3435 Dr. Andrew Stephenson Subject Director, Visual Theories 3406 Mr Peter Hall A/V Media Technical Associate 7762 Mr Reza Alavi Technical Services Assistant 7515

In other UEL locations, staff and students should familiarise themselves with emergency exits in the area. Special provisions apply at Trinity Buoy Wharf and at Stratford Circus

SUSPICIOUS PACKAGES

If you discover a suspicious package, note the correct location of the package and inform Security (Ext 7771).

EQUIPMENT/ELECTRICITY

Staff should immediately report any equipment which has a defect which appears to render it unsafe to the relevant Safety Co‐ordinator. They should not attempt to use or move the equipment themselves at this point.

No electrical equipment, including kettles or anything belonging to staff or students, should be used on the premises without being safety‐checked. All electrical equipment belonging to the School will be safety‐tested once a year.

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CHILDREN

Staff and students who bring children onto the premises must adequately supervise them and respect regulations excluding children from particular specialist areas for reasons of safety. Specific advice has also been issued by the Library.

SPECIALIST AREAS:

Media Production Services (MPS)

Health and Safety management in the MPS is the responsibility of the Maciej Hrybowicz, Head of the MPS, acting on behalf of the Head of School.

Trinity Buoy Wharf Dance Studios (TBW)

Health and Safety management at TBW is the responsibility of Mark Hunter, Field Leader for Performing Arts.

STUDENT PLACEMENTS

Before students take part in any type of off‐site placement or exchange scheme it is essential that a risk assessment of the place they will be visiting has been carried out and that they have received a written statement from the School about the health and safety implications and requirements of their visit. Further details about this may be obtained from any of the Health and Safety Co‐ordinators.

APPENDIX G: STUDENT SERVICES

www.uel.ac.uk/studentservices

Student Services is your first point of contact for all non‐academic based queries. They provide a wide range of services which are geared at providing support to you throughout your stay in university. They consist of the following areas:

Student Services Helpdesk Teamwho in most cases will be your first point of contact, are located on both campuses and can provide advice and guidance around all issues related to your studies. They authorise payment schedules for student loans and outside enrolment periods they issue student ID cards. They also authorise London Transport (Oystercard) and British Rail discount forms and can give directions on how some of these can be done online. There’s also a basic payment facility available at Stratford Student Service

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Helpdesk. Further information can be found on our website: http://www.uel.ac.uk/studentservices/helpdesk/index.htm

Our Disability and Dyslexia team provides assistance, advice and assessment of students who have or might require additional needs. Support available includes help in applying to the local authority for a Disabled Students Allowance, a dyslexia screening service and exam modifications/additional arrangements for assessment and marking. We work with all disabilities and also have a Mental Health Coordinator. Further information can be found on our website: http://www.uel.ac.uk/disability/index.htm

We have a Counselling service where students can access confidential and professional advice on any personal matters or problems that may be affecting them and interfering with their studies. Further information can be found on our website: http://www.uel.ac.uk/studentservices/supportingyou/counselling.htm

The Student Health and Wellbeing Team offers a wide range of advice and information on how to lead a healthy life while at UEL. This includes several clinics on sexual health/family planning, immunisations, alcohol and drugs awareness and you can also stop smoking by joining our smoking cessation programme or lose weight supported by our weight management programme. Each centre offers the service of a specialised health advisor, and you can also get information on how to register with a GP and the NHS. You can also get condoms, pregnancy testing and emergency contraception at our centres. Further information can be found on our website: http://www.uel.ac.uk/studentservices/supportingyou/health.htm

Our Student Money Advice and Rights (SMART) team provides advice, information and guidance on government and University funding. They offer both an appointment and a drop in service where you can see one of our friendly advisors to discuss issues to do with financial help. Further information can be found on our website: http://www.uel.ac.uk/studentservices/moneymatters/index.htm

Please note that the SMART team and the credit control team (who are often referred to as finance) are not to be confused, since the Credit Control team deals with financial matters such as collection of monies owed.

Our new Early Years Centre & Children’s Garden based at the Docklands campus, has the facility to provide childcare facilities for 49 children aged 3 to 6. You can choose to enrol your child on a full time or sessional basis. Further information can be found on our website: http://www.uel.ac.uk/studentservices/supportingyou/nursery.htm

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